Exploring the Influence of an E-Learning Sensory Processing-Based Module for Graduate Level Occupational Therapy Students on Clinical Reasoning: A Pilot Study.
Bryan M Gee, Jane Strickland, Kelly Thompson and 1 others
PMID 29097977WHAT IT FOUND
First-year occupational therapy students scored 68% on a sensory reasoning test after an e-learning module, missing the 70% target.
They excelled in relationship and attention categories but struggled with environment and culture.
Key findings
01The cohort attained an overall score of 68%, which was below the predetermined threshold of 70%.
02Participants scored the lowest in the environment category, while all participants obtained full credit in the relationships category.
03Participants reached or exceeded the 70% criterion for the attention and relationship elements of the assessment.
STILL TO COME
How it was doneWhat they foundWhat it means for OTs
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What it does not show
The study included only eight participants, making it impossible to generalize findings to other students or educational programs. There was no pre-test or control group, so it is unclear how much the e-learning module itself influenced the scores compared to prior knowledge. The assessment tool was newly developed for this study, and its reliability and validity were not established. The study used a case design, which limits the ability to perform statistical analyses beyond simple descriptive summaries.
Declared interests
No specific conflicts of interest or funding sources were declared in the provided text.
The easy way to misread this
Do not conclude that this e-learning module is effective for teaching sensory processing reasoning. The overall score missed the target, the sample was tiny, and the lack of a control group means the results cannot demonstrate that the instruction caused the performance.