Hooper Barb, Krishnagiri Sheama, Price Pollie, Taff Steven D, Bilics Andrea
Barb Hooper, PhD, OTR, FAOTA, is Associate Professor, Academic Program Director, and Director of Center for Occupational Therapy Education, Occupational Therapy Department, Colorado State University, Fort Collins;
Sheama Krishnagiri, PhD, OTR, FAOTA, is Occupational Therapist, Private Practice, Los Angeles, CA.
Am J Occup Ther. 2018 Jan/Feb;72(1):7201205040p1-7201205040p10. doi: 10.5014/ajot.2018.024190.
This study's objective was to describe curriculum-level strategies used to convey occupation to occupational therapy students.
The study used a descriptive qualitative research design. Fifteen occupational therapy and 10 occupational therapy assistant programs participated in interviews, submitted curriculum artifacts such as syllabi and assignments, and recorded teaching sessions. Data were coded both inductively and deductively and then categorized into themes.
Occupational therapy programs designed strategies on two levels of the curriculum, infrastructure and implementation, to convey knowledge of occupation to students. The degree to which strategies explicitly highlighted occupation and steered instruction fluctuated depending on how differentiated occupation was from other concepts and skills.
Two arguments are presented about the degree to which occupation needs to be infused in all curricular elements. To guide curriculum design, it is critical for educators to discuss beliefs about how ubiquitous occupation is in a curriculum and whether curricular elements portray occupation to the extent preferred.
本研究的目的是描述用于向职业治疗专业学生传授职业相关内容的课程层面策略。
本研究采用描述性定性研究设计。15个职业治疗项目和10个职业治疗助理项目参与了访谈，提交了教学大纲和作业等课程资料，并录制了教学课程。数据通过归纳和演绎两种方式进行编码，然后归类为主题。
职业治疗项目在课程的两个层面，即基础设施层面和实施层面，设计策略以向学生传授职业知识。策略明确突出职业并指导教学的程度因职业与其他概念和技能的区分程度而异。
针对职业需要融入所有课程要素的程度提出了两种观点。为指导课程设计，教育工作者讨论关于职业在课程中普遍存在的程度以及课程要素是否按期望程度呈现职业的信念至关重要。
