Document Type
Presentation -- MUSC Only
Publication Date
4-16-2025
Faculty Mentor
Amanda Giles
Abstract
INTRODUCTION: Developing student confidence and competence is essential for effective fieldwork preparation in occupational therapy (OT) education. Educators use diverse instructional methods to foster clinical readiness, including case-based learning (CBL), video cases, documentation practice, and simulation. CBL enhances critical thinking, clinical reasoning, self-awareness, and confidence. With advancements in technology, video CBL has become more accessible, using authentic patient videos to promote higher-level clinical reasoning, documentation, and communication skills, especially when paired with complementary learning activities. CBL video cases offer a logical opportunity to incorporate structured documentation training, an area in which health professions students often report feeling underprepared. Simulation further enhances readiness for practice by fostering communication and clinical judgment. While these strategies are individually supported in the literature, research on how to successfully weave these methods together within one learning module is limited.
OBJECTIVE: This mixed methods study examined the effectiveness of a hybrid CBL activity integrating video case studies, electronic documentation, and hands-on simulation.
METHODS: Second-year OT doctoral students (n=51) participated in a CBL activity as part of a required course. Asynchronous preparatory work included video cases and documentation practice, followed by a synchronous simulation lab based on the video cases and a clinical reasoning discussion. Students completed an optional anonymous survey following the activity.
RESULTS: Students reported high agreement that the CBL activity improved their confidence (92%), reflective thinking (98%), motivation (89%), fieldwork preparation (96%), documentation (89%), and clinical judgment (98%). Students highly valued the preparatory work (100%), video cases (100%), documentation practice (100%), and simulated patient (89%). Themes revealed that students valued practicing documentation, observing authentic videos, and managing unexpected inappropriate behavior.
IMPACT: This study offers a practical, evidence-based learning activity integrating video CBL, documentation, and simulation that can be easily adapted across programs to enhance student readiness for clinical practice.
Recommended Citation
Martin, Emily, "Impact of a Case-Based Learning Module: Integrating Authentic Treatment Videos, Electronic Documentation, and Hands-on Simulation" (2025). Entry-Level Occupational Therapy Doctorate - Doctoral Capstone Symposium. 75.
https://medica-musc.researchcommons.org/muscotd-elotd/75