Hammel Joy, Finlayson Marcia, Kielhofner Gary, Helfrich Christine A, Peterson Elizabeth
University of Illinois at Chicago, Department of Occupational Therapy, 1919 W. Taylor Street, MC 811, Chicago, IL, 60612.
Occup Ther Health Care. 2002;15(1-2):157-76. doi: 10.1080/J003v15n01_15.
SUMMARY Occupational therapy's scholarship too often fails to result in a cumulative body of knowledge that is directly relevant to practice, and links theory and research to practice. This problem has its basis in how therapists are prepared to make scholarly contributions to the field. This article describes an educational strategy for preparing scholars of practice whose work will contribute to building a knowledge base that examines and enhances practice. The strategy is based upon social learning theory, employs principles of situated learning and cognitive apprenticeship, and involves students as members of an ongoing community of scholars. Steps to and benefits of creating this scholarly community and implementing this educational strategy are discussed.
职业治疗学的学术成果往往未能形成与实践直接相关的累积性知识体系，也未能将理论和研究与实践联系起来。这个问题的根源在于治疗师如何为该领域做出学术贡献做准备。本文描述了一种教育策略，用于培养实践学者，他们的工作将有助于建立一个审视和提升实践的知识库。该策略基于社会学习理论，采用情境学习和认知学徒制原则，并让学生成为一个持续的学者社区的成员。文中讨论了创建这个学术社区并实施这一教育策略的步骤和益处。
