Krishnagiri Sheama, Hooper Barb, Price Pollie, Taff Steven D, Bilics Andrea
Sheama Krishnagiri, PhD, OTR/L, FAOTA, is Occupational Therapist, Private Practice, Reseda, CA.
Barb Hooper, PhD, OTR, FAOTA, is Professor, Program Director, and Division Chief, Occupational Therapy Doctorate Division, Duke University School of Medicine, Durham, NC;
Am J Occup Ther. 2019 Sep/Oct;73(5):7305205080p1-7305205080p11. doi: 10.5014/ajot.2019.032789.
Occupational therapy practitioners' professional identities and distinctive contributions to health care connect essentially to their knowledge of occupation. Thus, the strategies educators use to convey occupation to students and the perspectives embedded in those strategies are critical topics for researchers.
To generalize findings from a previous qualitative study of how educators in 25 U.S. occupational therapy assistant and occupational therapy programs addressed occupation to a national sample of educators.
As part of an exploratory sequential design, a national survey of U.S. occupational therapy and occupational therapy assistant educators explored activities and strategies used to teach occupation. Data were analyzed using descriptive statistics.
An online survey about educators' practices in the academic education setting.
Occupational therapy and occupational therapy assistant educators (N = 1,590) from all programs in the United States. Of these, 634 returned surveys, 315 of which were complete and included in the analysis, for an overall response rate of 19.8%.
Respondents identified similar learning activities and instructional strategies as those identified in the qualitative phase of the design. Most instruction was active and experiential, requiring students to integrate various skills and content areas. Definitions of occupation, as a basis for teaching, varied.
The combined survey and qualitative results offered initial empirical support for occupational therapy's proposed signature pedagogies and the importance of attending to the deep and implicit structures within those pedagogies. Such structures are believed to support students' formation of a professional identity and an occupational perspective.
This study provides evidence for the instructional strategies that educators use to convey knowledge of occupation to students. The predominant strategies support proposed signature pedagogies in occupational therapy: relational learning, affective learning, and highly contextualized active learning.
职业治疗从业者的专业身份及其对医疗保健的独特贡献本质上与他们对职业的认知相关。因此，教育工作者用于向学生传授职业知识的策略以及这些策略中所蕴含的观点是研究人员的关键课题。
将先前一项关于美国25个职业治疗助理和职业治疗项目的教育工作者如何阐述职业的定性研究结果推广至全国范围的教育工作者样本。
作为探索性序列设计的一部分，对美国职业治疗和职业治疗助理教育工作者进行的全国性调查探讨了用于教授职业的活动和策略。使用描述性统计分析数据。
一项关于教育工作者在学术教育环境中实践的在线调查。
来自美国所有项目的职业治疗和职业治疗助理教育工作者（N = 1,590）。其中，634人回复了调查问卷，315份问卷完整并纳入分析，总体回复率为19.8%。
受访者确定的学习活动和教学策略与设计定性阶段确定的类似。大多数教学是积极的且基于体验的，要求学生整合各种技能和内容领域。作为教学基础的职业定义各不相同。
综合调查和定性研究结果为职业治疗所提议的标志性教学法以及关注这些教学法中深层和隐含结构的重要性提供了初步实证支持。据信这些结构有助于学生形成专业身份和职业视角。
本研究为教育工作者用于向学生传授职业知识的教学策略提供了证据。主要策略支持职业治疗中提议的标志性教学法：关系学习、情感学习和高度情境化的主动学习。
