Abstract
Collaborative learning is noted as an effective strategy for learning and engagement in graduate school. Collaborative learning specific to occupational therapy (OT) graduate learning supports opportunities to work with peers and prepare for professional practice by expanding critical thinking, interpersonal and teamwork skills. This study explored the benefits and challenges of collaborative learning in occupational therapy graduate programs from the perspective of both students and faculty. A cross-sectional descriptive design gathered student and faculty perspectives through closed and open-ended questions. Data analyzation used descriptive statistics of close-ended questions and content analysis of open-ended questions using frequency of the words or phrases to identify key concepts. Sixty-five students and fifteen faculty completed the study. Survey results revealed the composition of collaborative learning preferences, and the open-ended comments elaborated on the perceptions of collaborative learning. The results revealed varying perspectives between students and faculty with each having identified both benefits and challenges to collaborative learning. Although students and faculty perspectives vary, key concepts from the results indicate the benefits students obtain in interpersonal and professional skill development that is essential for health care practitioners working collaboratively towards better patient outcomes.
Recommended Citation
Simpson, Erin and Schranz, Caren
(2025)
"Collaborative Learning in Occupational Therapy Graduate Education: Student and Faculty Perspectives,"
Journal of Applied Disciplines: Vol. 3:
Iss.
1, Article 3.
Available at:
https://opus.govst.edu/jad/vol3/iss1/3