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The purpose of the study was to examine the impact of implementing a creative art activity in a problem-based learning (PBL) course on occupational therapy (OT) students and their tutors. A qualitative-ethnographic study was conducted during 2016-2017. In one meeting of a PBL course, 126 first year OT undergraduate students were asked to create a collage reflecting the case study they chose, followed by a discussion of their experience. Thirty-four students and nine tutors participated in the study. Qualitative analysis was conducted using focus groups, semi-structured interviews, open questionnaires and observations. Findings of the qualitative analysis revealed four main categories: attachment to the client, change in the meeting's atmosphere, developing learning skills, and a creative art activity as a learning, treating and tutoring tool. Implementation of a creative art activity in a PBL course provided enrichment for students in the form of a learning and treatment tool and for tutors in the form of an instruction tool. This study sheds new light on active learning and teaching, and offers some important insights regarding the use of creative art activities in higher education.

The purpose of the study was to examine the impact of implementing a creative art activity in a problem-based learning (PBL) course on occupational therapy (OT) students and their tutors. A qualitativeethnographic study was conducted during 2016--2017. In one meeting of a PBL course, 126 first year OT undergraduate students were asked to create a collage reflecting the case study they chose, followed by a discussion of their experience. Thirty-four students and nine tutors participated in the study. Qualitative analysis was conducted using focus groups, semi-structured interviews, open questionnaires and observations. Findings of the qualitative analysis revealed four main categories: attachment to the client, change in the meeting's atmosphere, developing learning skills, and a creative art activity as a learning, treating and tutoring tool. Implementation of a creative art activity in a PBL course provided enrichment for students in the form of a learning and treatment tool and for tutors in the form of an instruction tool. This study sheds new light on active learning and teaching, and offers some important insights regarding the use of creative art activities in higher education. [ABSTRACT FROM AUTHOR]

BACKGROUND: Postures while sitting are believed to have an important influence on the process of writing and quality of handwriting, but data in this field are sparse. OBJECTIVES: The current study was undertaken to investigate correlations between 'ordinary' children's handwriting skills and their posture and stability while sitting. METHODS: Twenty-nine children with typical development (age 9.2±0.8 years) underwent the Hebrew Handwriting Evaluation, while the pressure distributions on their seats and backrests were recorded using a pressure mapping system. RESULTS: There was an increase in the odds of erasing and overwriting letters in dictation tasks when body displacements of the buttocks increased [Odds Ratio (OR) = 1.01, 95% CI 1.000–1.02, p = 0.050]. Children who did not lean on the backrest were more likely to have legible handwriting in copying tasks (OR = 0.136, 95% CI 0.026–0.723, p = 0.019). CONCLUSIONS: The awareness and involvement of health practitioners in sitting postures of children at school might promote activities such as writing. Further investigation of movement patterns while writing and of the correlations of these patterns with handwriting outcomes is recommended. More research regarding adjustments at the school environment for children with developmental disorders is also warranted. [ABSTRACT FROM AUTHOR]

Purpose: Problem-based learning (PBL) is an educational method that fosters self-directed study in small groups. The purpose of this study was to describe the Tel Aviv University’s occupational therapy (OT) program and the challenges implementing such program. In addition, the study compared the PBL grades obtained by students who are native Hebrew speakers with those students who are native Arabic speakers; and, assessed the correlation between the grades in the PBL course and the grades in the clinical fieldwork studies. Method: 166-second year OT undergraduate students participated. All completed three PBL courses and seven weeks of clinical fieldwork studies. Data collection included students’ grades in PBL course (based on PBL evaluation forms) and in clinical fieldwork studies (based on preceptor’s evaluation and a written assignment). Results: Pearson correlations revealed significant correlations between PBL grades and clinical fieldwork studies grades. T-test analysis between students who are native Hebrew speakers and those who are native Arabic speakers revealed significant differences in PBL grades. Conclusions: Findings imply partial congruence between students’ grades in the PBL course and their achievements in the fieldwork studies. Findings might suggest that adjustments should be made in order to assist students from minorities (challenged by language requirements) in gaining higher grades in the PBL program. Implications for Rehabilitation: Problem-Based Learning (PBL) is an educational method, which fosters independent, self-directed study in small groups. PBL studies have the potential to prepare students for their clinical experience during studies. The PBL program should be adjusted for students from minorities (challenged by language requirements and different cultural backgrounds) in order to assist them in gaining more benefits from the program. [ABSTRACT FROM AUTHOR]