Intrinsic Relationships between Learning Conceptions, Preferences for Teaching and Approaches to Studying among Occupational Therapy Students in the United States

Abstract

The aim of this study was to examine the associations between occupational therapy students’ learning conceptions, preferences for teaching, and approaches to studying. The deep learning concept was associated with deep and strategic approaches to learning. The student preference for the teaching-style “transmitting information” was associated with a surface approach to learning. Understanding the interrelationships between students’ learning concepts, teaching preferences, and study approaches may provide incentive for faculty members to think about novel approaches to teaching. While occupational therapy faculty members should encourage a deep learning concept and stimulate students’ linking of ideas, they may need to modify their teaching style to accommodate surface-oriented students’ needs.

Keywords:

• Approaches to studying
• higher education
• learning conception
• preferences for teaching
• occupational therapy
• students

Declaration of interest

The authors report no conflicts of interest. The authors alone are responsible for the content and writing of this paper.

Funding

The author(s) reported there is no funding associated with the work featured in this article.

Additional information

Notes on contributors

Tore Bonsaksen

Tore Bonsaksen, MSc, is Professor of Mental Health in the Department of Health and Nursing Sciences at Inland Norway University of Applied Sciences. His research interests include mental health and its related factors in various populations, occupational health, and teaching and learning in higher education.

Adele Breen-Franklin

Adele Breen-Franklin, OTD, JD, OTR/L is the DrOT Program Director and Associate Professor in the Department of Occupational Therapy at the University of the Sciences. Her scholarly interests include the scholarship of teaching and learning.