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Tidskrift

Sammanfattning

The aim of this study was to describe different approaches to learning among occupational therapy students in relation to two different courses in their education. Participants were 36 occupational therapy students, including 4 males. Data were collected on two occasions, first during the first term in relation to a course in neuroanatomy, and second, one and a half years later, in relation to clinical practice. Participants were asked to express and describe in their own words what to them constituted learning; what specific behaviors were involved; what was important; difficult, interesting and how they would like to improve their learning. Students’ approaches to learning have been constituted from an analysis of these descriptions. Data were analysed using a phenomenographic approach and revealed three qualitatively different approaches to learning. The implication of these findings are discussed in relation to previous research, occupational therapy education and the aims for higher studies

MeSH