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Wang Y, Chung LH, Cheng CY, Wang WJ, Chang LC, Huang YM, Tso SY, Chen YL, Wu CY. Predictors of Academic and Fieldwork Performance in Occupational Therapy Students: A Systematic Review. Occup Ther Int 2023; 2023:7281505. [PMID: 38046620 PMCID: PMC10693469 DOI: 10.1155/2023/7281505] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/01/2022] [Revised: 07/07/2023] [Accepted: 11/04/2023] [Indexed: 12/05/2023] Open
Abstract
Introduction Occupational therapy (OT) educational programs are aimed at enrolling a diverse student population that is likely to succeed in the academic and fieldwork components of the program. Comprehending the array of factors that influence students' learning and academic and fieldwork success is important for university educators. This study investigated the existing literature on predictors of academic and fieldwork performance in OT students. Methods The search process used in this review included screening, eligibility, and study quality. We searched the PubMed and Cochrane Library databases for literature published in the past 10 years (1 January 2012 to 30 March 2022). As a comprehensive search, the following keywords were used for abstract, title, and keywords sections: occupational therapy student, predictors, fieldwork, academic, academic success, academic performance, fieldwork success, and fieldwork performance. The Medical Education Research Study Quality Instrument was used to assess the quality of studies. Results The systematic review retrieved 14 articles that met inclusion criteria. Most were cross-sectional studies, followed by cohort, retrospective analysis of secondary data, and exploratory studies. Four articles focused on academic success, eight focused on fieldwork success, and two explored both aspects. Promising predictors of academic performance included the admission grade point average and the student's approach to studying. Predictors of fieldwork performance included a graduate record examination score, emotional intelligence, and interpersonal relationships. Conclusion This systematic review explores predictors of academic and fieldwork success in OT students, which provide opportunities to identify early the learning difficulties of students and assist educators to target modifiable predictors so they can provide high-quality education.
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Affiliation(s)
- Yun Wang
- Occupational Therapy Department, Far Eastern Memorial Hospital, New Taipei City, Taiwan
| | - Lai-Ha Chung
- Occupational Therapy Department, Far Eastern Memorial Hospital, New Taipei City, Taiwan
| | - Chao-Yi Cheng
- Occupational Therapy Department, Far Eastern Memorial Hospital, New Taipei City, Taiwan
| | - Wei-Jiun Wang
- Occupational Therapy Department, Far Eastern Memorial Hospital, New Taipei City, Taiwan
| | - Li-Chin Chang
- Occupational Therapy Department, Far Eastern Memorial Hospital, New Taipei City, Taiwan
| | - Yu-Ming Huang
- Occupational Therapy Department, Far Eastern Memorial Hospital, New Taipei City, Taiwan
| | - Sheng-Yuan Tso
- Occupational Therapy Department, Far Eastern Memorial Hospital, New Taipei City, Taiwan
| | - Yu-Lin Chen
- Occupational Therapy Department, Far Eastern Memorial Hospital, New Taipei City, Taiwan
| | - Ching-Yi Wu
- Department of Occupational Therapy and Healthy Aging Research Center, Chang Gung University, Taoyuan, Taiwan
- Department of Physical Medicine and Rehabilitation, Chang Gung Memorial Hospital at Linkou, Taoyuan, Taiwan
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Brown T, Yu ML, Hewitt A, Cousland R, Etherington J. Professionalism, Resilience and Reflective Thinking: How Do These Influence Occupational Therapy Student Fieldwork Outcomes? Occup Ther Health Care 2022; 36:327-352. [PMID: 34565264 DOI: 10.1080/07380577.2021.1978606] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/25/2020] [Revised: 09/01/2021] [Accepted: 09/06/2021] [Indexed: 06/13/2023]
Abstract
The relationship between entry-level, undergraduate occupational therapy students' fieldwork performance and measures of professionalism, reflective thinking and resilience was examined. A group of 135 undergraduates (86% female) completed a self-report questionnaire containing the standardized instruments measuring professionalism, resilience and reflective thinking. The Australian Student Practice Evaluation Form-Revised (SPEF-R) measured fieldwork performance. Linear regression analyses identified Staying Healthy and Relationships with Others as significant predictors of students' fieldwork performance in Professional Behaviors, Self-Management and Information Gathering. The findings highlight the importance of interpersonal skills and engagement in healthy lifestyles in key fieldwork performance areas.
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Affiliation(s)
- Ted Brown
- Department of Occupational Therapy, School of Primary and Allied Health Care, Faculty of Medicine, Nursing and Health Sciences, Monash University - Peninsula Campus, Frankston, Victoria, Australia
| | - Mong-Lin Yu
- Department of Occupational Therapy, School of Primary and Allied Health Care, Faculty of Medicine, Nursing and Health Sciences, Monash University - Peninsula Campus, Frankston, Victoria, Australia
| | - Alana Hewitt
- Department of Occupational Therapy, School of Primary and Allied Health Care, Faculty of Medicine, Nursing and Health Sciences, Monash University - Peninsula Campus, Frankston, Victoria, Australia
| | - Robert Cousland
- Student Academic Support Unit, Faculty of Medicine, Nursing and Health Sciences, Monash University, Frankston, Victoria, Australia
| | - Jamie Etherington
- Department of Occupational Therapy, School of Primary and Allied Health Care, Faculty of Medicine, Nursing and Health Sciences, Monash University - Peninsula Campus, Frankston, Victoria, Australia
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Brown T, Robinson L, Gledhill K, Yu ML, Isbel S, Greber C, Parsons D, Etherington J. Predictors of undergraduate occupational therapy students' academic performance during the Covid-19 pandemic: A hierarchical regression analysis. Scand J Occup Ther 2022; 30:475-487. [PMID: 36121118 DOI: 10.1080/11038128.2022.2123854] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/14/2022]
Abstract
BACKGROUND The rapid switch to online learning in response to the Covid-19 pandemic affected occupational therapy students' education delivery. It is, therefore, important to investigate these impacts. AIMS/OBJECTIVES This study investigated the potential predictors of academic performance in undergraduate occupational therapy students after moving to online or blended learning post-Covid-19. MATERIAL AND METHODS A total of 208 students from three Australian universities completed a demographic questionnaire and the Distance Education Learning Environment Scale (DELES). Hierarchical linear regression analyses were completed to identify significant students' academic performance predictors. RESULTS Hierarchical regression explained a cumulative total variance of 24.6% of students' academic performance. The following independent variables were significant predictors: DELES student autonomy (p = 0.033), number of hours per semester week dedicated to indirect online study (p = 0.003), number of hours per semester week dedicated to indirect offline study time (p = 0.034), gender (p = 0.005) and English as a first language (p = 0.045). CONCLUSIONS The findings add to the knowledge base on the range of factors that have impacted occupational therapy students' academic performance during the Covid-19 pandemic. SIGNIFICANCE The outcomes will assist faculty in developing supportive and pedagogically sound learning modes across online, hybrid and traditional forms of instruction within occupational therapy curricula.
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Affiliation(s)
- Ted Brown
- Department of Occupational Therapy, School of Primary and Allied Health Care, Faculty of Medicine, Nursing and Health Sciences, Monash University, Frankston, Australia
| | - Luke Robinson
- Department of Occupational Therapy, School of Primary and Allied Health Care, Faculty of Medicine, Nursing and Health Sciences, Monash University, Frankston, Australia
| | - Kate Gledhill
- Department of Occupational Therapy, School of Primary and Allied Health Care, Faculty of Medicine, Nursing and Health Sciences, Monash University, Frankston, Australia
| | - Mong-Lin Yu
- Department of Occupational Therapy, School of Primary and Allied Health Care, Faculty of Medicine, Nursing and Health Sciences, Monash University, Frankston, Australia
| | - Stephen Isbel
- Occupational Therapy Program, Faculty of Health, The University of Canberra, Canberra, Australia
| | - Craig Greber
- Occupational Therapy Program, Faculty of Health, The University of Canberra, Canberra, Australia
| | - Dave Parsons
- Curtin School of Allied Health, Faculty of Health Sciences, Curtin University, Perth, Australia
| | - Jamie Etherington
- Department of Occupational Therapy, School of Primary and Allied Health Care, Faculty of Medicine, Nursing and Health Sciences, Monash University, Frankston, Australia
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Bonsaksen T, Magne TA, Stigen L, Gramstad A, Åsli L, Mørk G, Johnson SG, Carstensen T. Associations between occupational therapy students' academic performance and their study approaches and perceptions of the learning environment. BMC MEDICAL EDUCATION 2021; 21:496. [PMID: 34537041 PMCID: PMC8449916 DOI: 10.1186/s12909-021-02940-0] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/04/2020] [Accepted: 09/11/2021] [Indexed: 06/13/2023]
Abstract
BACKGROUND Relationships between students' academic performance and their employed study approaches have been studied extensively. However, research using study approaches and learning environment factors as concurrent predictors of academic performance is sparse. There is a need to disentangle the potentially interrelated influences of individual and contextual factors on students' academic performance. OBJECTIVE This study aimed to increase the understanding of the associations between occupational therapy students' academic performance, and their approaches to studying, perceptions of the learning environment, and sociodemographic characteristics. METHOD A cross-sectional study was designed, and 174 first-year students completed the Approaches and Study Skills Inventory for Students and the Course Experience Questionnaire, in addition to background information. Data on grades were collected from the data registries of each education institution, and associations were analyzed by multiple linear regression. RESULTS None of the learning environment scales were associated with grades. Adjusting for all variables, better exam results were associated with being female (β = 0.22, p < 0.01) and having higher scores on strategic approach (β = 0.31, p < 0.001) and lower scores on surface approach (β = -0.20, p < 0.01). CONCLUSION The study suggests that students with a desire for obtaining good grades ought to use strategic study behaviors and avoid using surface approach behaviors. While it is important to ensure good quality of the learning environment for a variety of reasons, the learning environment did not contribute significantly to explain the students' academic performance.
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Affiliation(s)
- T Bonsaksen
- Department of Health and Nursing Sciences, Faculty of Social and Health Sciences, Inland Norway University of Applied Science, Elverum, Norway.
- Faculty of Health Studies, VID Specialized University, Sandnes, Norway.
- Department of Occupational Therapy, Prosthetics and Orthotics, Faculty of Health Sciences, Oslo Metropolitan University, Oslo, Norway.
| | - T A Magne
- Department of Neuromedicine and Movement Science, Faculty of Medicine and Health Science, Norwegian University of Science and Technology, Trondheim, Norway
| | - L Stigen
- Department of Health Sciences, Faculty of Medicine and Health Science, Norwegian University of Science and Technology, Gjøvik, Norway
| | - A Gramstad
- UiT The Arctic University of Norway, Tromsø, Norway
- Centre for care research, Tromsø, Norway
| | - L Åsli
- UiT The Arctic University of Norway, Tromsø, Norway
| | - G Mørk
- Faculty of Health Studies, VID Specialized University, Sandnes, Norway
| | - S G Johnson
- Department of Occupational Therapy, Faculty of health and function, Western Norway University of Applied Sciences, Bergen, Norway
| | - T Carstensen
- Department of Neuromedicine and Movement Science, Faculty of Medicine and Health Science, Norwegian University of Science and Technology, Trondheim, Norway
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DaLomba E, Gramstad A, Johnson SG, Carstensen T, Stigen L, Mørk G, Magne TA, Bonsaksen T. Predictors of students' participation in a learning environment survey with annual follow-ups. PLoS One 2021; 16:e0253773. [PMID: 34170940 PMCID: PMC8232400 DOI: 10.1371/journal.pone.0253773] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/06/2021] [Accepted: 06/13/2021] [Indexed: 11/19/2022] Open
Abstract
BACKGROUND Longitudinal research is one effective way to gauge changes in a student cohort over time, however attrition in these studies is typically high, which can result in study bias. This study explored learning environment factors, approaches to studying, and academic performance as predictors of occupational therapy students' consistent participation in data collection conducted over three years of their professional program. METHOD A longitudinal study of Norwegian occupational therapy students (analyzed n = 240) was conducted. Logistic regression analysis was used to explore occupational therapy students' perceptions of the learning environment, their approaches to studying, and exam grades as they related to the likelihood of consistent participation at three annual surveys. RESULTS Annual response rates varied between 55.1%, and 65.6%, and consistent participation was observed among 49.2%. The fully adjusted regression models showed that higher strategic approach scores increased the odds of consistent participation (adjusted OR: 1.04, p < 0.01), whereas higher surface approach scores decreased the odds of consistent participation (adjusted OR: 0.95, p < 0.05). Neither sociodemographic factors, learning environment factors nor academic performance predicted participation over time. CONCLUSIONS Researchers can anticipate relatively high levels of attrition in longitudinal studies of occupational therapy students, but attrition seems to be largely proportional between groups. However, completers in longitudinal studies may be somewhat more well-organized and academically oriented than drop-outs.
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Affiliation(s)
- Elaina DaLomba
- Occupational Therapy Department, Samuel Merritt University, Oakland, CA, United States of America
| | - Astrid Gramstad
- Faculty of Health Science, Department of Health and Care Sciences, UiT–The Arctic University of Norway, Tromsø, Norway
- Centre for Care Research, North, North Wales, United Kingdom
| | - Susanne G. Johnson
- Department of Health and Social Functioning, Western Norway University of Applied Sciences, Bergen, Norway
| | - Tove Carstensen
- Department of Neuroscience and Movement Science, Norwegian University of Science and Technology (NTNU), Trondheim, Norway
| | - Linda Stigen
- Department of Health Sciences, Norwegian University of Science and Technology (NTNU), Gjøvik, Norway
| | - Gry Mørk
- Faculty of Health Studies, VID Specialized University, Sandnes, Norway
| | - Trine A. Magne
- Department of Neuroscience and Movement Science, Norwegian University of Science and Technology (NTNU), Trondheim, Norway
| | - Tore Bonsaksen
- Faculty of Health Studies, VID Specialized University, Sandnes, Norway
- Faculty of Social and Health Sciences, Department of Health and Nursing Sciences, Inland Norway University of Applied Sciences, Elverum, Norway
- * E-mail:
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Brown T, Isbel S, Logan A, Etherington J. Predictors of academic integrity in undergraduate and graduate-entry masters occupational therapy students. Hong Kong J Occup Ther 2020; 33:42-54. [PMID: 33815023 PMCID: PMC8008377 DOI: 10.1177/1569186120968035] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/09/2020] [Accepted: 09/24/2020] [Indexed: 11/23/2022] Open
Abstract
Background: Academic integrity is viewed as honest and responsible scholarship and the moral code of academia. Reported incidences of academic dishonesty among health professional students are widespread and may be an indicator of future unprofessional behaviour in the workplace. Aim: This study investigated the potential predictors of academic integrity in undergraduate and graduate-entry masters occupational therapy students. Method: Occupational therapy students from five universities (n = 701 participants; 609 undergraduates; 92 graduate-entry masters) were recruited. Data were collected via a two-part self-report questionnaire that included six standardised scales: Academic Dishonesty Scale; Academic Dishonesty in the Classroom Setting Scale; Academic Dishonesty in the Clinical/Practice Education Setting Scale; Moral Development Scale for Professionals; Academic Dishonesty Tendency Scale; and Perceived Academic Sources of Stress. Data analysis involved multi-linear regression analyses with bootstrapping. Result: Significant predictors of academic integrity in occupational therapy students included age, gender, grade point average, public meaning, moral practice, general tendency towards cheating, tendency towards dishonesty in the conduct and reporting of research findings, tendency towards not providing appropriate references and acknowledgements and pressures to perform well academically. Conclusion: These findings will assist educators in identifying vulnerable students potentially prone to academic integrity infringements and implementing proactive strategies with them. Further studies are recommended to explore further predictors of students’ academic integrity.
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Affiliation(s)
- Ted Brown
- Monash University - Peninsula Campus, Frankston, Victoria, Australia
| | - Stephen Isbel
- The University of Canberra, Bruce, Australian Capital Territory, Australia
| | - Alexandra Logan
- Australian Catholic University, Fitzroy, Victoria, Australia
| | - Jamie Etherington
- Monash University - Peninsula Campus, Frankston, Victoria, Australia
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Thygesen H, Gramstad A, Åsli LA, Stigen L, Magne TA, Carstensen T, Bonsaksen T. Associations between learning environment factors and student satisfaction among occupational therapy students. IRISH JOURNAL OF OCCUPATIONAL THERAPY 2020. [DOI: 10.1108/ijot-10-2019-0015] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022] Open
Abstract
Purpose
Student satisfaction is an important indicator of educational quality in higher education institutions. Learning environment factors are assumed to play a role in determining student satisfaction. The purpose of this study is to examine the intrinsic relationships between five learning environment scales embedded within one measure; and examine the associations between each of these scales and an overall measure of education program satisfaction.
Design/methodology/approach
In this cross-sectional study, 175 first-year occupational therapy students in Norway completed sociodemographic information and the Course Experience Questionnaire. The data were analyzed with Pearson’s correlation coefficient r and with linear regression.
Findings
All intrinsic associations between the learning environment scales were positive. In the adjusted analysis, higher education program satisfaction was significantly associated with higher scores on “clear goals and standards,” “emphasis on independence” and “good teaching.” The final model accounted for 45.0% of the outcome variance, of which the scores on the learning environment scales contributed 41.8%.
Originality/value
The learning environment is vital for student satisfaction. More specifically, efforts to improve student satisfaction may include strengthening student-focused teaching, strengthening the autonomy of the students, and ensuring that the goals and standards of courses are clear and easy to understand.
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Mørk G, Magne TA, Carstensen T, Stigen L, Åsli LA, Gramstad A, Johnson SG, Bonsaksen T. Associations between learning environment variables and students' approaches to studying: a cross-sectional study. BMC MEDICAL EDUCATION 2020; 20:120. [PMID: 32312267 PMCID: PMC7171764 DOI: 10.1186/s12909-020-02033-4] [Citation(s) in RCA: 15] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/27/2020] [Accepted: 04/05/2020] [Indexed: 05/15/2023]
Abstract
BACKGROUND Aspects of the learning environment may be related to students` approaches to studying, but few studies have investigated these relationships in the context of occupational therapy education. OBJECTIVE To examine associations between occupational therapy students' perceptions of the learning environment and their approaches to studying. METHOD One hundred eighty-seven first-year occupational therapy students in Norway (response rate 61.3%) participated in this study. Aside from sociodemographic information, the students completed the Course Experience Questionnaire and the Approaches and Study Skills Inventory for Students. Associations between learning environment variables and study approaches were investigated with hierarchical linear regression analyses. RESULTS Higher scores on Generic skills were associated with higher scores on the deep and strategic approach scales (β ranging 0.18-0.51), while lower scores were associated with higher surface approach scale scores (β = - 0.24). Lower scores on Clear goals and standards and Appropriate workload were associated with higher surface approach scores (β ranging - 0.16 - -0.42). CONCLUSION By improving aspects of the learning environment, there may be a potential for influencing occupational therapy students' approaches to studying. Based on this study, emphasizing how generic skills developed in the study program may become useful in practising a profession, ensuring clarity of goals and standards, and maintaining an appropriate workload on students appear to be important.
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Affiliation(s)
- Gry Mørk
- Faculty of Health Studies, VID Specialized University, Sandnes, Norway
| | - Trine A Magne
- Department of Health Sciences, Norwegian University of Science and Technology (NTNU), Trondheim, Norway
| | - Tove Carstensen
- Department of Health Sciences, Norwegian University of Science and Technology (NTNU), Trondheim, Norway
| | - Linda Stigen
- Department of Health Sciences, Norwegian University of Science and Technology (NTNU), Gjøvik, Norway
| | - Lene A Åsli
- Department of Health and Care Sciences, Faculty of Health Sciences, UiT The Arctic University of Norway, Tromsø, Norway
| | - Astrid Gramstad
- Department of Health and Care Sciences, Faculty of Health Sciences, UiT The Arctic University of Norway, Tromsø, Norway
- Centre for Care Research, North, Tromsø, Norway
| | - Susanne G Johnson
- Department of Occupational Therapy, Faculty of health and function, Western Norway University of Applied Sciences, Bergen, Norway
| | - Tore Bonsaksen
- Faculty of Health Studies, VID Specialized University, Sandnes, Norway.
- Department of Occupational Therapy, Prosthetics and Orthotics, Faculty of Health Sciences, Oslo Metropolitan University, Oslo, Norway.
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Brown T, Isbel S, Logan A, Etherington J. Predictors of academic honesty and success in domestic and international occupational therapy students. IRISH JOURNAL OF OCCUPATIONAL THERAPY 2019. [DOI: 10.1108/ijot-12-2018-0022] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022] Open
Abstract
PurposeAcademic integrity is the application of honest, ethical and responsible behaviours to all facets of students’ scholarly endeavours and is the moral code of academia. The international literature reports the prevalence of academic dishonesty in higher education across many disciplines (including the health sciences), and there is evidence linking academic dishonesty in health professional students with future unprofessional behaviour in the workplace. International students are reported to be a particularly vulnerable group. This paper aims to investigate the factors that may be predictive of academic honesty and performance in domestic and international occupational therapy students.Design/methodology/approachIn total, 701 participants (603 domestic students; 98 international students) were recruited from five Australian universities, and data were collected via a two-part self-report questionnaire. ANOVA and multi-linear regression analyses with bootstrapping were completed.FindingsTendency towards cheating and self-perception tendency towards dishonesty in research, gender, age and hours spent in indirect study were found to be statistically significant predictors of academic integrity and performance.Research limitations/implicationsLimitations of this study were the use of convenience sampling and self-report scales which can be prone to social desirability bias. Further studies are recommended to explore other potential predictors of academic honesty and performance in occupational therapy students.Originality/valueA range of predictors of academic honesty and success were found that will assist educators to target vulnerable domestic and international occupational therapy students as well as address deficiencies in academic integrity through proactive strategies.
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Bonsaksen T, Brown T, Lim HB, Fong K. Approaches to studying predict academic performance in undergraduate occupational therapy students: a cross-cultural study. BMC MEDICAL EDUCATION 2017; 17:76. [PMID: 28464809 PMCID: PMC5414187 DOI: 10.1186/s12909-017-0914-3] [Citation(s) in RCA: 21] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/04/2016] [Accepted: 04/26/2017] [Indexed: 05/28/2023]
Abstract
BACKGROUND Learning outcomes may be a result of several factors including the learning environment, students' predispositions, study efforts, cultural factors and approaches towards studying. This study examined the influence of demographic variables, education-related factors, and approaches to studying on occupational therapy students' Grade Point Average (GPA). METHODS Undergraduate occupational therapy students (n = 712) from four countries completed the Approaches and Study Skills Inventory for Students (ASSIST). Demographic background, education-related factors, and ASSIST scores were used in a hierarchical linear regression analysis to predict the students' GPA. RESULTS Being older, female and more time engaged in self-study activities were associated with higher GPA among the students. In addition, five ASSIST subscales predicted higher GPA: higher scores on 'seeking meaning', 'achieving', and 'lack of purpose', and lower scores on 'time management' and 'fear of failure'. The full model accounted for 9.6% of the variance related to the occupational therapy students' GPA. CONCLUSIONS To improve academic performance among occupational therapy students, it appears important to increase their personal search for meaning and motivation for achievement, and to reduce their fear of failure. The results should be interpreted with caution due to small effect sizes and a modest amount of variance explained by the regression model, and further research on predictors of academic performance is required.
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Affiliation(s)
- Tore Bonsaksen
- Department of Occupational Therapy, Prosthetics and Orthotics, Faculty of Health Sciences, Oslo and Akershus University College of Applied Sciences, PO Box 4, St. Olavs Plass, Oslo, 0130 Norway
- Faculty of Health Studies, VID Specialized University, Sandnes, Norway
| | - Ted Brown
- Department of Occupational Therapy, School of Primary Health Care, Faculty of Medicine, Nursing and Health Sciences, Monash University – Peninsula Campus, Frankston, VIC Australia
| | - Hua Beng Lim
- Occupational Therapy, School of Health Sciences (Allied Health), Nanyang Polytechnic, Singapore, Singapore
| | - Kenneth Fong
- Department of Rehabilitation Sciences, Hong Kong Polytechnic University, Hong Kong, Hong Kong
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