A Systematic Focus on Occupational Therapy Education

Burke, Jeremy; Harvison, Neil

doi:10.5014/ajot.2014.685s07

Cited by 9 publications

(10 citation statements)

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“…This finding suggests that occupational therapy educators use a limited repertoire of instructional methods compared to the evidence-based teaching practices available throughout professional education literature. If students are expected to use clinical reasoning in complex healthcare environments during entry-level practice (Burke & Harvison, 2014;Gupta & Bilics, 2014), occupational therapy educators must expand their view of teaching to explore new and different instructional methods to adequately prepare students (FoordMay, 2006;Graffam, 2007). Although the literature suggests that educators favor investigation of instructional methods in occupational therapy education research (Gupta & Bilics, 2014;Hooper et al, 2013), a wide variety of these approaches do not appear to be translating to educators' teaching methods or strategies based on our findings.…”

Section: Quantitative Datamentioning

confidence: 62%

“…Occupational therapists must use clinical reasoning to deliver clientcentered and occupation-based services that are grounded in theory and evidence to meet these complex needs (American Occupational Therapy Association [AOTA], 2015). Therefore, occupational therapy education must provide contemporary and evidence-based educational practices that yield graduates with the relevant skills for successful practice in dynamic and challenging environments (Burke & Harvison, 2014;Coker, 2010;Furze et al, 2015;Gupta & Bilics, 2014).…”

Section: Introductionmentioning

confidence: 99%

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Identifying Instructional Methods for Development of Clinical Reasoning in Entry-Level Occupational Therapy Education: A Mixed Methods Design

Henderson

Coppard

Yuan

2017

JOTE

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Occupational therapy education must teach using contemporary and evidence-based practices that yield graduates with clinical reasoning skills to successfully practice in dynamic and challenging environments. Researchers used a mixed-methods research design to identify the most frequently used and valued instructional methods for developing clinical reasoning with entry-level occupational therapy students. Researchers recruited full-time educators teaching in entry-level occupational therapy programs throughout the United States. Ninety-two occupational therapy educators completed the survey for the quantitative portion of the study. Subsequently, six occupational therapy educators participated in an interview for the qualitative portion of the study. Participants most frequently used laboratory experiences and least frequently used rotating chair discussion for developing clinical reasoning. Participants perceived experiential learning as the most valuable and rotating chair discussion as the least valuable instructional method for developing clinical reasoning. The three themes of the educator, the student, and the environment emerged from the qualitative data. Outcomes suggest occupational therapy educators must embrace the role of facilitator and continue to explore a variety of effective instructional methods. In order to achieve this role, occupational therapy educators need to engage in personal and professional development. Researchers provide additional strategies for developing the clinical reasoning skills required for successful occupational therapy practice.

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Section: Quantitative Datamentioning

confidence: 62%

Section: Introductionmentioning

confidence: 99%

Identifying Instructional Methods for Development of Clinical Reasoning in Entry-Level Occupational Therapy Education: A Mixed Methods Design

Henderson

Coppard

Yuan

2017

JOTE

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“…The purpose of an occupational therapy (OT) program is to graduate effective and competent entry-level practitioners (Avi-Itzhak & Krauss, 2010;Burke & Harvison, 2014). The ability to apply knowledge and skills throughout all phases of the OT Process (AOTA, 2014;AOTA, 2008) is a key competency expected of all graduates.…”

Section: Introductionmentioning

confidence: 99%

“…In fact, accreditation requirements for entry-level master's programs include compliance with 46 standards explicitly related to understanding and enacting the OT Process (ACOTE, 2012). Thus, educators must select instructional strategies that best prepare students to practice and develop confidence in using their clinical reasoning and psychomotor skills to safely and effectively work with clients (Burke & Harvison, 2014). Unfortunately, there is limited evidence specific to OT education which investigates the effectiveness of using key educational methods to address targeted educational outcomes.…”

Section: Introductionmentioning

confidence: 99%

Instructional Strategies Used to Improve Students’ Comfort and Skill in Addressing the Occupational Therapy Process

Knecht-Sabres¹,

Egan²,

Wallingford³

et al. 2015

Journal of Education and Training Studies

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The purpose of this study was to investigate the effectiveness of an intentional blending of instructional strategies in an occupational therapy (OT) entry-level master's course. The OT Adult Practice course uses case-based instructional strategies, clinical skills labs, and standardized patient experiences in a dovetailed approach across three progressively complex clinical scenarios involving adult clients. The course is designed to support students in addressing the entire OT Process. Results of quantitative data analysis indicated that the sequential application of case-based instructional strategies, lab experiences, and standardized patient learning opportunities significantly improved students' self-perception of their level of comfort and skill in being able to perform the following components of the OT process for adult clients: occupational profile, OT evaluation, developing an OT treatment plan, implementing OT treatment, and planning for discharge.

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“…These issues may vary considerably; for example, between cultural and geographical contexts, between levels of education (entry-level vs. graduate level), and between students in different years of study. Building the larger evidence base in occupational therapy education research, but also differentiating between groups for which the evidence may apply, will support educators in addressing factors of importance for their students' success (Burke & Harvison, 2014).…”

mentioning

confidence: 99%

Factors Associated with Academic Performance Among Second-Year Undergraduate Occupational Therapy Students

Bonsaksen¹,

Ellingham²,

Carstensen³

2018

The Open Journal of Occupational Therapy

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A Systematic Focus on Occupational Therapy Education

Cited by 9 publications

References 0 publications

Identifying Instructional Methods for Development of Clinical Reasoning in Entry-Level Occupational Therapy Education: A Mixed Methods Design

Identifying Instructional Methods for Development of Clinical Reasoning in Entry-Level Occupational Therapy Education: A Mixed Methods Design

Instructional Strategies Used to Improve Students’ Comfort and Skill in Addressing the Occupational Therapy Process

Factors Associated with Academic Performance Among Second-Year Undergraduate Occupational Therapy Students

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