title: Service-learning-based instruction enhances students' perceptions of their abilities to engage in evidence-based practice.
abstract: ABSTRACT Education leaders in occupational therapy (OT) propose that active learning is one means to developing critical thinking skills essential for successful integration of knowledge into evidence-based practice. This study examines the impact of one type of active learning, service-learning, on students' perceptions of their knowledge, skills, and confidence in their abilities to provide OT services to adults with neurological conditions. Change in OT students' (n == 43) perceptions before and after engagement in service-learning were assessed using quantitative and qualitative data in a triangulation mixed-methods design. Results support previous studies indicating that service-learning can influence positive gains in student knowledge and confidence.
authors.affiliation: Karen Atler, MS, OTR, is Assistant Professor, Department of Occupational Therapy, Colorado State University, where she teaches courses related to occupation, community-based fieldwork, and neurobehavioral approaches with adults.
authors.forename: Karen
authors.initials: K
authors.lastname: Atler
authors.forename: William J
authors.initials: WJ
authors.lastname: Gavin