Explicit or Hidden? Exploring How Occupation Is Taught in Occupational Therapy Curricula in the United States. / Sheama Krishnagiri in American Journal of Occupational Therapy, Vol. 71/2 (2017)

Public ISBD [article]  inAmerican Journal of Occupational Therapy > Vol. 71/2 (2017) . - pp.1-9 Titre : Explicit or Hidden? Exploring How Occupation Is Taught in Occupational Therapy Curricula in the United States. Type de document : texte imprimé Auteurs : Sheama Krishnagiri, Auteur ; Barb Hooper, Auteur ; Pollie Price, Auteur Année de publication : 2017 Article en page(s) : pp.1-9 Langues : Américain (ame) Mots-clés : ergothérapie  Enseignement supérieur  Etats-unis d'Amérique  Enseignement Résumé : BJECTIVE. Occupation is considered core and threshold knowledge for occupational therapy, yet how it is conveyed through education is not well understood. This study examined how the concept of occupation was taught in occupational therapy and occupational therapy assistant curricula in the United States. METHOD. Using a qualitative descriptive research design, in-depth interviews, video recordings, and artifacts of teaching occupation were collected from 25 programs, chosen using stratified random sampling. Interview data were analyzed using an inductive, constant comparative approach; video and artifact data were analyzed deductively using findings from the interviews. RESULTS. Instructional methods were innovative and ranged from didactic to experiential. The degree to which occupation was present in instruction ranged from explicit to implicit to absent. CONCLUSION. Although educators valued teaching occupation, the concept was still elusive in some instructional methods and materials. Occupation knowledge and pedagogical content knowledge may have influenced how explicitly occupation was taught. Permalink : ./index.php?lvl=notice_display&id=49268 [article] Explicit or Hidden? Exploring How Occupation Is Taught in Occupational Therapy Curricula in the United States. [texte imprimé] / Sheama Krishnagiri, Auteur ; Barb Hooper, Auteur ; Pollie Price, Auteur . - 2017 . - pp.1-9. Langues : Américain (ame) in American Journal of Occupational Therapy > Vol. 71/2 (2017) . - pp.1-9 Mots-clés : ergothérapie  Enseignement supérieur  Etats-unis d'Amérique  Enseignement Résumé : BJECTIVE. Occupation is considered core and threshold knowledge for occupational therapy, yet how it is conveyed through education is not well understood. This study examined how the concept of occupation was taught in occupational therapy and occupational therapy assistant curricula in the United States. METHOD. Using a qualitative descriptive research design, in-depth interviews, video recordings, and artifacts of teaching occupation were collected from 25 programs, chosen using stratified random sampling. Interview data were analyzed using an inductive, constant comparative approach; video and artifact data were analyzed deductively using findings from the interviews. RESULTS. Instructional methods were innovative and ranged from didactic to experiential. The degree to which occupation was present in instruction ranged from explicit to implicit to absent. CONCLUSION. Although educators valued teaching occupation, the concept was still elusive in some instructional methods and materials. Occupation knowledge and pedagogical content knowledge may have influenced how explicitly occupation was taught. Permalink : ./index.php?lvl=notice_display&id=49268

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A Way of Seeing: How Occupation Is Portrayed to Students When Taught as a Concept Beyond Its Use in Therapy. / Pollie Price in American Journal of Occupational Therapy, Vol. 71/4 (2017)

Public ISBD [article]  inAmerican Journal of Occupational Therapy > Vol. 71/4 (2017) . - pp.1-9 Titre : A Way of Seeing: How Occupation Is Portrayed to Students When Taught as a Concept Beyond Its Use in Therapy. Type de document : texte imprimé Auteurs : Pollie Price, Auteur ; Barb Hooper, Auteur ; Sheama Krishnagiri, Auteur Année de publication : 2017 Article en page(s) : pp.1-9 Langues : Américain (ame) Mots-clés : Ergothérapie  enseignement Résumé : OBJECTIVE. The concept of occupation is core to learning occupational therapy, yet how occupation is taught has not been widely studied. We explored how occupation is addressed in 25 U.S. occupational therapist and occupational therapy assistant programs. METHOD. We used a basic qualitative research design, collecting data through interviews, artifacts, and video recordings of teaching. We secondarily analyzed 8 programs in which occupation was taught beyond its application in practice. RESULTS. Educators portrayed occupation as (1) away of seeing self (students learn about themselves as occupational beings), (2) a way of seeing others (students learn about others as occupational beings), and (3) a way of seeing the profession (students learn occupation as the central focus of occupational therapy). Varied learning experiences promoted these perspectives. CONCLUSION. Three concepts--subject-centered learning, threshold concepts, and transformative learning--formed the theoretical foundation for teaching occupation as a way of seeing. Permalink : ./index.php?lvl=notice_display&id=49299 [article] A Way of Seeing: How Occupation Is Portrayed to Students When Taught as a Concept Beyond Its Use in Therapy. [texte imprimé] / Pollie Price, Auteur ; Barb Hooper, Auteur ; Sheama Krishnagiri, Auteur . - 2017 . - pp.1-9. Langues : Américain (ame) in American Journal of Occupational Therapy > Vol. 71/4 (2017) . - pp.1-9 Mots-clés : Ergothérapie  enseignement Résumé : OBJECTIVE. The concept of occupation is core to learning occupational therapy, yet how occupation is taught has not been widely studied. We explored how occupation is addressed in 25 U.S. occupational therapist and occupational therapy assistant programs. METHOD. We used a basic qualitative research design, collecting data through interviews, artifacts, and video recordings of teaching. We secondarily analyzed 8 programs in which occupation was taught beyond its application in practice. RESULTS. Educators portrayed occupation as (1) away of seeing self (students learn about themselves as occupational beings), (2) a way of seeing others (students learn about others as occupational beings), and (3) a way of seeing the profession (students learn occupation as the central focus of occupational therapy). Varied learning experiences promoted these perspectives. CONCLUSION. Three concepts--subject-centered learning, threshold concepts, and transformative learning--formed the theoretical foundation for teaching occupation as a way of seeing. Permalink : ./index.php?lvl=notice_display&id=49299

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