Students’ perceptions of learning about occupational therapy threshold concepts through images on role-emerging practice placements: a qualitative study

Wilson, Susie (2024) Students’ perceptions of learning about occupational therapy threshold concepts through images on role-emerging practice placements: a qualitative study. British Journal of Occupational Therapy, 87 (1_supp). pp. 25-26.

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Abstract

Purpose and aims: Practice placements are part of students’ learning related to key disciplinary concepts. Although role-emerging practice placements are being offered more frequently, further research is needed to explore learning in these environments, especially in terms of anchoring student reflection and understanding. This study aims to explore occupational therapy students’ learning experiences related to threshold concepts on role-emerging practice placements (Meyer and Land 2005, Nicola-Richmond, Pépin and Larkin 2017). This is done through an activity that uses images to anchor reflection on placement experience – an inquiry graphics pedagogy (Lacković 2020).

Design and methods: Six occupational therapy students taking role-emerging practice placements were purposively recruited. An inquiry graphics learning design was adopted as part of the students’ weekly reflective logs, which included the students uploading an image they took themselves or found on the internet for the purpose of: (1) written reflection on their learning and threshold concepts and (2) a dialogue with the tutor. Data constituted analyses of individual reflective logs, images and semi-structured interviews with students.

Findings: Preliminary findings suggest that the combination of using graphics and verbal discussion contributes to deeper reflections and understanding of students’ lived experiences linked to learning and threshold concepts. Further details will be shared at the conference.

Conclusion and implications for practice: This study will add to the current role-emerging practice placement research about student learning, visual learning in the field and threshold concepts. It also presents findings related to the experiences of using a new method for learning.

References
Lacković N (2020) Inquiry graphics in higher education: new approaches to knowledge, learning and methods with images. Cham: Palgrave Macmillan.
Meyer JHF, Land R (2005) Threshold concepts and troublesome knowledge (2): epistemological considerations and a conceptual framework for teaching and learning. Higher Education, 49(3), 373–388.
Nicola-Richmond KM, Pépin G, Larkin H (2016) Transformation from student to occupational therapist: using the Delphi technique to identify the threshold concepts of occupational therapy. Australian Occupational Therapy Journal, 63(2), 95–104.

Item Type:	Article
Journal / Publication Title:	British Journal of Occupational Therapy
Publisher:	SAGE Publications
ISSN:	1477-6006
Departments:	Institute of Health > Rehabilitation and Sport Science
Additional Information:	In book of abstracts from Royal College of Occupational Therapists (RCOT) Annual Conference, 12-13 June 2024, session 44.2. Author Information: Susie Wilson is principal lecturer and professional lead for occupational therapy at the University of Cumbria. She is particularly interested in researching student experiences and learning on role-emerging practice placements and is currently studying for her PhD in Educational Research at Lancaster University.
Depositing User:	Anna Lupton
Date Deposited:	29 Oct 2024 12:47
Last Modified:	29 Oct 2024 13:00
URI:	https://insight.cumbria.ac.uk/id/eprint/8473

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