Occupation

Abstracts
Posters
how theory supports practice in a wide range of clinical settings
beyond my own experiences of placement and classroom-based
learning.
Midway through my first year of studying, I had the opportunity
to undertake an internship with OTalk, as a student digital leader
as a CPD activity for 16-month period with the team to develop
digital leadership skills (OTalk 2015). The experience gained
throughout the intern period allowed for the development
of communication skills, publicity and promotion skills and
professionalism in the context of appropriate use of social media.
It also gave opportunity to develop skills highlighted within
HCPC Standards of Proficiency: Occupational Therapist (2013)
such as building and maintaining professional relationships as
well as working appropriately with others.
The poster will outline my personal experience and reflections
of doing, being and becoming (Wilcock 1998) a student
digital leader intern with the OTalk team. It will explore the
development of skills I can carry forward into the occupational
therapy profession and also the challenges I faced interning
alongside studying towards my pre-reg qualification in
occupational therapy. It will also aim to encourage student OTs
to continue to make use of social media as part of their learning
journey and post-graduation.
References
Health and Care Professions Council (2013) Standards of
proficiency: occupational therapists. Available at: http://
www.hpc-uk.org/assets/documents/10000512Standards_of_
Proficiency_Occupational_Therapists.pdf Accessed 11.09.15.
OTalk (2014) About OTalk. Available at: http://otalk.co.uk/
about-2/ Accessed 04.09.15.
OTalk (2015) Position Open OTalk Student Digital Leader Intern.
Available at: http://otalk.co.uk/2015/03/18/position-open-otalkstudent-digital-leader-intern/
Accessed 04.09.15
Wilcock A A (1998) Reflections on Doing Being and Becoming.
Canadian Journal of Occupational Therapy, 65(5), 248–256
Keywords
Students, Practice development, New or emerging roles,
Education and learning
Contact E-mail Addresses
kellymurray88@icloud.com
Author Biographies
Kelly Murray is a 2nd year MSc (pre-reg) student at the University
of Cumbria. Kelly is also a Student Digital Leader Intern with
OTalk. Kelly is passionate about utilising social media as part
of education and CPD, as well as within occupational therapy
practice.
Kirsty Stanley, Poole Hospital NHS Foundation Trust. Kirsty has
recently returned to practice after lecturing. She is passionate
about occupational science, creative writing, CPD and
developing occupation based MS practice.
P172
Using a flipped classroom to teach biomedical
sciences to occupational therapy students
Beanlands C, London South Bank University
The biomedical sciences teaching on the MSc/PgDip occupational
therapy programme at London South Bank University was
traditionally delivered via whole cohort lectures. Students’ preexisting
knowledge was variable, some struggled with the pace
and found it difficult to relate theory to practice. The university
was moving towards incorporating a more blended approach to
learning, this provided an opportunity to review the biomedical
teaching. A new approach was selected – a ‘flipped classroom’
this is a reversal of traditional lecture based delivery. Lectures
are recorded and posted online, allowing students to watch
them at their own pace and the classroom time is given over to
active learning activities (McLaughlin et al, 2014). This involved
preparation of online lectures and workbooks and development
of practical workshops where students carry out practical
activities such as using anatomical models and each other to
identify structures, creating muscles and nerves and considering
the impact of dysfunction on occupational performance. In
response to a questionnaire, 82% of students preferred contact
time to be used for practical workshops, 82% agreed online
lectures supported their learning and 92% thought the practical
workshops supported their learning. Development of online
materials and workshop sessions initially required a lot of time
and up skilling of academic staff, but the E-resources allow
students to work at their own pace and can be used when
revising. It is thought that blended learning has the potential
to enhance, clinical reasoning and to bridge the gap between
theory and practice (Rowe et al, 2012). The more ‘hands on’
approach to biomedical learning and the opportunity to discuss
and apply this to occupational performance problems is arguably
more transferable to occupational therapy practice. Some of the
workshop sessions have been developed into study days for post
registration occupational therapists and have been well received.
References
McLaughlin, J. E., Roth, M. T., Glatt, D. M., Gharkholonarehe,
N., Davidson, C. A., Griffin, L. M., Esserman, D. D., Mumper, R.
J. (2014). The Flipped Classroom: A Course Redesign to Foster
Learning and Engagement in a Health Professions School,
Academic Medicine, 89 (2) 236–243.
Rowe, M., Frantz, J., and Bozalek, V. (2012) The role of blended
learning in the clinical education of healthcare students: A
systematic review, Medical Teacher, 34, e216–e221.
Keywords
Students, Service improvement or transformation, Education and
learning, Education
Contact E-mail Addresses
clare.beanlands@lsbu.ac.uk
Author Biographies
Clare Beanlands is a course director (Post registration MSc) and
senior lecturer in occupational therapy at London South Bank
University. She is responsible for the biomedical teaching on the
pre-registration MSc/PgDip OT course.
P173
Values based recruitment for students: does it make
a difference?
Hook A, Davys D, University of Salford
The NHS Constitution (DoH 2013) sets out principles to ensure
safe, fair and effective operation in the UK making it imperative
that we admit the right people into NHS funded training
programmes. Occupational therapy, NHS funded programmes
have been asked to include the assessment of values in their
admissions procedures to ensure that their values fit those of the
profession and the NHS.
Values Based Recruitment (VBR) works through identifying values
and attitudes of the applicant. Sitting alongside skills, experience
and competencies, VBR helps an applicant to demonstrate how
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