The Twenty-first Century Learning Skills of Occupational Therapy Students

Abstract

        The purpose of this research was to explore the use of the twenty-first century learning skills as well as supporting factors and obstacles. The mixed method research was applied. The Likert scale questionnaires were answered by sixty-four occupational therapy students. Data were analyzed by mean average with standard deviation and classified into levels by criterion. A qualitative research method was used to explore the experiences of students when using these learning skills. Data were gathered from focus group discussions. Six students in each of three groups were involved. Data were analyzed by using the content analysis method.

        The finding indicated that the twenty-first century learning skills were used as a collaboration skill at the highest level, while creativity, critical thinking, and communication skills, as well as information and technology skill were used at the high level. These learning skills were used continuously, since students were in the first to fourth year of study and frequently used them in clinical practice and research. When considering each skill, it was found that critical thinking and creativity skills were important for students studying occupational therapy. Moreover, supporting factors were mentioned as the principle of occupational therapy professionalism and self-active learning. However, the context of a clinical practice setting as well as internet disruption, could obstruct these skills. The result confirmed the use of the twenty-first century learning skills. Therefore, educational institutions should support the use of these skills by organizing a productive learning process for learners.