School of Health Sciences and Social Work, Griffith University, Queensland, Australia.
School of Allied Health Science and Practice, University of Adelaide, South Australia, Australia.
Scand J Occup Ther. 2024 Jan;31(1):2405189. doi: 10.1080/11038128.2024.2405189. Epub 2024 Sep 20.
Critical thinking is key for responsible occupational therapy practice. However, the degree to which educators understand critical thinking and the conceptualizations of such concept in teaching remains unclear.
This study aimed to describe occupational therapy educators' perceptions and experiences of teaching critical thinking.
Social constructivism underpins the study. Eight participants were included in three online synchronous focus groups. One participant was interviewed in person due to time constraints. Data were analysed using content analysis.
This study reveals a considerable diversity of perceptions and experiences of ambiguity regarding educators' perceptions of what they know about and how to teach critical thinking. Most educators interpret critical thinking in ways that differs from their colleagues. Furthermore, educators encounter divergent expectations pertaining to their role as educators and the readiness of their students.
This study reveal a paradox within the occupational therapy profession, where critical thinking is highly valued yet educators experience ambiguity, differing expectations of their role, time constraints, and lack of formal education to support students' development of critical thinking.
This study provides the foundation for further inquiry into the invisible effects and benefits of different understandings of critical thinking on occupational therapy practice.
批判性思维是负责任的职业治疗实践的关键。然而，教育工作者对批判性思维的理解程度以及在教学中对这一概念的概念化程度尚不清楚。
本研究旨在描述职业治疗教育工作者对批判性思维教学的看法和经验。
社会建构主义是本研究的基础。由于时间限制，三名在线同步焦点小组各有 8 名参与者参加。一名参与者因时间限制而亲自接受采访。使用内容分析法对数据进行分析。
本研究揭示了教育工作者对他们所知道的和如何教授批判性思维的看法存在相当大的多样性和模糊性。大多数教育工作者以不同于同事的方式解释批判性思维。此外，教育工作者遇到了与他们作为教育者的角色以及学生的准备程度相关的不同期望。
本研究揭示了职业治疗专业中的一个悖论，即批判性思维受到高度重视，但教育工作者对自己的角色感到模糊，对自己的角色存在不同的期望，时间限制以及缺乏正式教育来支持学生批判性思维的发展。
本研究为进一步探究对批判性思维的不同理解对职业治疗实践的无形影响和益处奠定了基础。
