Background: Learning about occupational therapy theories is crucial to occupational therapy education, and an online database is developed to facilitate students’ learning of occupational therapy theories in this study. Aim: This study was conducted to evaluate the effect of this database on users’ experiences. Methods: A mixed-method approach, including surveys and focus groups, was used. First- and third-year students who had studied occupational therapy theory at a university participated in this study. Results: One-hundred-and-twenty students completed the surveys, and 11 students participated in the focus groups. The students demonstrated a significant increase in the number of theories they named and their perceived understanding of theories after the semester. They rated the content, utility and satisfaction with the database in facilitating their understanding/learning of theories as moderate-good. Based on qualitative data, it appeared that the database provided specific information about occupational therapy theories and facilitated students’ learning and level of interest in learning about them. However, the first-year students who accessed the database showed a significantly decreased level of interest in learning about theories, but such the decrease was not found in the third-year students. Conclusion: The study findings suggest that the use of an online database may enhance students' learning about occupational therapy theories in educational settings.
All Science Journal Classification (ASJC) codes
- Occupational Therapy