Table 1 Characteristics of the included studies
From: Digital learning designs in occupational therapy education: a scoping review
Author year | Study design | Participants | Learning design, Subject, Context |
|---|---|---|---|
Barillas 2019 [25] | Quasi-experimental | MOT program, 1st year students (n = 35) | Learning design: Blended learning Subject: human anatomy Clinical skills: basic science knowledge Context: on campus |
Howard 2019 [26] | Mixed | OTD and MOT program, 1st year students (n = 74) | Learning design: Blended learning Subject: OT theory, FOR Clinical skills: procedural knowledge Context: on campus |
Simons et al.2002 [27] | Mixed | MOT program, 1st year students (n = 19) & Teacher education graduate school students (n = 31) | Learning design: Blended learning Subject OT course: OT theories, principles Teacher education course: reading in the content areas Clinical skills: procedural knowledge Context: on campus |
Grant 2019 [28] | Mixed | OT undergraduate, 2nd year students (n = 42) | Learning design: Blended learning Subject: exploring the adaptive equipment and developing skills to use Clinical skills: procedural knowledge Context: on campus |
Lin et al. 2021 [29] | Mixed | OT undergraduate, 3rd year students (n = 42) | Learning design: E- learning Subject: psychosocial dysfunction Clinical skills: procedural knowledge Context: on campus |
Power et al. 2020 [30] | RCT | OT undergraduate, 1st year students (n = 30) | Learning design: E- learning Subject: SCA-based CPT Clinical skills: procedural knowledge Context: on campus |
Carbonaro et al. 2008 [31] | Mixed | Health science undergraduate program students: medicine, nursing, pharmacy, OT, PT, dentistry, dental hygiene, medical laboratory science, and nutrition (n = 49) | Learning design: Blended learning Subject: interprofessional team process skills Clinical skills: procedural knowledge Context: on campus |
MartÃn-Valero et al. 2021 [32] | Quasi-experimental | OT and PT undergraduate, 2nd–4th year students (n = 138) | Learning design: MOOC Subject: support products, ergonomics and autonomy, personal autonomy in mental health, psychopathology in mental health, activity analysis, pain and hospitalization Clinical skills: procedural knowledge, professional reasoning Context: on campus |
Henderson et al. 2020 [33] | Mixed | MOT program, 2nd year students (n = 43) | Learning design: Flipped classroom Subject: adult practice Clinical skills: procedural knowledge, professional reasoning Context: on campus |
Jedlicka et al. 2002 [34] | Mixed | OT undergraduate (n = 22) | Learning design: E- learning Subject: mental health programming Clinical skills: procedural knowledge, professional reasoning Context: on campus |
Thomas et al. 2005 [35] | Qualitative | OT undergraduate, 1st year students (n = 42) | Learning design: E- learning Subject: OT fieldwork education Clinical skills: procedural knowledge, professional reasoning Context: on fieldwork placement |
Myers et al. 2015 [36] | Qualitative | MOT, MSLP program, 2nd year students & DPT program, 3rd year students (n = unspecified) | Learning design: E- learning Subject: interprofessional skills on early childhood practice and school-based practice Clinical skills: procedural knowledge, professional reasoning Context: on clinical setting |
Kim et al. 2022 [37] Mixed | Mixed | Occupational therapist (n = 43) | Learning design: E- learning Subject: DLW framework Clinical skills: procedural knowledge, professional reasoning Context: on clinical setting |
Barnard-Ashton et al. 2017 [38] | Qualitative | OT undergraduate (n = 1000) & lecturers (n = 9) | Learning design: Blended learning Subject: PBL scenarios on OT undergraduate program Clinical skills: procedural knowledge, professional reasoning Context: on campus |
Murphy et al. 2018 [39] | Quasi-experimental | Integrated BS/MOT 2nd year students (n = 61) | Learning design: Blended learning Subject: case-based professional reasoning Clinical skills: professional reasoning Context: on campus |
Gee et al. 2017 [40] | Descriptive | MOT program, 1st year students (n = 12) | Learning design: E-learning course Subject: sensory processing Clinical skills: professional reasoning Context: on campus |
Mitchell et al.2009 [41] | Descriptive | MOT program, 1st-year students (n = 21) | Learning design: E-learning course Subject: case application of the OPPM Clinical skills: professional reasoning Context: on campus |
Feldhacker et al. 2022 [42] | Mixed | OTD program, 2nd year students (n = 116) | Learning design: Hybrid learning Subject: all OTD courses Clinical skills: unspecified Context: on campus |
Banning et al. 2021 [43] | Analytical | OTD program, graduate (n = 168) | Learning design: Hybrid learning Subject: all OTD courses Clinical skills: unspecified Context: on campus |
Lewis-Kipkulei et al. 2021 [44] | Qualitative | OTD program & SPED undergraduate students (n = 13) | Learning design: Flipped classroom Subject: some courses Clinical skills: unspecified Context: on campus |
Benaroya et al. 2021 [45] | Descriptive | OTA students (n = 20) | Learning design: E- learning Subject: 9 OTA courses (e.g. history of OT, mental health and wellness, pediatrics) Clinical skills: unspecified Context: on campus |
Provident et al. 2015 [46] | Qualitative | OTD program, graduates (n = 113) | Learning design: E- learning Subject: all OTD courses Clinical skills: unspecified Context: on campus |