Comparison of on-campus and hybrid student outcomes in occupational therapy doctoral education

Research output: Contribution to journalArticle

2 Citations (Scopus)

Abstract

We compared the graduate outcomes of doctoral students in a traditional on-campus occupational therapy program with those in a hybrid program. Participants were 81 students from an on-campus program and 13 students from a hybrid program. Graduate outcomes were measured with student grade-point average (GPA) at the end of each academic year, cumulative GPA, Fieldwork Performance Exam, National Board for Certification in Occupational Therapy (NBCOT) practice exam scores, and final NBCOT pass rate. Consistent with previous research, our results revealed no significant differences on most outcome variables, suggesting that hybrid programs are an effective delivery model for postsecondary higher education. These findings may provide guidance to occupational therapy programs in curriculum design, content delivery, and program refinement and development. Replication of this study is needed with a larger sample and inclusion of qualitative data. Future studies should compare the affective domain of graduate outcomes in on-campus and online or hybrid programs.

Original languageEnglish
Pages (from-to)S51-S56
JournalAmerican Journal of Occupational Therapy
Volume68
DOIs
StatePublished - Sep 1 2014

Fingerprint

Occupational Therapy
Students
Education
Certification
Curriculum
Research

All Science Journal Classification (ASJC) codes

  • Occupational Therapy

Cite this

@article{979157e3e5ad480c8ddbaf55ca883537,
title = "Comparison of on-campus and hybrid student outcomes in occupational therapy doctoral education",
abstract = "We compared the graduate outcomes of doctoral students in a traditional on-campus occupational therapy program with those in a hybrid program. Participants were 81 students from an on-campus program and 13 students from a hybrid program. Graduate outcomes were measured with student grade-point average (GPA) at the end of each academic year, cumulative GPA, Fieldwork Performance Exam, National Board for Certification in Occupational Therapy (NBCOT) practice exam scores, and final NBCOT pass rate. Consistent with previous research, our results revealed no significant differences on most outcome variables, suggesting that hybrid programs are an effective delivery model for postsecondary higher education. These findings may provide guidance to occupational therapy programs in curriculum design, content delivery, and program refinement and development. Replication of this study is needed with a larger sample and inclusion of qualitative data. Future studies should compare the affective domain of graduate outcomes in on-campus and online or hybrid programs.",
author = "Keli Mu and Brenda Coppard and Alfred Bracciano and Bradberry, {J. Chris}",
year = "2014",
month = "9",
day = "1",
doi = "10.5014/ajot.2014.685S02",
language = "English",
volume = "68",
pages = "S51--S56",
journal = "American Journal of Occupational Therapy",
issn = "0272-9490",
publisher = "American Occupational Therapy Association, Inc",

}

TY - JOUR

T1 - Comparison of on-campus and hybrid student outcomes in occupational therapy doctoral education

AU - Mu, Keli

AU - Coppard, Brenda

AU - Bracciano, Alfred

AU - Bradberry, J. Chris

PY - 2014/9/1

Y1 - 2014/9/1

N2 - We compared the graduate outcomes of doctoral students in a traditional on-campus occupational therapy program with those in a hybrid program. Participants were 81 students from an on-campus program and 13 students from a hybrid program. Graduate outcomes were measured with student grade-point average (GPA) at the end of each academic year, cumulative GPA, Fieldwork Performance Exam, National Board for Certification in Occupational Therapy (NBCOT) practice exam scores, and final NBCOT pass rate. Consistent with previous research, our results revealed no significant differences on most outcome variables, suggesting that hybrid programs are an effective delivery model for postsecondary higher education. These findings may provide guidance to occupational therapy programs in curriculum design, content delivery, and program refinement and development. Replication of this study is needed with a larger sample and inclusion of qualitative data. Future studies should compare the affective domain of graduate outcomes in on-campus and online or hybrid programs.

AB - We compared the graduate outcomes of doctoral students in a traditional on-campus occupational therapy program with those in a hybrid program. Participants were 81 students from an on-campus program and 13 students from a hybrid program. Graduate outcomes were measured with student grade-point average (GPA) at the end of each academic year, cumulative GPA, Fieldwork Performance Exam, National Board for Certification in Occupational Therapy (NBCOT) practice exam scores, and final NBCOT pass rate. Consistent with previous research, our results revealed no significant differences on most outcome variables, suggesting that hybrid programs are an effective delivery model for postsecondary higher education. These findings may provide guidance to occupational therapy programs in curriculum design, content delivery, and program refinement and development. Replication of this study is needed with a larger sample and inclusion of qualitative data. Future studies should compare the affective domain of graduate outcomes in on-campus and online or hybrid programs.

UR - http://www.scopus.com/inward/record.url?scp=84915733305&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84915733305&partnerID=8YFLogxK

U2 - 10.5014/ajot.2014.685S02

DO - 10.5014/ajot.2014.685S02

M3 - Article

VL - 68

SP - S51-S56

JO - American Journal of Occupational Therapy

JF - American Journal of Occupational Therapy

SN - 0272-9490

ER -