Unlocking the Potential of Everyday Opportunities

Lamb, Amy J.

doi:10.5014/ajot.2017.716001

Cited by 3 publications

(2 citation statements)

References 8 publications

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“…Founded in 1917, occupational therapy is a dynamic profession with a 100-year history of meeting societal needs [ 1 , 2 ]. From its inception to the present, its practitioners have used therapeutic occupations to promote health and wellness and enable people with physical, cognitive, and/or psychiatric conditions to fully participate in society [ 3 , 4 ].…”

Section: Introductionmentioning

confidence: 99%

“…Colman [ 15 ] and Freidland [ 16 ] also examined this shift and the power differentials that occurred during the 1940s and 1950s, when physicians sought to control occupational therapy education and service provision. The lessons learned from the past are evident today in occupational therapy’s promotion of its autonomy and unique value in a rapidly changing practice environment [ 2 , 17 ].…”

Section: Introductionmentioning

confidence: 99%

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Developing occupational therapy students’ information and historical literacy competencies: an interprofessional collaborative project

Fleming-Castaldy

2018

jmla

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ObjectiveThe study examined the efficacy of an interprofessional information and historical literacy project implemented by an occupational therapy educator and a librarian.MethodsA graduate course was revised to include information and historical literacy objectives and instruction. A course-specific questionnaire administered on the first and last day of class, assignment grades, and course evaluations provided measures of project outcomes for six years. Differences between questionnaire pre- and post-test means were determined using t-tests. Course evaluation comments were analyzed to obtain qualitative perceptions.ResultsA significant difference (p<0.0001) was found between pre-test (M=3.93, SD=0.48) and post-test (M=4.67, SD=0.30) scores of total information and historical literacy competence across all years (n=242). Responses to individual items also differed significantly (p<0.0001). Student ratings (n=189) from the course evaluation historical literacy objectives were high (M=4.6 on a 5-point scale). Assignment quality and grades improved, and course evaluation comments reflected student satisfaction.ConclusionsThe findings supported the hypothesis that students’ self-reported information and historical literacy competencies would increase after project participation. Acquired skills were evident in students’ assignments. Research to determine if these capabilities were used post-graduation is needed. Because this was a course-specific project, findings are not generalizable; however, the instructional methods developed for this project can serve as a model for effective interprofessional collaboration. The broadening of information literacy instruction to include discipline-specific historical literacy provides a unique opportunity for health sciences librarians and educators. Developing students’ historical literacy in their chosen fields can help them understand their profession’s present status and be informed participants in shaping its future.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Developing occupational therapy students’ information and historical literacy competencies: an interprofessional collaborative project

Fleming-Castaldy

2018

jmla

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Be Bold: A Call to Action for Occupational Therapy

Lamb

2019

The American Journal of Occupational Therapy

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Toward Robust Assessments of Student Knowledge of Occupation

Price

Hooper

Krishnagiri

et al. 2021

The American Journal of Occupational Therapy

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Importance: Occupational therapy students must master knowledge of occupation, yet how educators assess such knowledge has not been explored. In this study, we elucidate robust assessment practices that can help students master knowledge of occupation. Objective: To examine practices that educators use to assess knowledge of occupation. Design: Basic qualitative research. Using inductive and constant comparative methods, we coded 25 interviews and 82 educational artifacts for assessment practices, categorized practices as direct or indirect, and analyzed their alignments with features of robust assessments. Setting: Twenty-five randomly selected occupational therapy and occupational therapy assistant academic programs in the United States, stratified by geographic region and institution type. Participants: Twenty-nine educators who represented selected programs. Results: We found occupation at instruction and program levels primarily in relation to practice using indirect more than direct practices. Assignments were often highly creative and experiential, yet varied in their alignments with established criteria of robust assessments. Conclusions and Relevance: Knowledge of occupation was often intertwined with practice-oriented learning experiences and skills; hence, it was not assessed as a distinctly indispensable learning outcome. Educators can build on current practices to design robust assessments that require students to demonstrate knowledge of occupation in practice contexts and everyday life. What This Article Adds: In this study, we elucidate a continuum of prevalent educational practices used to assess knowledge of occupation; we also review best practices for robust assessments of such knowledge not only related to practice but also as a dynamic instrument of individual and societal well-being more broadly.

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Unlocking the Potential of Everyday Opportunities

Cited by 3 publications

References 8 publications

Developing occupational therapy students’ information and historical literacy competencies: an interprofessional collaborative project

Developing occupational therapy students’ information and historical literacy competencies: an interprofessional collaborative project

Be Bold: A Call to Action for Occupational Therapy

Toward Robust Assessments of Student Knowledge of Occupation

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