Student Perception of Instructional Methods within an OTD Clinical Practice Curriculum Thread

SATURDAY, OCTOBER 17, 2026

11:15 AM – 12:15 PM

Course Description

This project examined instructional strategies utilized across the OTD “excellence in clinical practice” curriculum thread, including traditional lecture, structured note-taking, think-pair-share, case-based learning, small group discussion, polling, simulation-based platforms (e.g., Simucase), concept mapping, and reflective activities. These approaches are grounded in established educational theories, including constructivism (Vygotsky, 1978), active learning theory (Bonwell & Eison, 1991), and Kolb’s experiential learning theory (Kolb, 1984; Kolb & Kolb, 2018), which emphasize active engagement, knowledge construction, and application.  

This cross-sectional, mixed-methods study was conducted across four OTD courses during the final four weeks of the semester.  Student surveys (pre/post) assessed their exposure to instructional methods, perceived balance of lecture versus active learning, and preferred approaches. Faculty presenters will report their utilized instructional practices, and open-ended responses from the surveys will identify effective and ineffective strategies for student learning. Findings will inform future selection and alignment of evidence-based instructional strategies across the courses.

Speakers

Content Level

Intermediate: This level assumes the audience has general familiarity with the literature and professional practice. The focus of the presentation is on increased understanding and application by the participants.

Practice Areas

Fieldwork and Academics/Education