Deconstructing hierarchies: Service users as co-teachers in occupational therapy education

Yalon-Chamovitz, Shira; Kraiem, Yoav; Gutman, Carolyn

doi:10.3233/wor-172502

Cited by 5 publications

(3 citation statements)

References 17 publications

(21 reference statements)

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“…For students’ characteristics, disciplines, educational grades, and courses taught by SCT were mentioned in the studies. A few studies mentioned the age range of participants; however, it was 22–45 in the study by Kruszewski et al [ 25 ], in 2009, an average of 24 in the study by Willey et al [ 13 ] in 2018, 22–28 in the study by Yalon et al [ 27 ], in 2017, and 20–29 and 30–39 in the study by Yoon et al [ 28 ] in 2014. Yet, other student characteristics were not mentioned in the reviewed studies.…”

Section: Resultsmentioning

confidence: 99%

Students’ view on supportive co-teaching in medical sciences: a systematic review

et al. 2021

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Background Supportive co-teaching (SCT) is the practice of employing two or more experts whose knowledge and experiences are needed simultaneously to make a connection across different disciplines in a classroom. Although this interdisciplinary approach seems to be beneficial, there are many features which need further examination. This study was conducted to systematically review studies addressing the use of this approach and learners’ views on SCT in medical sciences. Methods We searched for the studies addressing students’ views on SCT in medical sciences from January1st 2000 to June 31st, 2019. All the studies, both quantitative and qualitative published in English language, investigating the students’ views on SCT, in non-clinical courses in the setting of medical sciences were included. We searched electronic databases of PubMed, Scopus, Embase, Web of Science, WHO Global Health Library, Health Systems Evidence, and ERIC with the keywords and phrases related to the topic which were: “co-teaching”, “team teaching”, “collaborative teaching”, “peer-to-peer co-teaching”, “partnership teaching”, and“ teacher collaboration”. Results By the initial search, 9806 studies were found and after deletion of duplicates and screening, 111 remained for selection. Upon the independent review by two researchers, we were able to discern 12 studies eligible to be included for data extraction. All the studies reported positive views of the students towards SCT although some identified concerns and drawbacks. The students stated that they could better perceive the relationship between basic and clinical sciences, were more engaged in the learning process, and their learning experience was optimized in a course directed by SCT. Conclusion Overall, the students showed positive views of this approach of teaching, and their grades indicated they learned better than expected. However, mismatch and lack of coordination between instructors would make the class distracting, confusing and even disturbing. Further studies investigating different variables related to teachers and students in SCT classes are suggested.

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Section: Resultsmentioning

confidence: 99%

Students’ view on supportive co-teaching in medical sciences: a systematic review

et al. 2021

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“…This pedagogy enables the development of partnership and dialogue within the classroom setting which can facilitate the development of an inclusive knowledge base and may address the concerns raised by our students regarding users' disempowerment in the professional relationship. Examples of such a pedagogy have been reported in both social work and occupational therapy in Israel ( 45 , 46 ) and can be replicated in additional allied health and social care professions. Moreover, following Simmons ( 47 ) who reports on the contributions of young people as co-trainers, we believe that a co-teaching pedagogy needs to be incorporated into the ongoing design and development of future SDM training modules.…”

Section: Discussionmentioning

confidence: 94%

SDM Training Modules for Health and Social Care Professionals in Israel

2021

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While the strategy of Shared Decision Making (SDM) originated in the medical field and was later adopted into the mental health arena, little attention has been paid to practice in the broader fields of the allied health and social care professions. These professions are grounded in the recognition of a need for practice that reflects the partnership and collaboration of the professional and the service user working together to further the health and well-being of the user. A pilot training module was developed to introduce and support students in their journey from exposure to the co-production ideology and the SDM strategy into clinical practice in the allied health and social care professions. The aim of the present article is to describe the students' experiences while learning about SDM and their use of this knowledge in their field practice in Israel. The students' experiences highlighted the complexity of integrating SDM into practice both at the individual student level as well as the macro environment. Moreover, it pointed to the need to further develop this co-production paradigm and the SDM strategy into the education of the allied health and social care professions.

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“…Nursing and social work articles made up the majority (Soon et al, 2020) with consumers mostly involved as guest lecturers and the telling of their lived experience. Four of the five occupational therapy papers originated from mental health (Arblaster et al, 2018; Cleminson and Moesby, 2013; Logan et al, 2018; Walsh, 2016) with the remaining paper relating to disability (Yalon-Chamovitz et al, 2017). Two were from Australia, two from United Kingdom and one from Israel.…”

Section: Introductionmentioning

confidence: 99%

Describing consumer involvement, recruitment, retention in Australian occupational therapy university education: A cross sectional survey

Soon¹,

Murray

Aguilar

et al. 2022

British Journal of Occupational Therapy

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Introduction Consumer involvement in occupational therapy programmes is one of the accreditation requirements of the Occupational Therapy Council in Australia. Consumers are direct recipients of occupational therapy services. Current knowledge about consumer involvement within occupational therapy education is minimal and mostly in mental health. This study identifies the trends for involvement and methods for recruitment and retention of consumers in Australian occupational therapy university education programmes. Methods Twenty-one occupational therapy programme directors in Australian universities were directly invited by email to participate in an online questionnaire. Prior to distribution, the questionnaire was piloted and the content validity tested. Analysis of closed-ended questions occurred using frequencies and percentages and content analysis occurred with open-text responses. Results Nine programme directors completed the questionnaire. Consumers were mainly involved in delivering lectures, sharing stories and having discussions in small groups. Consumers were recruited to programmes through collaboration with organisations and/or by direct approach. The main retention strategies included employing consumers as university educators and providing support before/during involvement. Conclusion Consumer involvement in curricula addresses university programme requirements and aims to prepare students for consumer-focussed practice. The findings inform educators about diverse ways of recruiting, retaining and involving consumers in their programmes.

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Deconstructing hierarchies: Service users as co-teachers in occupational therapy education

Cited by 5 publications

References 17 publications

Students’ view on supportive co-teaching in medical sciences: a systematic review

Students’ view on supportive co-teaching in medical sciences: a systematic review

SDM Training Modules for Health and Social Care Professionals in Israel

Describing consumer involvement, recruitment, retention in Australian occupational therapy university education: A cross sectional survey

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