• Bente Olsen
  • Eva Merrild
The Master’s Thesis examines a video-based learning platform (E-APUS) by a dialogic inquiry approach based on profession-oriented video observations.

The E-APUS learning platform is nationally and internationally acknowledged and has been presented at the WFOT (World Federation of Occupational Therapists) world congress. However, the use and the effect of the learning platform on its possibilities for development of competencies among occupational therapists have not previously been investigated. The literature shows the existing research on video-based learning within the field of health professions is limited.

The aim of the thesis is to investigate how the video-based learning platform E-APUS supports the development of occupational therapy competences. E-APUS is video-based and contains seven video cases and has been developed as a quality assurance project based on the validated teaching and research material: Stroke Study APUS – a basis for occupational therapy work.

The underlying basis of the thesis is the pragmatic learning philosophy inspired by John Dewey and Donald Schön. Methodically, the dialogue analyses of video observations are inspired by Helle Alrø and Marianne Kristiansen’s approach to dialogue video observation. The analysis uses theoretical concepts derived from Jean Trumbo’s visual literacy as well as Mie Buhl’s visual culture as a strategy of reflection.

Based on the Dewey’s pragmatic understanding, we explored the learning platform together with users of E-APUS. The users encompassed students from both theoretical and clinical education as well as clinical and theoretical teachers in the field of occupational therapy. All users were affiliated with the University Colleges Metropol, Copenhagen; Absalon, Næstved and VIA, Holstebro. Data has been collected through a video journal and five diaries containing teachers’ and students’ learning experiences using E-APUS additionally, data from a theme day organized by us about E-APUS for clinical teachers held in Copenhagen. Furthermore, video observations of user interaction with E-APUS were conducted in connection to clinical education and a three-days teaching course. The video observations were analysed using a dialogical survey methodology on four focus groups. Moreover, an online semi structured interview with a theoretical teacher was carried out. By virtue of the fact, that it is the pragmatic understanding, which is the constant factor in the collection of data for the empirical element of the thesis, the iterations are continuously described throughout the methodology section.

The results show that a learning platform with video cases, the use of visual literacy and visual reflection strategies promotes skills specific in how the profession of occupational therapy assess sensory motor problems of stroke survivors. Moreover, the learning platform supports professional development and critical reflection of the occupational therapy work processes and key occupational therapeutic paradigms in relation to performing everyday activities and assessed by an occupational therapeutic on sensory motor function. The E-APUS learning platform can be used as a form of professional mastery and as a tool in simulation training. E-APUS provides the opportunity to train risky situations in a safe environment, and provides the basis for highly qualified education courses, with less need for physical presence and support of teachers than in traditional education. The results show that when educators create didactic frameworks for the use of E-APUS focusing on critical thinking and hypothesis formulation, learning processes are further supported. Furthermore, the studies show that E-APUS can be complemented by additional didactic guidance such as tutorials.

There is a greater need for learning platforms accommodating topics connected to other areas within occupational therapy, which can be used and applied in education and professional practice. We expect that the thesis can be used to improve the existing learning platform, as well as provide inspiration for development and design of new learning platforms.
Publication date31 Jul 2017
Number of pages104
ID: 260596460