Perceived contributions to the transformation
Participants nominated five knowledge-related factors:
• increasing knowledge of the Occupational Therapy role (83%),
• increasing knowledge of client groups (66%),
• increasing knowledge of abnormal psychology (58%) & associated disorders (49%),
• problem-based learning tutorials (58%) and
• Occupational Therapy theory and practice (25%).
All of the above can be categorized as foundational knowledge providing empowerment for the students to act and be confident in practical situations. Truly, in this case "Knowledge is Power", as Francis Bacon wrote in 1564.
Many students also drew attention to more 'process oriented' factors:
• Experiencing group work (66%)
• staff support and attitudes (42%) and
• the experience of leading a group themselves (21%).
The 'process-oriented' factors identified by the students all relate directly to the group work aspects of their 11 week experience. Groups are powerful tools when influencing behavior and attitudes (Finlay, 1997; Howe & Schwatzberg, 1995; Johnson, D.W. & Johnson, F.P., 2003; Cole, 1998). Cole (1998) indicates that groups can potentially facilitate many achievements for group members. These achievements include self-understanding, evaluation and adjustment of values and attitudes, as well as an examination of obstacles that may prevent individuals from reaching their potential. It is the examination of these obstacles that allows individuals to reach their potential, something central to the practice of both Occupational Therapists and teachers.
One can speculate that the inclusion of the students in the application of marks - the assessment process (grading fellow students) may have also contributed to the perceived transformation and outcomes.
