Aldrich Rebecca M, Johansson Karin E
Rebecca M. Aldrich, PhD, OTR/L, is Assistant Professor, Department of Occupational Science and Occupational Therapy, Saint Louis University, St. Louis, MO;
Karin E. Johansson, PhD, is Lecturer, Division of Occupational Therapy, Department of Neurobiology, Care Sciences, and Society, Karolinska Institute, Stockholm, Sweden.
Am J Occup Ther. 2015 Sep-Oct;69 Suppl 2:6912350010p1-5. doi: 10.5014/ajot.2015.018424.
There is a continued need to communicate global perspectives in occupational therapy education, but the literature addressing how to incorporate firsthand global experiences into campus learning environments is scant. This article describes how course-based synchronous interactions between U.S. undergraduate occupational science students and Swedish undergraduate occupational therapy students occur via online technology. In a 2014 pilot study, we thematically analyzed students' open-ended survey responses to discern what students learned through the interactive sessions. We also performed a content analysis of four audio-recorded interactive sessions to understand the content and nature of students' learning. Our findings suggest that course-based online synchronous interactions provide a positive way for students to learn about other cultures and global differences in occupational therapy practice. The findings also highlight needs for improvement relative to the structure and aims of the interactive sessions. We relate these findings to the global availability of technology and occupational therapists' cultural competence.
在职业治疗教育中，持续需要传达全球视角，但探讨如何将第一手全球经验融入校园学习环境的文献却很少。本文描述了美国本科职业科学专业学生与瑞典本科职业治疗专业学生如何通过在线技术进行基于课程的同步互动。在2014年的一项试点研究中，我们对学生开放式调查问卷的回复进行了主题分析，以了解学生通过互动课程学到了什么。我们还对四个音频录制的互动课程进行了内容分析，以了解学生学习的内容和性质。我们的研究结果表明，基于课程的在线同步互动为学生了解其他文化以及职业治疗实践中的全球差异提供了一种积极的方式。研究结果还突出了互动课程在结构和目标方面需要改进的地方。我们将这些研究结果与技术的全球可用性以及职业治疗师的文化能力联系起来。
