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Mental health consumer participation in undergraduate occupational therapy student assessment: No negative impact

Background/aim Australian accreditation standards for occupational therapy courses require consumer participation in the design, delivery and evaluation of programs. This study investigated whether a mental health consumer – as one of two assessors for an oral assessment in a mental health unit – im...

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Published in:Australian occupational therapy journal 2018-12, Vol.65 (6), p.494-502
Main Authors: Logan, Alexandra, Yule, Elisa, Taylor, Michael, Imms, Christine
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Language:English
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cited_by cdi_FETCH-LOGICAL-c4124-8525089a987afbb0f79fd58886799d098136602b9f657d7fbba7be618669b0173
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container_issue 6
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container_title Australian occupational therapy journal
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creator Logan, Alexandra
Yule, Elisa
Taylor, Michael
Imms, Christine
description Background/aim Australian accreditation standards for occupational therapy courses require consumer participation in the design, delivery and evaluation of programs. This study investigated whether a mental health consumer – as one of two assessors for an oral assessment in a mental health unit – impacted engagement, anxiety states and academic performance of undergraduate occupational therapy students. Methods Students (n = 131 eligible) self‐selected into two groups but were blinded to the group differences (assessor panel composition) until shortly prior to the oral assessment. Control group assessors were two occupational therapy educators, while consumer group assessors included an occupational therapy educator and a mental health consumer. Results Pre‐ and post‐assessment data were successfully matched for 79 students (overall response rate = 73.1%). No evidence was found of significant differences between the two groups for engagement, anxiety or academic performance (all P values >0.05). Conclusion Including mental health consumers as assessors did not negatively impact student engagement and academic performance, nor increase student anxiety beyond that typically observed in oral assessment tasks. The findings provide support for expanding the role of mental health consumers in the education and assessment of occupational therapy students. Development of methods to determine the efficacy of consumer involvement remains an area for future research.
doi_str_mv 10.1111/1440-1630.12484
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This study investigated whether a mental health consumer – as one of two assessors for an oral assessment in a mental health unit – impacted engagement, anxiety states and academic performance of undergraduate occupational therapy students. Methods Students (n = 131 eligible) self‐selected into two groups but were blinded to the group differences (assessor panel composition) until shortly prior to the oral assessment. Control group assessors were two occupational therapy educators, while consumer group assessors included an occupational therapy educator and a mental health consumer. Results Pre‐ and post‐assessment data were successfully matched for 79 students (overall response rate = 73.1%). No evidence was found of significant differences between the two groups for engagement, anxiety or academic performance (all P values &gt;0.05). Conclusion Including mental health consumers as assessors did not negatively impact student engagement and academic performance, nor increase student anxiety beyond that typically observed in oral assessment tasks. The findings provide support for expanding the role of mental health consumers in the education and assessment of occupational therapy students. 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This study investigated whether a mental health consumer – as one of two assessors for an oral assessment in a mental health unit – impacted engagement, anxiety states and academic performance of undergraduate occupational therapy students. Methods Students (n = 131 eligible) self‐selected into two groups but were blinded to the group differences (assessor panel composition) until shortly prior to the oral assessment. Control group assessors were two occupational therapy educators, while consumer group assessors included an occupational therapy educator and a mental health consumer. Results Pre‐ and post‐assessment data were successfully matched for 79 students (overall response rate = 73.1%). No evidence was found of significant differences between the two groups for engagement, anxiety or academic performance (all P values &gt;0.05). Conclusion Including mental health consumers as assessors did not negatively impact student engagement and academic performance, nor increase student anxiety beyond that typically observed in oral assessment tasks. The findings provide support for expanding the role of mental health consumers in the education and assessment of occupational therapy students. 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Conclusion Including mental health consumers as assessors did not negatively impact student engagement and academic performance, nor increase student anxiety beyond that typically observed in oral assessment tasks. The findings provide support for expanding the role of mental health consumers in the education and assessment of occupational therapy students. Development of methods to determine the efficacy of consumer involvement remains an area for future research.</abstract><cop>Australia</cop><pub>Wiley Subscription Services, Inc</pub><pmid>29806906</pmid><doi>10.1111/1440-1630.12484</doi><tpages>9</tpages><orcidid>https://orcid.org/0000-0001-7332-379X</orcidid><orcidid>https://orcid.org/0000-0003-3238-3133</orcidid><orcidid>https://orcid.org/0000-0001-9055-3554</orcidid><oa>free_for_read</oa></addata></record>
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source Applied Social Sciences Index & Abstracts (ASSIA); Wiley
subjects Academic achievement
accreditation
Anxiety
Assessors
Consumer behavior
consumer participation
Consumers
curriculum
Efficacy
Evaluation
Group therapy
Mental health
Occupational therapy
occupational therapy education
Response rates
Students
title Mental health consumer participation in undergraduate occupational therapy student assessment: No negative impact
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