The PET Principle: An Innovative Teaching Strategy to Provide Real-Time Critical Thinking Skills and Improve Self-Efficacy
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| Title: | The PET Principle: An Innovative Teaching Strategy to Provide Real-Time Critical Thinking Skills and Improve Self-Efficacy |
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| Language: | English |
| Authors: | Adam M. Story, Melinda Delbridge, Brandi Fulwider, Sue Dahl-Popolizio |
| Source: | Journal of Occupational Therapy Education. 2024 8(4). |
| 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: | 18 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Critical Thinking, Thinking Skills, Self Efficacy, Educational Innovation, Teaching Methods, Allied Health Personnel, Occupational Therapy, Novices, Retention (Psychology), Microcredentials, Knowledge Level, Student Development |
| ISSN: | 2573-1378 |
| Abstract: | The person, environment, and therapist (PET) Principle is an innovative teaching strategy designed to improve recall of foundational information, facilitate critical thinking, and improve self-efficacy of student and novice therapists. Specifically, the PET Principle is a microlearning strategy that helps students and novice therapists break down segments of a treatment session using an acronym to promote a "just-intime" thinking process. Therefore, they learn to consider all aspects of the person, environment, and therapist before, during, and after therapy sessions. To evaluate the effectiveness of the PET Principle and self-efficacy after learning the PET Principle, an 11-item survey containing nine forced-choice and two free-response questions was disseminated to students and recent graduates of the program. The research team used simultaneous coding of qualitative responses to identify common themes. Of the 49 completed surveys, the majority of respondents felt the PET Principle strategy was quite effective (43%) or extremely effective (26%) in helping them navigate treatment sessions, and felt somewhat confident (47%) or quite confident (36%) regarding their ability to access their knowledge and manage complicated treatment sessions. The majority also reported using the PET Principle every session or day (78%). Most free-response statements indicated respondents used the PET Principle to ensure safety awareness (49%) or effectiveness and efficiency of treatment (41%); 13% reported using the PET Principle for critical thinking and accessing knowledge. Educators should consider using the PET Principle as a teaching strategy to improve information recall and self-efficacy of students and facilitate critical thinking while navigating simulated and real-life situations. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1447824 |
| Database: | ERIC |
| Abstract: | The person, environment, and therapist (PET) Principle is an innovative teaching strategy designed to improve recall of foundational information, facilitate critical thinking, and improve self-efficacy of student and novice therapists. Specifically, the PET Principle is a microlearning strategy that helps students and novice therapists break down segments of a treatment session using an acronym to promote a "just-intime" thinking process. Therefore, they learn to consider all aspects of the person, environment, and therapist before, during, and after therapy sessions. To evaluate the effectiveness of the PET Principle and self-efficacy after learning the PET Principle, an 11-item survey containing nine forced-choice and two free-response questions was disseminated to students and recent graduates of the program. The research team used simultaneous coding of qualitative responses to identify common themes. Of the 49 completed surveys, the majority of respondents felt the PET Principle strategy was quite effective (43%) or extremely effective (26%) in helping them navigate treatment sessions, and felt somewhat confident (47%) or quite confident (36%) regarding their ability to access their knowledge and manage complicated treatment sessions. The majority also reported using the PET Principle every session or day (78%). Most free-response statements indicated respondents used the PET Principle to ensure safety awareness (49%) or effectiveness and efficiency of treatment (41%); 13% reported using the PET Principle for critical thinking and accessing knowledge. Educators should consider using the PET Principle as a teaching strategy to improve information recall and self-efficacy of students and facilitate critical thinking while navigating simulated and real-life situations. |
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| ISSN: | 2573-1378 |
