Document Type (Journals)
Original Research
Abstract
This study explored the effectiveness of a multimodal instructional module for teaching Occupational Adaptation (OA) theory. Implemented across three entry-level occupational therapy doctoral (OTD) programs, faculty designed and implemented asynchronous preparatory lectures, a face-to-face experiential lab, and guided discussions of the learning experiences. Researchers employed a convergent mixed-methods design, integrating qualitative and quantitative data. Students (n=108) completed a pre- and post-knowledge exam, the Relative Mastery Scale (RMS), and a Learning Experience Questionnaire. Analysis of variance (ANOVA) revealed statistically significant differences in pre-and post- knowledge scores and RMS ratings across all sites, with no differences based on university. Qualitative analysis yielded two primary themes: experiences lead to knowledge development and student insights reinforce and guide future learning. Additional findings indicated a preference for interactive lab-based activities over passive methods such as readings and quizzes. The multi-site instructional approach demonstrates potential for broader application in teaching other theories or non-theory content in occupational therapy education. Future research should explore how students adapt during active participation in instructional modules designed to foster professional reasoning and theory integration.
Biography
Anna Baird-Galloway, OTD, MOT, OTR/L, MT-BC is a Clinical Assistant Professor at the University of Florida. Her clinical expertise includes acute care and psychosocial settings. Her research includes Scholarship of Teaching and Learning and creative arts in OT education and practice. She is the Faculty Coordinator for the OT Equal Access Clinic.
Lorrie George-Paschal, PhD., OTR/L, ATP is a Professor and Research Coordinator at the University of Central Arkansas. She has 32 years of academic experience with a line of research including instrumentation, Occupational Adaptation, and the Scholarship of Teaching and Learning (SoTL). She is the co-director of the AOTA SoTL Institute and Mentoring Program.
Linda R. Struckmeyer, PhD, OTR/L, FAOTA is a Clinical Associate Professor at University of Florida. Her research is in scholarship of teaching and learning and aging in place. She has over 30 years of clinical experience across the lifespan and over 10 years of teaching graduate occupational therapy courses.
Sara Israel, JD, OTR/L is a Visiting Clinical Instructor at the University of Central Arkansas. Her clinical focus is adult rehabilitation. She has teaching experience with foundational OT courses plus advocacy, management, and emerging practices. Research interests include the scholarship of teaching and learning and practices supporting student wellbeing.
Nancy Krusen, PhD, OTR/L, FAOTA is Program Director and Professor at the University of Nebraska Medical Center with over 30 years in academia. Her primary interests surround Occupational Adaptation, the ways in which people adapt to life challenges and the ways in which the environment contributes to adaptation.
Declaration of Interest
The authors report no declarations of interest.
Recommended Citation
Galloway, A. B., George-Paschal, L. A., Struckmeyer, L., Israel, S. F., & Krusen, N. (2025). Theory-Driven Design, Theory-Integrated Learning: A Multimodal Approach to Teaching Occupational Adaptation. Journal of Occupational Therapy Education, 9 (4). Retrieved from https://encompass.eku.edu/jote/vol9/iss4/10
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