Inquiry-based learning: An instructional alternative for occupational therapy education.
ABSTRACT An inquiry-based learning (IBL) approach was used as the model of instruction in one of three sections offered annually to large introductory occupational therapy classes in a Canadian university during 1994/5, 1995/6, 1996/7. Students' final grades in this pre-entry course form part of the grade point average on which admission to the BSc OT programme is based. The IBL model was employed to (1) increase the amount of student-directed learning, (2) increase the amount of independent problem-solving, (3) increase student-instructor interaction within the learning situation, and (4) reduce the number of in-class hours for students. This study is an evaluation of whether students from the IBL sections would subsequently do as well as those from other sections in selected junior professional courses. Students from the three IBL sections (n=47) were peer matched to students who had completed other sections of the introductory course, but were part of the same admission cohort (n=68). Their grades in three junior professional courses were compared at the end of their first year in the BSc OT programme. Results indicated that students from the IBL sections did at least as well as those from other sections where a different instructional approach was used, and those from the IBL sections in 1994/5 and 1996/7 each did significantly better on two of the junior professional courses used as the outcome measure: therapeutic occupation and assessment and evaluation techniques. Students reported that the IBL experience stimulated them to learn more about the field, helped them develop problem-solving skills in relation to occupational therapy, and enabled them to learn more about career opportunities in occupational therapy. Mature students were more positive about the IBL approach than students in their first year of university.
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- " 2011 ) , and encourage higher levels of engagement and interest in the discipline ( Chaplin , 2003 ; Meuler , 2008 ) . Further , IBL has been demonstrated to posi - tively impact students ' critical thinking skills ( Inouye and Flannelley , 1998 ; Magnussen et al . , 2000 ; Holaday and Buck - ley , 2008 ) , independent problem - solving ability ( Madill et al . , 2001 ) , information literacy ( Inouye and Flannelley , 1998 ; Gehring and Eastman , 2008 ; McKinney , 2010 ) , observation skills and collaboration abilities ( Feletti , 1993 ; Inouye and Flannelley , 1998 ) . Despite these positive findings , IBL has been challenged as a form of minimally guided teaching that fails to provide the necessary"
ABSTRACT: Near-peer facilitators (senior students serving as facilitators to their more junior peers) bring a unique student-based perspective to teaching. With fewer years of teaching experience however, students who become involved in a facilitator role typically develop related skills quickly through a process of trial-and-error within the classroom. The aim of this paper is to report on the authors' own experiences and reflections as student near-peer facilitators for an inquiry-based project in an undergraduate anatomy course. Three areas of the facilitator experience are explored: (1) offering adequate guidance as facilitators of inquiry, (2) motivating students to engage in the inquiry process, and (3) fostering creativity in learning. A practical framework for providing guidance to students is discussed which offers facilitators a scaffold for asking questions and assisting students through the inquiry process. Considerations for stimulating intrinsic motivations toward inquiry learning are made, paying attention to ways in which facilitators might influence feelings of motivation towards learning. Also, the role of creativity in inquiry learning is explored by highlighting the actions facilitators can take to foster a creative learning environment. Finally, recommendations are made for the development of formalized training programs that aid near-peer facilitators in the acquisition of facilitation skills before entering into a process of trial-and-error within the classroom. Anat Sci Educ. © 2013 American Association of Anatomists.Anatomical Sciences Education 01/2014; 7(1). DOI:10.1002/ase.1383 · 2.98 Impact Factor