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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
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
FullText Text:
  Availability: 0
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  Data: Feasibility of a Self-Paced Educational Intervention Protocol on Standardized Assessment of Public Building Accessibility
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  Data: <searchLink fieldCode="AR" term="%22Suzanne+Perea+Burns%22">Suzanne Perea Burns</searchLink><br /><searchLink fieldCode="AR" term="%22Jaclyn+K%2E+Schwartz%22">Jaclyn K. Schwartz</searchLink><br /><searchLink fieldCode="AR" term="%22Rochelle+J%2E+Mendonca%22">Rochelle J. Mendonca</searchLink><br /><searchLink fieldCode="AR" term="%22Qussai+M%2E+Obiedat%22">Qussai M. Obiedat</searchLink><br /><searchLink fieldCode="AR" term="%22Roger+O%2E+Smith%22">Roger O. Smith</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Occupational+Therapy+Education%22"><i>Journal of Occupational Therapy Education</i></searchLink>. 2023 7(3).
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  Data: Journal of Occupational Therapy Education. 521 Lancaster Avenue, Richmond, KY 40475. e-mail: jote@eku.edu; Web site: https://encompass.eku.edu/jote/
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  Data: 17
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  Data: 2023
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  Data: National Institute on Disability, Independent Living, and Rehabilitation Research (NIDILRR) (DHHS/ACL)
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  Data: 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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  Data: 2024
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  Data: EJ1440935
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 17
    Subjects:
      – SubjectFull: Graduate Students
        Type: general
      – SubjectFull: Masters Programs
        Type: general
      – SubjectFull: Occupational Therapy
        Type: general
      – SubjectFull: Online Courses
        Type: general
      – SubjectFull: Accessibility (for Disabled)
        Type: general
      – SubjectFull: Building Design
        Type: general
      – SubjectFull: Individualized Instruction
        Type: general
      – SubjectFull: Web Based Instruction
        Type: general
      – SubjectFull: Distance Education
        Type: general
      – SubjectFull: Community Study
        Type: general
      – SubjectFull: School Community Relationship
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Learning Laboratories
        Type: general
    Titles:
      – TitleFull: Feasibility of a Self-Paced Educational Intervention Protocol on Standardized Assessment of Public Building Accessibility
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            NameFull: Suzanne Perea Burns
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            NameFull: Jaclyn K. Schwartz
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            NameFull: Rochelle J. Mendonca
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            NameFull: Qussai M. Obiedat
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            NameFull: Roger O. Smith
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