Use of the student-oriented learning outline in research education.

The American Journal of Occupational Therapy 335 Occupational therapy students learn the necessity for and value of research for clinical practice, the components of a research proposal, how to interpret studies, and how to apply results to occupational therapy services through their academic programs (American Occupational Therapy Association [AOTA], 1991). At the undergraduate level, research courses are designed to teach basic skills needed to analyze and interpret data, present research findings, and consider the implications for decision making (Dolinsky, 1994). Undergraduate students, however, can be intimidated by courses on research methods (Potter, 1995) possibly because of a lack of exposure to research-related content, fearing a new language such as that used in statistical analysis (McBride, 1994) or viewing the concepts as difficult to comprehend (Cole, 1995; Rosenbaum & Temple, 1996). Some students may also view research courses as irrelevant and vaguely defined (McBurney, 1995), particularly compared with other courses in the academic program that focus on day-to-day practice applications (Kessenich, 1996; McBride, 1994; Rosenbaum & Temple, 1996). Occupational therapy educators may also view undergraduate students as intimidated by research and question its relevance or appropriateness in an undergraduate curriculum. Several authors of research textbooks in occupational therapy have made efforts to stimulate interest in research through their introductions. Royeen (1989) sought to “further stimulate development, reflection, refinement, and originality in clinical research” (p. iv). DePoy and Gitlin (1994) wanted to share their “enthusiasm and passion for conducting research” (p. ix). Bailey (1997) made an appeal that “research can be fun, exciting, and fascinating” (p. xxi) experiences. These notions hint that special attention may be needed to teach research methods. This article reviews instructional methods used to teach undergraduates about research across disciplines; describes how one method, the Student-Oriented Learning Outline (SOLO), can be used to facilitate student learning in a research course; and presents results on the use of a SOLO in one undergraduate research course.