Denis Bédard

Problem-based and Project-based Learning in Engineering and Medicine: Determinants of Students’ Engagement and Persistance

This paper presents results of a study conducted with undergraduate students involved in either problemor project-based curricula (Medicine and Engineering, respectively) at the Université de Sherbrooke, Canada. The objective of the present research was to measure the impact of these innovative curricula on students’ engagement and persistence in higher education. Our research question was: What determinants better predict students’ engagement and persistence in innovative curricula such as PBL? Nine variables were examined as potential predictors of both factors (engagement and persistence). Results showed a variation in variables predicting engagement and persistence, with the most significant predictor being stress related.

Teaching Transfer Skills to Older Adults: Identification of Strategies Used by Occupational Therapists

Introduction: Community occupational therapists frequently teach transfer skills to older adults. The teaching strategies used should be documented because they can affect the outcomes of interventions. Objective: The objective of the study was to identify the strategies used by community occupational therapists when teaching transfer skills to older adults. Method: Eleven community occupational therapists were recruited from six health and social services centres in Québec, Canada. Data were collected through observations of transfer interventions (n = 31), followed by in-depth interviews (n = 12). Data were analysed using descriptive statistics and grounded theory methods. Findings: Strategies consisted of nine methods, eight tools and nine intensity adjustments. The methods were explaining, demonstrating, having the client try, giving feedback on performance, involving the client, seeking and obtaining clients feedback, questioning, and involving a teaching assistant. Tools varied according to the teaching method. These tools were gestures, equipment, visual aids, written, verbal and somatosensory instructions, assistant as client and occupational therapist as client. Finally, intensity adjustments were related to the scope, directedness, duration, frequency and pace of teaching. Conclusion: A range of teaching strategies used by community occupational therapists were identified. Three methods, five tools and nine intensity adjustments were identified for the first time.

Clinical Reasoning Process: Cornerstone of Effective Occupational Therapy Practice

This chapter provides a description of occupational therapists’ clinical reasoning. First, we present the clinical reasoning process integrative framework, including its internal and external factors of influence. Then, because of its core importance for effective practice, we discuss ways to learn about and improve clinical reasoning. Specifically, we propose a procedure inspired by Kolb’s experiential learning model and Vermersch’s explicitation technique to explicate and reflect upon one’s clinical reasoning process. This reflection reinforces one’s knowledge base, fosters expertise development, and optimizes clinical reasoning.