A Way of Seeing: How Occupation Is Portrayed to Students When Taught as a Concept Beyond Its Use in Therapy

Price, Pollie; Hooper, Barb; Krishnagiri, Sheama; Taff, Steven D.; Bilics, Andrea

doi:10.5014/ajot.2017.024182

Cited by 15 publications

(23 citation statements)

References 22 publications

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“…45,47,62 As they developed more discriminating perspectives, their worldviews shifted. 47,53,58,66,[96][97][98] Accordingly, TL influenced their values, attitudes and behaviours, 30,37,57,61,72,99 and how they saw and understood themselves. 14,33,69,80 Students developed new interpretations of how things were, including conditions within the realm of health care.…”

Section: Outcomes Of Transformative Learningmentioning

confidence: 99%

Transformative learning as pedagogy for the health professions: a scoping review

et al. 2019

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Context Transformative learning (TL) has been described as learning that challenges established perspectives, leading to new ways of being in the world. As a learning theory it has resonated with educators globally, including those in the health professions. Described as a complex metatheory, TL has evolved over time, eliciting divergent interpretations of the construct. This scoping review provides a comprehensive synthesis of how TL is currently represented in the health professions education literature, including how it influences curricular activities, to inform its future application in the field. Methods Arksey and O'Malley's six‐step framework was adopted to review the period from 2006 to May 2018. A total of 10 bibliographic databases were searched, generating 1532 potential studies. After several rounds of review, first of abstracts and then of full texts, 99 studies were mapped by two independent reviewers onto the internally developed data extraction sheet. Descriptive information about included studies was aggregated. Discursive data were subjected to content analysis. Results A mix of conceptual and empirical research papers, which used a range of qualitative methodologies, were included. Studies from the USA, the UK and Australia were most prevalent. Insights relating to how opportunities for TL were created, how it manifests and influences behaviour, as well as how it is experienced, demonstrated much congruency. Conceptions of TL were seen to be clustered around the work of key theorists. Conclusions The training of health professionals often takes place in unfamiliar settings where students are encouraged to be active participants in providing care. This increases the opportunity for exposure to learning experiences that are potentially transformative, allowing for a pedagogy of uncertainty that acknowledges the complexity of the world we live in and questions what we believe we know about it. TL provides educators in the health professions with a theoretical lens through which they can view such student learning.

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Section: Outcomes Of Transformative Learningmentioning

confidence: 99%

Transformative learning as pedagogy for the health professions: a scoping review

et al. 2019

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“…(2016, p. 485). Price, et al, (2017) focused on the teaching of occupation within occupational therapy education advocating for subject centred curricula; use of the concept of occupation as a threshold concept and use of pedagogic methods that can support transformational learning.…”

Section: Resultsmentioning

confidence: 99%

“…This results in the notable challenge for education with the core concept of occupation remaining "… a just-out-of-sight subject" (Hooper, 2006, p. 558;Krishnagiri, et al, 2017). In an attempt to redress this problem Price, et al (2017) identified "… concepts from education literature … that could support teaching occupation as a way of seeing" (p. 6), one of which is the use of threshold concepts.…”

Section: Interchangeable Terminologymentioning

confidence: 99%

Challenges of teaching occupation: Introduction of an occupation focused teaching tool

Howarth

Morris

Cox

2017

Journal of Occupational Science

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“…These data sets were collected in the United States (5), Australia (2), and the United Kingdom (1). The articles by Krishnagiri et al (2017), Hooper et al (2018), Price et al (2017) and Taff et al (2018) reported different aspects of results from the same data set. Similarly Copley et al (2010Copley et al ( , 2011 and Hooper (2006aHooper ( , 2008 each reported on two articles from the same data sets.…”

Section: Study Characteristics and Critical Appraisalmentioning

confidence: 99%

“…Occupation-centered education should ensure future graduates are prepared to use occupation as the central focus of their practice (Di Tommaso et al, 2016;Fisher, 2013;Whiteford & Wilcock, 2001). Numerous articles recognize the important role that occupation-centered education plays in the transformation of the profession and emphasize the need for students to learn about occupation from both personal and practice perspectives (Hooper, 2006a;Price et al, 2017;Whiteford & Wilcock, 2001;Yerxa, 1998). Occupation must therefore be utilized as the central idea in occupational therapy education, however it is not yet known how occupation is being incorporated into education programs.…”

mentioning

confidence: 99%

Teaching and Learning Occupation in Occupational Therapy Education: A Qualitative Evidence Synthesis

Miller

Roberts

2020

JOTE

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Occupation is the core focus of the occupational therapy profession and is a complex concept for students to know and understand. The aim of this review was to understand how teaching and learning occupation has been represented by educators and students across qualitative studies in occupational therapy education. A qualitative evidence synthesis was conducted which included searching four databases; CINAHL, Medline, Scopus, and Embase. Research articles were screened using inclusion and exclusion criteria by two reviewers. The search resulted in 328 records being identified, with 13 articles included. The methodological quality of included articles was assessed using the Critical Appraisal Skills Programme (CASP). The CASP information was tabulated and then all studies were compared and contrasted. The key characteristics of each article were entered into Excel, and then analyzed to generate themes. According to the CASP qualitative tool the studies were of reasonable methodological quality, with most studies addressing the majority of questions. Themes that emerged from the article findings were: (1) educators are the instruments of occupation-centered education and (2) learning in context and through doing form distinctive pedagogies. The review provided insights about strategies being used by educators to teach occupation such as teaching it as a concept related to self and as a tool for practice, and the use of active and experiential learning approaches. It was evident that the scholarship for teaching occupation is in its early stages. Further research using diverse methods is needed to support the development of evidence-based guidelines for teaching occupation.

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A Way of Seeing: How Occupation Is Portrayed to Students When Taught as a Concept Beyond Its Use in Therapy

Abstract: Three concepts-subject-centered learning, threshold concepts, and transformative learning-formed the theoretical foundation for teaching occupation as a way of seeing.

Cited by 15 publications

References 22 publications

Transformative learning as pedagogy for the health professions: a scoping review

Transformative learning as pedagogy for the health professions: a scoping review

Challenges of teaching occupation: Introduction of an occupation focused teaching tool

Teaching and Learning Occupation in Occupational Therapy Education: A Qualitative Evidence Synthesis

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