Introduction / Rationale: The development of clinical confidence is a critical component of occupational therapy education, particularly in courses addressing neurological conditions. Research highlights the importance of aligning teaching strategies with students' perceptions to enhance learning outcomes. This study investigates the perceived confidence levels among occupational therapy doctorate students enrolled in two distinct neuro-rehabilitation courses, examining factors contributing to confidence development and identifying potential gaps in instructional design.
Objectives: The primary objective was to explore students' perceived confidence levels in key clinical competencies in two neuro courses. Secondary objectives included identifying differences between the courses and determining which teaching strategies most effectively promoted student confidence.
Methods / Approach: A mixed-methods design was employed, with surveys administered six times over the term. Quantitative data were collected using validated confidence scales focused on core competencies, while open-ended questions captured qualitative feedback. Participants were second-year occupational therapy students from a U.S.-based program. Quantitative data were analyzed to track trends, and qualitative responses were thematically analyzed to contextualize the results.
Results / Practice Implications: Themes from qualitative data highlighted the role of active learning strategies, such as case-based learning and simulation, in enhancing confidence. However, some students noted gaps in understanding complex neuro-pathophysiology, suggesting a need for supplementary resources and integrated teaching approaches.
Conclusion / Contribution to the occupational therapy profession: This study provides valuable insights into the factors influencing student confidence in neuro-rehabilitation courses. The findings underscore the importance of innovative teaching strategies and inform future curriculum development, contributing to the preparation of competent occupational therapy practitioners.