Feasibility of a Self-Paced Educational Intervention Protocol on Standardized Assessment of Public Building Accessibility
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| Title: | Feasibility of a Self-Paced Educational Intervention Protocol on Standardized Assessment of Public Building Accessibility |
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| Language: | English |
| Authors: | Suzanne Perea Burns, Jaclyn K. Schwartz, Rochelle J. Mendonca, Qussai M. Obiedat, Roger O. Smith |
| Source: | Journal of Occupational Therapy Education. 2023 7(3). |
| Availability: | Journal of Occupational Therapy Education. 521 Lancaster Avenue, Richmond, KY 40475. e-mail: jote@eku.edu; Web site: https://encompass.eku.edu/jote/ |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2023 |
| Sponsoring Agency: | National Institute on Disability, Independent Living, and Rehabilitation Research (NIDILRR) (DHHS/ACL) |
| Contract Number: | 90IFDV0006 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Graduate Students, Masters Programs, Occupational Therapy, Online Courses, Accessibility (for Disabled), Building Design, Individualized Instruction, Web Based Instruction, Distance Education, Community Study, School Community Relationship, Student Attitudes, Teaching Methods, Learning Laboratories |
| ISSN: | 2573-1378 |
| Abstract: | Limited research informs the implementation of web-based and mobile learning (mLearning) protocols for the assessment of public building accessibility in occupational therapy graduate students. This study tested the feasibility of a self-paced protocol designed to teach students how to evaluate community environment accessibility. Students across five sites completed an online learning module and community building evaluations. Students were randomized into lecture or lab educational groups and then crossed over to receive the second experience. Outcomes were student satisfaction, self-perceived learning, and knowledge on a researcher-developed measure. Data were analyzed using descriptive statistics. Two hundred and twelve students completed the study. The students were satisfied with their education and their community accessibility knowledge significantly increased from approximately 60% to 85%. Site and order of the learning components did not impact student ability to achieve competence. This multi-site approach is feasible and effective in instructing students in this highly protocolized and specialized area of practice. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1440935 |
| Database: | ERIC |
| Abstract: | Limited research informs the implementation of web-based and mobile learning (mLearning) protocols for the assessment of public building accessibility in occupational therapy graduate students. This study tested the feasibility of a self-paced protocol designed to teach students how to evaluate community environment accessibility. Students across five sites completed an online learning module and community building evaluations. Students were randomized into lecture or lab educational groups and then crossed over to receive the second experience. Outcomes were student satisfaction, self-perceived learning, and knowledge on a researcher-developed measure. Data were analyzed using descriptive statistics. Two hundred and twelve students completed the study. The students were satisfied with their education and their community accessibility knowledge significantly increased from approximately 60% to 85%. Site and order of the learning components did not impact student ability to achieve competence. This multi-site approach is feasible and effective in instructing students in this highly protocolized and specialized area of practice. |
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| ISSN: | 2573-1378 |
