Introduction: Developing student confidence and competence with electronic documentation is essential for effective Fieldwork preparation. Clinical instructors report hesitation in accepting Fieldwork students, citing deficiencies in oral and written communication skills. Academic programs must enhance documentation skills to decrease the burden and time investment required of clinical instructors. Faculty need user-friendly solutions to integrate documentation practice throughout the curriculum.
Objective: This mixed methods study examines the effectiveness of a new electronic documentation learning system paired with video case studies and hands-on simulation using a hybrid format.
Methods: Second-year occupational therapy students (n=51) participated in a case-based learning (CBL) activity as part of a required course. Students completed asynchronous preparatory work, including video cases and documentation practice. Students attended a synchronous hands-on lab featuring simulation based on the video cases followed by a discussion on clinical reasoning and documentation strategies. An optional anonymous survey with quantitative and qualitative questions was completed and analyzed using descriptive statistics and thematic analysis.
Results: Students reported high agreement that the CBL activity improved their confidence (n=43, 92%), reflective thinking (n=46, 98%), motivation (n=42, 89%), fieldwork preparation (n=45, 96%), documentation (n=42, 89%), and clinical judgment (n=46, 98%). Almost all students responded that they valued the preparatory work (n=47, 100%), video cases (n=47, 100%), documentation practice (n=47, 100%), and simulated patient (n=41, 89%). Themes revealed that students valued practicing documentation, observing an authentic video, and managing unexpected inappropriate behavior.
Contribution to the occupational therapy profession: This study provides an evidence-based learning activity that can be readily adapted across occupational therapy programs to build student documentation skills.