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Primary Author Status

Faculty

Abstract

Background: Understanding and applying biomechanical principles to participation in functional activities is vital to occupational therapy (OT) education. Exposure to such principles underlying prosthetic use and occupational engagement related to lower extremity (LE) limb loss provides opportunities to better understand these concepts as well as the role of OT with this population.

Method: An experiential learning framework was used to develop a three-phase, case-study-based pilot project, completed with first-year graduate-level OT students from two cohorts (n = 26, n = 31).  At the conclusion of the project, an anonymous Likert-style survey and a reflection assignment were completed by all students. Descriptive statistics were used to analyze the post-survey data, and thematic analysis was conducted to examine the project's qualitative aspects.

Results: Quantitative analysis revealed that students in both cohorts endorsed a higher perceived level of understanding across all project content areas. Qualitative analysis revealed themes of challenges with the conceptual and practical aspects of construction, as well as positive experiences with collaboration, hands-on learning, and application of knowledge.

Conclusion: The findings from both quantitative and qualitative analyses indicate that the project successfully achieved its learning objectives. Through completion of the project, participants demonstrated the ability to identify and apply the biomechanical principles required for LE prosthetic use during daily functional activities.

Key Words: biomechanics, experiential learning, lower extremity prosthetics, occupational therapy education

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