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Parameters for adapting journal writing activities.
1Occupational Therapy Program, University of Southern Indiana, Evansville, IN, 44714.
Occupational Therapy in Health Care
|August 16, 2013
Summary
This study introduces four parameters (focus, temporality, feedback, sharing) to enhance student journal assignments in occupational therapy education. These parameters help develop critical thinking, reflection, and professional skills.
Area of Science:
- Occupational Therapy Education
- Pedagogy
Background:
- Journal writing is increasingly used in occupational therapy curricula.
- Effective structuring of journal assignments is crucial for maximizing learning outcomes.
Purpose of the Study:
- To analyze existing student journal writing strategies in occupational therapy.
- To introduce four parameters (focus, temporality, feedback, sharing) for shaping effective journal assignments.
Main Methods:
- Qualitative audit of five student journal strategies within an occupational therapy program.
- Analysis of strategies using the four defined parameters.
- Inclusion of student exemplars for each strategy.
Main Results:
- Journal writing activities are valuable for fostering reflection, critical thinking, and learner-centered approaches.
- The four parameters provide a flexible framework for adapting journal activities.
- Five distinct journal strategies were analyzed: Video Journal, OT/OTA Collaborative Fieldwork Journal, Course Objectives Journal, Subject-Specific Journal, and Activity Response Journal.
Conclusions:
- The four parameters offer a versatile method for designing impactful student journal assignments.
- These adaptable strategies can be implemented across various courses to cultivate professional attitudes, relationships, and skills.
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