Barb Hooper, PhD, OTR, FAOTA, is Program Director and Division Chief, Occupational Therapy Doctorate Division, Duke University School of Medicine, Durham, NC. At the time of the study, she was Associate Professor and Academic Program Director, Occupational Therapy Department, and Director, Center for Occupational Therapy Education, Colorado State University, Fort Collins;
Sheama Krishnagiri, PhD, OTR/L, FAOTA, is in Research Adminstration, Greater Los Angeles VA. At the time of the study, she was Occupational Therapist, Private Practice, Reseda, CA.
Am J Occup Ther. 2020 Jul/Aug;74(4):7404205090p1-7404205090p11. doi: 10.5014/ajot.2020.036012.
Artifacts convey essential skills, tools, and concepts to students. Studies of artifacts can therefore illumine priorities for learning.
To describe the skills, tools, and concepts that assignment artifacts required students to learn, especially in relation to occupation.
Educators submitted 243 artifacts that illustrated how their programs addressed occupation. Artifacts included syllabi, lectures, assignments, rubrics, study guides, texts, and learning objectives. A sociocultural research paradigm informed a secondary analysis of all assignment artifacts. Assignments were coded for the skills, tools, and underlying concepts students were to use, particularly related to occupation.
U.S. occupational therapist and occupational therapy assistant academic programs.
Twenty-five U.S academic programs selected through stratified random sampling that targeted representation by geographic region and the Carnegie Classification of Institutions of Higher Education. Fifteen occupational therapy and 10 occupational therapy assistant programs consented.
Assignment artifacts required students to interview, observe, analyze, and teach (skills); artifacts emphasized learning the Occupational Therapy Practice Framework: Domain and Process (tool). Few artifacts required students to relate skills and tools to broader concepts, including occupation. Those that did used prompts that were ancillary to the assignment. Grading rubrics seldom measured students' ability to connect skills and tools to occupation.
By emphasizing skills and tools detached from the concepts supporting their relevance to occupation, the artifacts reflected black box learning. Creating artifacts that reflect glass box learning can improve education. In glass box learning, artifacts are transparent and clearly delineate the skills, tools, and conceptual understandings to be gained.
For researchers, the study highlights the importance of including artifacts in studies of occupational therapy education. For educators, the study gives guidance for creating assignments that clearly delineate skills, tools, and concepts.
人工制品向学生传达了基本技能、工具和概念。因此，对人工制品的研究可以阐明学习的重点。
描述作业人工制品要求学生学习的技能、工具和概念，特别是与职业相关的内容。
教育工作者提交了 243 件人工制品，展示了他们的课程如何解决职业问题。人工制品包括教学大纲、讲座、作业、评分标准、学习指南、教材和学习目标。一种社会文化研究范式为对所有作业人工制品的二次分析提供了信息。作业被编码为学生将要使用的技能、工具和基本概念，特别是与职业相关的内容。
美国职业治疗师和职业治疗助理学术项目。
通过分层随机抽样选择了 25 个美国学术项目，以覆盖地理区域和卡内基高等教育机构分类的代表性。15 个职业治疗项目和 10 个职业治疗助理项目同意参与。
作业人工制品要求学生进行访谈、观察、分析和教学（技能）；人工制品强调学习职业治疗实践框架：领域和过程（工具）。很少有作业要求学生将技能和工具与更广泛的概念联系起来，包括职业。那些确实使用了与作业相关的辅助提示。评分标准很少衡量学生将技能和工具与职业联系起来的能力。
通过强调与职业相关性的技能和工具，作业人工制品反映了黑箱学习。创建反映玻璃盒学习的人工制品可以改善教育。在玻璃盒学习中，人工制品是透明的，可以清楚地划分要获得的技能、工具和概念理解。
对于研究人员来说，该研究强调了在职业治疗教育研究中纳入人工制品的重要性。对于教育工作者来说，该研究为创建清楚地划分技能、工具和概念的作业提供了指导。
