Service-Learning-Based Instruction Enhances Students' Perceptions of Their Abilities to Engage in Evidence-Based Practice

ABSTRACT

Education leaders in occupational therapy (OT) propose that active learning is one means to developing critical thinking skills essential for successful integration of knowledge into evidence-based practice. This study examines the impact of one type of active learning, service-learning, on students' perceptions of their knowledge, skills, and confidence in their abilities to provide OT services to adults with neurological conditions. Change in OT students' (n == 43) perceptions before and after engagement in service-learning were assessed using quantitative and qualitative data in a triangulation mixed-methods design. Results support previous studies indicating that service-learning can influence positive gains in student knowledge and confidence.

KEYWORDS. :

• Service-learning
• active learning
• mixed-methods design
• neurological conditions

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