Taylor Renee R, Fisher Gail, Kielhofner Gary
University of Illinois at Chicago, Department of Occupational Therapy, Chicago, IL.
Occup Ther Health Care. 2005;19(1-2):107-22. doi: 10.1080/J003v19n01_08.
SUMMARY The Scholarship of Practice involves an ongoing, reflective discourse among the theoretical concepts of occupational therapy, the empirical verification of those concepts through research, and the application of those concepts in real-world clinical practice. This article illustrates how the Scholarship of Practice framework is applied by occupational therapy faculty members as a key aspect of their scholarly and teaching roles. Two distinct perspectives are provided-one describes the scholarship and teaching of a clinical-track faculty member and the other describes that of a research-track faculty member. Both examples illustrate how each faculty member's work involves an integration of teaching and advising, scholarship (i.e., developing occupational therapy theory and conducting research), and practice. In both cases, the faculty member uses the Scholarship of Practice approach to better understand the kinds of problems and needs of clients and the ways in which practitioners can use knowledge generated by theory and research to most effectively address them. In turn, each faculty member relies heavily on the feedback from students and practitioners regarding the outcomes of the practical application of the concepts offered by theory and research. This feedback is then utilized to revise and refine existing theory, generate new research questions, and ultimately inform best occupational therapy practice. Finally the process serves as an ideal context for teaching and advising.
摘要 实践学术涉及职业治疗的理论概念之间持续的、反思性的论述，通过研究对这些概念进行实证验证，以及在现实世界的临床实践中应用这些概念。本文阐述了职业治疗教员如何将实践学术框架作为其学术和教学角色的关键方面加以应用。提供了两种不同的视角——一种描述临床路径教员的学术和教学，另一种描述研究路径教员的学术和教学。两个例子都说明了每位教员的工作如何涉及教学与指导、学术研究（即发展职业治疗理论和开展研究）以及实践的整合。在这两种情况下，教员都采用实践学术方法来更好地理解客户的各类问题和需求，以及从业者如何利用理论和研究所产生的知识来最有效地解决这些问题。反过来，每位教员都严重依赖学生和从业者对理论和研究所提供概念的实际应用结果的反馈。然后利用这些反馈来修订和完善现有理论、提出新的研究问题，并最终为最佳职业治疗实践提供信息。最后，这个过程成为教学和指导的理想环境。
