Experiential Learning in the Classroom

Learner Outcomes

After this session, learners will:

1. Understand common learning theories used in educational practices and they are used to support student learning.
2. Understand how instructional simulation is used to support the development of critical thinking skills in occupational therapy education.
3. Understand how instructional simulation can support occupational therapy student confidence and competence.

Abstract
Critical thinking and clinical reasoning skills are essential for students entering occupational therapy practice due to the evolving complexity of the healthcare system (Coker, 2010). There are inconsistent findings in extant studies investigating the impact of instructional learning simulation in occupational therapy curricula on the development of student’s critical thinking skills (Nielsen et al., 2020). This session will explore Kolb's experiential learning theory and Bloom's Taxonomy as foundational constructs to support the development of critical thinking using instructional learning simulation. According to Kolb’s (1984), experiential learning is a transactional process where high-order thinking occurs through the person's experience between the environment and their perception of the learning experience. This session will support educators and clinicians to understand evidence-based tools used in occupational therapy curricula to aid in helping students become more confident and competent clinicians.

Biography
Ali de la Montaigne is an Assistant Professor at Midwestern University in the Occupational Therapy Program. Ali teaches the research and theories courses, an acute care elective, and runs a service-learning program with OT students at Central Arizona Shelter Services. Ali is passionate about supporting OT/OTA students to become competent and confident evidence-based practitioners.

References to support evidence-based practice
Coker, P. (2010). Effects of an experiential learning program on the clinical reasoning and critical thinking skills of occupational therapy students. Journal of Allied Health, 39, 280–286.

Kolb. D.A. (1984). Experiential learning: Experience as a source of learning and development. Englewood Cliffs, NJ: Prentice Hall.

Nielsen, S., Klug, M., & Fox, L. (2020). Brief Report—Impact of nontraditional Level fieldwork on critical thinking. American Journal of Occupational Therapy, 74. https://doi.org/10.5014/ajot.2020.03635