Leonardelli C A, Gratz R R
Am J Occup Ther. 1986 Feb;40(2):96-102. doi: 10.5014/ajot.40.2.96.
A clearly stated purpose of basic professional education in occupational therapy provides a base for educational programs to develop learning objectives and identify effective teaching models and behaviors. The primary purpose of professional education should be the development of problem-solving skills, self-awareness, and creative productive thinking, with "hands-on" skills relegated to a secondary purpose. Specific learning objectives and the teaching models that have been developed to meet these objectives are presented. The authors further suggest that there must be a relationship between what occurs in the classroom (implementation of teaching models) and the purpose of professional education. A survey of current occupational therapy faculty members was conducted to identify a) their preparedness in the use of teaching models and b) other factors affecting their classroom behavior (years of experience, educational level, area of concentration). Survey results portray a relatively young faculty in both rank and experience. Other data indicate that although 85% of the respondents had taken at least one education course, only slightly more than half were familiar with teaching models. Most respondents felt that course work in educational methods and models aids in the development of more effective teaching strategies.
职业治疗基础专业教育的明确目的为教育项目制定学习目标、确定有效的教学模式和行为提供了基础。专业教育的主要目的应该是培养解决问题的能力、自我意识和创造性的生产性思维，而“实践”技能则降为次要目的。文中介绍了具体的学习目标以及为实现这些目标而开发的教学模式。作者进一步指出，课堂上发生的事情（教学模式的实施）与专业教育的目的之间必须存在某种关系。对当前职业治疗教员进行了一项调查，以确定：a）他们在使用教学模式方面的准备情况；b）影响他们课堂行为的其他因素（工作年限、教育水平、专业领域）。调查结果显示，教员队伍在职级和经验方面都相对年轻。其他数据表明，虽然85%的受访者至少修过一门教育课程，但只有略超过半数的人熟悉教学模式。大多数受访者认为，教育方法和模式方面的课程作业有助于制定更有效的教学策略。
