Inquiry-based learning: An instructional alternative for occupational therapy education

Area of Science:

• Health Professions Education
• Occupational Therapy Pedagogy
• Educational Psychology

Background:

• Traditional lecture-based instruction is common in introductory health professions courses.
• There is a need to evaluate innovative teaching methods like inquiry-based learning (IBL) in occupational therapy.
• Student-centered learning approaches aim to improve engagement and skill development.

Purpose of the Study:

• To evaluate the academic performance of occupational therapy students educated via an inquiry-based learning (IBL) model.
• To compare the outcomes of IBL students with those in traditional instructional settings in subsequent professional courses.
• To assess the impact of IBL on student-directed learning, problem-solving, and interaction.

Main Methods:

• An inquiry-based learning (IBL) instructional model was implemented in selected sections of an introductory occupational therapy course.
• Student performance was evaluated by comparing final grades in junior professional courses between IBL and non-IBL cohorts.
• Peer-matching methodology was used to control for admission cohort variables (n=47 IBL, n=68 non-IBL).

Main Results:

• Students from IBL sections performed comparably to those in traditionally taught sections in subsequent coursework.
• IBL students in specific years (1994/5, 1996/7) achieved significantly higher grades in 'therapeutic occupation' and 'assessment and evaluation techniques'.
• Students reported enhanced learning, improved problem-solving skills, and greater career awareness due to the IBL approach.

Conclusions:

• The inquiry-based learning (IBL) model is an effective instructional strategy in occupational therapy education.
• IBL promotes comparable or superior academic outcomes and enhances critical skills and professional understanding.
• Mature students showed a more favorable response to the IBL approach compared to first-year university students.