Differences in Approaches to Learning Between Occupational Therapy Students in the USA and Norway.

Students approach learning in different ways, and this study aimed to examine and understand differences in learning approaches between occupational therapy students in Norway and the USA. A total of 321 students, from two universities in the USA and six higher education institutions in Norway, completed the short version of the Approaches and Study Skills Inventory for Students. The data were analyzed with linear regression analyses. U.S. students had substantially higher scores on the strategic approach and higher scores on the deep approach, compared to the Norwegian students. Differences may be due to different national regulations and levels of education required for entering the programs, or personal factors such as predisposition for learning.

Intrinsic Relationships between Learning Conceptions, Preferences for Teaching and Approaches to Studying among Occupational Therapy Students in the United States.

The aim of this study was to examine the associations between occupational therapy students' learning conceptions, preferences for teaching, and approaches to studying. The deep learning concept was associated with deep and strategic approaches to learning. The student preference for the teaching-style "transmitting information" was associated with a surface approach to learning. Understanding the interrelationships between students' learning concepts, teaching preferences, and study approaches may provide incentive for faculty members to think about novel approaches to teaching. While occupational therapy faculty members should encourage a deep learning concept and stimulate students' linking of ideas, they may need to modify their teaching style to accommodate surface-oriented students' needs.

Generation 2 Generation: OT Students' Experience with Well Older Adults in a CCRC.

As older adults move out of their homes and into continuing care retirement communities (CCRCs), literature describes the phenomenon of "relocation stress system" wherein many have difficulty transitioning to their new environment. To help students understand and appreciate working with older adults in this environment, an intergenerational project and fieldwork experience was developed between third year occupational therapy doctoral students and residents living in a CCRC. Students met with their clients during the semester and presented findings in class. This experience emphasized concepts of therapeutic use of self-wellness, clinical reasoning, and delivering client-centered, occupation-based care.

Enabling Student Success for the NBCOT Exam: A Pilot Education Program.

This piloted asynchronous online course enabled students to prepare for the certification examination during the students' second level II clinical experience. Instructional strategies included creation of individualized resource materials and study plans, weekly assignments, and practice tests' data. A comparison of cohorts will be discussed, as well as lessons learned for future course development and instructional design that will enable students to learn skills required to successfully complete the certification examination.