Enhancing Engagement With Project-Based Occupational Therapy Assessment
Presented by:
Tammy Divens, Penn State Shenango
Second-year occupational therapy (OT) students collaboratively explored and administered assessments through a project-based learning (PBL) redesign that promoted active, peer-supported, experiential learning.
Keywords:
Project-Based Learning, Occupational Therapy Education, Student Engagement
Abstract:
Following an intensive multiday workshop on PBL, a psychosocial occupational therapy course was redesigned to replace traditional lecture with hands-on, peer-led assessment exploration. Second-year occupational therapy assistant students were assigned assessment tools to research, demonstrate, and practice at rotating stations. First-year students participated by acting as clients, providing second-year students with realistic practice opportunities while gaining early exposure to assessment procedures. This inter-cohort interaction fostered collaboration, professional communication, and experiential learning. The redesigned approach aligns with best practices in PBL, equitable teamwork, and meaningful assessment strategies while enhancing engagement and critical thinking.
Outcomes:
1. Identify core elements of PBL applicable to skill-based health science courses.
2. Evaluate strategies to replace lecture-based content with active student demonstrations.
3. Apply methods to foster peer collaboration and authentic assessment practice.
Hear it from the author:
Transcript:
Hello. My name is Tammy Divens, and my project focuses on redesigning a course titled Occupational Therapy for Psychosocial and Behavioral Health using a Project-Based Learning approach.
Instead of traditional lectures on assessment tools, second-year students researched and demonstrated assessments at classroom stations. They then partnered with first-year students to administer selected assessments in simulated practice.
This hands-on redesign emphasized active engagement, peer teaching, and collaboration across cohorts. Students weren’t just listening, but they were practicing, teaching, and learning through real interaction.
The result of this was greater confidence, stronger communication skills, and deeper understanding of occupational therapy assessments. This approach transformed a passive lecture into an experiential, peer-driven experience that better prepares students for real-world clinical work.
References:
Bell, S. (2010). Project-Based Learning for the 21st Century: Skills for the Future. The Clearing House, 83(2), 39–43. https://doi.org/10.1080/00098650903505415
Blumenfeld, P. C., Soloway, E., Marx, R. W., Krajcik, J. S., Guzdial, M., & Palincsar, A. (1991). Motivating Project-Based Learning: Sustaining the Doing, Supporting the Learning. Educational Psychologist, 26(3–4), 369–398. https://doi.org/10.1080/00461520.1991.9653139
Hmelo-Silver, C. E. (2004). Problem-Based Learning: What and How Do Students Learn? Educational Psychology Review, 16(3), 235–266. https://doi.org/10.1023/B:EDPR.0000034022.16470.f3