Hung Chia-Hui, Chen Mei-Hsiang, Fan Shih-Chen
Department of Occupational Therapy, Chung Shan Medical University, Taichung City, Taiwan.
Occupational Therapy Room, Chung Shan Medical University Hospital, Taichung City, Taiwan.
Br J Occup Ther. 2024 Aug;87(8):512-523. doi: 10.1177/03080226241239563. Epub 2024 Mar 21.
Integrating assistive technology (AT) into occupational therapy (OT) education is critical to educating students to utilize AT to enhance individual independence. This study aims to describe the development of a science, technology, engineering, arts, and mathematics (STEAM)-based AT curriculum in OT and evaluate its effectiveness using the Kirkpatrick model.
An 18-week STEAM-based AT curriculum was created with lectures, hands-on activities, and a simulation exam. A one-group pretest-posttest observational study was undertaken with 40 undergraduate students to gauge its effectiveness. Their professionalism was evaluated using a multidimensional checklist, whereas a satisfaction survey gathered their feedback on the curriculum experience.
Level 1: Participants reported high satisfaction (mean = 4.61, = 0.36), with a 97.5% agreement. Level 2: 95% ( = 38) passed the AT curriculum exam. Level 3: Therapists and patients expressed satisfaction with participants' AT skills (therapists: (39) = 12.22, < 0.001; patients: (39) = 8.84, < 0.001). Level 4: Participants showed significant improvement in professionalism ((39) = 16.45, < 0.001). Lastly, using the Kirkpatrick model, the STEAM-based AT curriculum passed the evaluation.
The STEAM-based AT curriculum in OT enhances professionalism and potentially boosts patient satisfaction with AT services provision.
将辅助技术（AT）融入职业治疗（OT）教育对于培养学生利用AT提高个人独立性至关重要。本研究旨在描述职业治疗中基于科学、技术、工程、艺术和数学（STEAM）的AT课程的开发，并使用柯克帕特里克模型评估其有效性。
创建了一个为期18周的基于STEAM的AT课程，包括讲座、实践活动和模拟考试。对40名本科生进行了单组前后测观察研究，以评估其有效性。使用多维度清单评估他们的专业素养，同时通过满意度调查收集他们对课程体验的反馈。
一级：参与者报告高度满意（均值=4.61，标准差=0.36），达成率为97.5%。二级：95%（n=38）通过了AT课程考试。三级：治疗师和患者对参与者的AT技能表示满意（治疗师：t(39)=12.22，p<0.001；患者：t(39)=8.84，p<0.001）。四级：参与者在专业素养方面有显著提高（t(39)=16.45，p<0.001）。最后，基于柯克帕特里克模型，基于STEAM的AT课程通过了评估。
职业治疗中基于STEAM的AT课程提高了专业素养，并可能提高患者对AT服务提供的满意度。
