Teaching Participation in Occupations to First Year Occupational Therapy Students: An Action Research Study

Ghul, Rayya; Marsh, Ian

doi:10.4276/030802213x13603244419310

Cited by 10 publications

(21 citation statements)

References 14 publications

(11 reference statements)

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“…The identified threshold concepts appear to comprise a mixture of conceptually oriented, discipline‐bounded concerns (purposeful and meaningful occupation), ontological concerns (identity as an occupational therapist) and more pragmatic cross‐disciplinary concerns (client‐centred practice, thinking critically, reasoning and reflecting). More recently, Ghul and Marsh () drew from the threshold concepts perspective in their development of a module to promote enhanced understanding of occupation as a construct. Ghul and Marsh stated that their aim was to ‘provoke emotional responses… to assist students as allies in the struggle for occupational justice with their future service users’ (p. 103).…”

Section: Threshold Concepts In Occupational Therapy and Related Profementioning

confidence: 99%

Occupation and its relationship with health and wellbeing: The threshold concept for occupational therapy

Fortune

Kennedy-Jones

2014

Aus Occup Therapy J

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A threshold concept that captures the essential nature of occupational therapy is likely to be (highly) troublesome in terms of a learner's acquisition of it. Rather than simplifying these learning 'jewels' educators are encouraged to sit with the discomfort that they and the learner may experience as the learner struggles to grasp them. Moreover, they should reshape their curricula to provoke such struggles if transformative learning is to be the outcome.

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Section: Threshold Concepts In Occupational Therapy and Related Profementioning

confidence: 99%

Occupation and its relationship with health and wellbeing: The threshold concept for occupational therapy

Fortune

Kennedy-Jones

2014

Aus Occup Therapy J

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“…Similarly Copley et al (2010Copley et al ( , 2011 and Hooper (2006aHooper ( , 2008 each reported on two articles from the same data sets. Five of the studies in the review were reported in single articles (Bazyk et al, 2010;Di Tommaso et al, 2019b;Ghul & Marsh, 2013;Hooper et al, 2014;Vroman et al, 2010). The key characteristics of the articles are presented in Table 1. Two studies adopted a general qualitative approach (Di Tommaso et al, 2019b;Price et al, 2017), and a further two used a qualitative descriptive design (Hooper et al, 2014;Krishnagiri et al, 2017).…”

Section: Study Characteristics and Critical Appraisalmentioning

confidence: 99%

“…A phenomenological approach was implemented in Bazyk et al (2010) and Copley et al (2010), and a case study approach in Hooper (2006a), and Vroman et al (2010). One study used an action research design (Ghul & Marsh, 2013). Five of the studies presented knowledge from an individual program, course, or learning activity (Bazyk et al, 2010;Copley et al, 2010;Ghul & Marsh, 2013;Hooper, 2006a;Vroman et al, 2010).…”

Section: Study Characteristics and Critical Appraisalmentioning

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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“…Whereas Sandborgh and colleagues (2018) omitted interventions without a strong evidence base to accommodate the addition of a biopsychosocial approach in the curriculum, (Duchan, 2001) provocatively suggested facilitating a more social approach to practice by refocusing disproportionate attention away from impairment. Duchan (2014), Fleming-Castaldy (2015) and Ghul and Marsh (2013) describe taking a macro perspective in their teaching, sharing examples designed to develop students' emancipatory skills. Students consider sociocultural and historical views of health and social care through the use of rich narratives, presented by clients and caregivers, case studies, historical documents, film, and students' own stories.…”

Section: Absence Of a Broader Perspectivementioning

confidence: 99%

“…Recently Stallinga and colleagues (2018) conducted a study similar to Reed's instructor-led program, finding that participants' knowledge gains following 4 hours of training were retained three months later, although their initial appreciation of the ICF's usefulness was not maintained. Other papers included in the scoping review describe ICF teaching within discipline specific subjects with recursive presentation of a biopsychosocial approach to care across the semester (Dougall et al, 2014;Ghul and Marsh, 2013;Nguyen et al, 2016).…”

Section: Introductionmentioning

confidence: 99%

“A way to think of the client holistically”: Factors influencing students’ ICF regard and uptake

Scholten¹,

Ross²,

Bickford³

2019

MedEdPublish

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Adoption of the International Classification of Functioning, Disability and Health (ICF) may facilitate holistic delivery of health and social care and improve interprofessional practice, however there is limited uptake across the spectrum of health professions. Improved commitment will partially depend on student education, yet related educational research is scant. Method In order to inform teaching, learning and future research practices, this exploratory mixed methods investigation surveyed 101 student speech-language pathologists to describe how the ICF is regarded and used, and factors contributing to its acceptance. Results As with their professional colleagues, student uptake of the ICF was limited. Those who did use the ICF applied the framework and terminology alone, rather than its classification, coding or core set features, for client-centred rather than management tasks. Similarly, students appreciated the ICF for its ability to foster holistic practice, rather than its capacity to enhance workplace communication, a key factor in interprofessional practice. Statistical analysis of responses to scaled survey questions revealed those learning experiences valued by students, especially case studies, lectures, ICF application in university assignments and on placement. Survey responses were significantly influenced by two factors: number of student placements and whether or not students had only a paediatric placement. Thematic analysis of students' open responses revealed two principal and one secondary theme: "ICF framework as a way of thinking"; "experiential learning optimises application of the ICF"; and "rudimentary understanding restricts ICF uptake". Discussion Findings are discussed in relation to a proposed Transition from Theory to Practice model. Explicit integration of a biopsychosocial approach to practice across the curriculum should result in deeper understanding of the ICF,

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Teaching Participation in Occupations to First Year Occupational Therapy Students: An Action Research Study

Cited by 10 publications

References 14 publications

Occupation and its relationship with health and wellbeing: The threshold concept for occupational therapy

Occupation and its relationship with health and wellbeing: The threshold concept for occupational therapy

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

“A way to think of the client holistically”: Factors influencing students’ ICF regard and uptake

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