83
Views
0
CrossRef citations to date
0
Altmetric
Report

Researchers’ Theater: Enhancing Student Engagement in an Introductory Research Course

Received 22 May 2024, Accepted 29 Jun 2024, Published online: 08 Jul 2024

References

  • Accreditation Council for Occupational Therapy Education (2023). 2023 Accreditation Council for Occupational Therapy Education (ACOTE®) standards and interpretive guide. https://acoteonline.org/accreditation-explained/standards/
  • Beam, E. A. (2021). Leveraging outside readings and low-stakes writing assignments to promote student engagement in an economic development course. The Journal of Economic Education, 52(4), 274–285. https://doi.org/10.1080/00220485.2021.1963369
  • Booker, K. L., & Mitchell, A. W. (2021). From boring to board game: The Effect of a serious game on key learning outcomes. Journal of Occupational Therapy Education, 5(4), 7. https://doi.org/10.26681/jote.2021.050407
  • Bray, A., Devitt, A., Banks, J., Sanchez Fuentes, S., Sandoval, M., Riviou, K., Darren, B., Flood, M., Reale, J., & Terrenzio, S. (2023). What next for universal design for learning? A systematic literature review of technology in UDL implementations at second level. British Journal of Educational Technology, 55(1), 113–138. https://doi.org/10.1111/bjet.13328
  • Ciarocco, N. J., Lewandowski, G. W., Jr., & Van Volkom, M. (2013). The impact of a multifaceted approach to teaching research methods on students’ attitudes. Teaching of Psychology, 40(1), 20–25. https://doi.org/10.1177/0098628312465859
  • DeCleene Huber, K. E., Nichols, A., Bowman, K., Hershberger, J., Marquis, J., Murphy, T., Pierce, C., & Sanders, C. (2015). The correlation between confidence and knowledge of evidence-based practice among occupational therapy students. The Open Journal of Occupational Therapy, 3(1), Article 5. https://doi.org/10.15453/2168-6408.1142
  • Dennis, D., Furness, A., Brosky, J., Owens, J., & Mackintosh, S. (2020). Can student-peers teach using simulated-based learning as well as faculty: A non-equivalent posttest-only study. Nurse Education Today, 91, 104470. https://doi.org/10.1016/j.nedt.2020.104470
  • Donham, C., Pohan, C., Menke, E., & Kranzfelder, P. (2022). Increasing student engagement through course attributes, community, and classroom technology: Lessons from the pandemic. Journal of Microbiology & Biology Education, 23(1), e00268-21. https://doi.org/10.1128/jmbe.00268-21
  • Ghani, S., & Taylor, M. (2021). Blended learning as a vehicle for increasing student engagement. New Directions for Teaching and Learning, 2021(167), 43–51. https://doi.org/10.1002/tl.20458
  • Groccia, J. E. (2018). What is student engagement? New Directions for Teaching and Learning, 2018(154), 11–20. https://doi.org/10.1002/tl.20287
  • Hallé, M.-C., Bussières, A., Asseraf-Pasin, L., Storr, C., Mak, S., Root, K., & Thomas, A. (2021). Building evidence-practice competencies among rehabilitation students: A qualitative exploration of faculty and preceptors’ perspectives. Advances in Health Sciences Education: Theory and Practice, 26(4), 1311–1338. https://doi.org/10.1007/s10459-021-10051-0
  • Helgøy, K. V., Smeby, J.-C., Bonsaksen, T., & Rydland Olsen, N. (2020). Research-based occupational therapy education: An exploration of students’ and faculty members’ experiences and perceptions. PloS One, 15(12), e0243544. https://doi.org/10.1371/journal.pone.0243544
  • Hernández Coliñir, J., Molina Gallardo, L., González Morales, D., Ibáñez Sanhueza, C., & Jerez Yañez, O. (2022). Characteristics and impacts of peer assisted learning in university studies in health science: A systematic review. Revista Clinica Espanola, 222(1), 44–53. https://doi.org/10.1016/j.rceng.2021.02.006
  • Kassab, S. E., Al-Eraky, M., El-Sayed, W., Hamdy, H., & Schmidt, H. (2023). Measurement of student engagement in health professions education: A review of literature. BMC Medical Education, 23(1), 354. https://doi.org/10.1186/s12909-023-04344-8
  • Larkin, H., & Hitch, D. (2019). Peer Assisted Study Sessions (PASS) preparing occupational therapy undergraduates for practice education: A novel application of a proven educational intervention. Australian Occupational Therapy Journal, 66(1), 100–109.https://doi.org/10.1111/1440-1630.12537
  • Latimier, A., Peyre, H., & Ramus, F. (2021). A meta-analytic review of the benefit of spacing out retrieval practice episodes on retention. Educational Psychology Review, 33(3), 959–987. https://doi.org/10.1007/s10648-020-09572-8
  • Luo, Z. (2022). Gamification for educational purposes: What are the factors contributing to varied effectiveness? Education and Information Technologies, 27(1), 891–915. https://doi.org/10.1007/s10639-021-10642-9
  • Martín-Hernández, P., Gil-Lacruz, M., Gil-Lacruz, A. I., Azkue-Beteta, J. L., Lira, E. M., & Cantarero, L. (2021). Fostering university students’ engagement in teamwork and innovation behaviors through game-based learning. Sustainability, 13(24), 13573. https://doi.org/10.3390/su132413573
  • Meer, N. M., & Chapman, A. (2014). Assessment for confidence: Exploring the impact that low-stakes assessment design has on student retention. The International Journal of Management Education, 12(2), 186–192. https://doi.org/10.1016/j.ijme.2014.01.003
  • Myers, E. (2020). Effect of a gamification model on a graduate level occupational therapy course. Journal of Occupational Therapy Education, 4(3), 6. https://doi.org/10.26681/jote.2020.040306
  • Sáiz-Manzanares, M. C., Martin, C. F., Alonso-Martínez, L., & Almeida, L. S. (2021). Usefulness of digital game-based learning in nursing and occupational therapy degrees: A comparative study at the University of Burgos. International Journal of Environmental Research and Public Health, 18(22), 11757. https://doi.org/10.3390/ijerph182211757
  • Sargent, J., Wermers, A., Russo, L., & Valdes, K. (2020). Master’s and doctoral occupational therapy students’ perceptions of research integration in their programs. The Open Journal of Occupational Therapy, 8(1), 1–10. https://doi.org/10.15453/2168-6408.1614
  • Schrank, Z. (2016). An assessment of student perceptions and responses to frequent low-stakes testing in introductory sociology classes. Teaching Sociology, 44(2), 118–127. https://doi.org/10.1177/0092055X15624745
  • Squire, N. (2023). Undergraduate game-based student response systems: A systematic review. Technology, Knowledge and Learning, 28(4), 1903–1936. https://doi.org/10.1007/s10758-023-09655-9
  • Stewart-Mailhiot, A. (2014). Developing research skills with low stakes assignments. Communications in Information Literacy, 8(1), 32–42. https://eric.ed.gov/?id=EJ1089130
  • Valdes, K. A., Dalton, S., Modeste, D., Moskalczyk, J. J., Olmo, T., & Smith, J. M. (2020). Student perceptions of research in an occupational therapy doctoral program: A cross-sectional survey. Journal of Occupational Therapy Education, 4(1), Article 12. https://doi.org/10.26681/jote.2020.040112
  • Wong, Z. Y., Liem, G. A. D., Chan, M., & Datu, J. A. D. (2024). Student engagement and its association with academic achievement and subjective well-being: A systematic review and meta-analysis. Journal of Educational Psychology, 116(1), 48–75. https://doi.org/10.1037/edu0000833