Date of Award

Winter 2022

Document Type

Capstone Project

Degree Name

Occupational Therapy Doctorate

Department

Occupational Therapy

Faculty Mentor

Roger Ideishi, JD, OT/L, FAOTA; Sarah Doerrer, Ph.D., OTR/L, CHT, CLT

Abstract

Background: Despite high student satisfaction with mentoring programs in occupational therapy education, evidence as to best practices and guidelines is scarce. This study focuses on formalizing the virtual mentoring space program supporting student learning as an adjunct to the OCTH 606 Adult and Older Adult Neurological Occupational Therapy course at Towson University.

Objective: This study aimed to develop a virtual mentoring space for the OCTH 606 Adult and Older Adult Neurological Occupational Therapy course at Towson University.

Study Design: This study was a feasibility study.

Participants: Participants in this study included students enrolled in and faculty affiliated with the OCTH 606 Adult and Older Neurological Occupational Therapy course at Towson University.

Methods: This study occurred in multiple phases, which included receiving feedback on the process, implementation, and perceived outcomes from students and faculty. This study utilized needs assessments and satisfaction survey instruments to collect data, descriptive statistics to note trends in score distribution and a content analysis approach for evaluation.

Results: The needs assessment indicated 100% of students (n = 6) and faculty (n = 2) reported the need for a virtual mentor in the course. The content expert checks confirmed alignment of learning modules with the syllabus and suggested modifying content to sharpen analysis and application skills. The satisfaction survey revealed that 100% of students (n = 17) found the virtual mentorship supportive, with 94% (n = 16) highly satisfied with the virtual mentor support and quality. Both faculty members (n = 2) agreed the virtual mentor covered the syllabus content.

Conclusions: Despite student satisfaction with the learning activities and instructional supports utilized in the virtual mentoring space, the program's feasibility for future use is contingent upon the course budget to accommodate adjunct faculty to facilitate a virtual mentoring program for the full semester duration.

Keywords

Mentoring; Virtual Learning; Occupational Therapy Education; Virtual Mentoring Program Development

Comments

© Selina Brijbasi 2022.

Download

Share

COinS