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Full-Text Articles in Education
Transitioning From Professional Practice To Teaching During Covid-19: A Participatory Research Study, Yvonne Thomas, Ciara Hensey, Claire Squires, Anna Collier, Heidi Cathcart, Lindsey Coup
Transitioning From Professional Practice To Teaching During Covid-19: A Participatory Research Study, Yvonne Thomas, Ciara Hensey, Claire Squires, Anna Collier, Heidi Cathcart, Lindsey Coup
Journal of Occupational Therapy Education
The transition from expert occupational therapy practice to academic educator is stressful and complex, involving the development of a new professional identity. In 2020-21 COVID-19 created a new challenge for recently employed academics, who were in this transition process. This study utilized participatory research to explore the impact of COVID-19 on six new occupational therapy lecturers who were employed immediately before and during the pandemic. The participatory research approach simultaneously engaged participants in research processes and aimed to promote researcher development. Three focus groups were conducted to explore participants experiences before, during and after COVID-19 restrictions. Focus groups transcripts were …
Changes In Epistemic And Ontological Cognition Of Occupational Therapy Students During Fieldwork: A Qualitative Study, Anita W. Mitchell, Lauren Woods
Changes In Epistemic And Ontological Cognition Of Occupational Therapy Students During Fieldwork: A Qualitative Study, Anita W. Mitchell, Lauren Woods
Journal of Occupational Therapy Education
The purpose of this study was to represent occupational therapy students’ perspectives of their beliefs about knowledge and knowing, or epistemic and ontological cognition (EOC), before and after their first level 2 fieldwork experience. Twenty participants from four classes of entry-level Master of Occupational Therapy (MOT) students who had successfully completed 18 months of didactic coursework provided written explanations of self-ratings on the modified Four-Quadrant Scale of Ontology and Epistemology and written responses to four open-ended questions. Four major themes emerged: 1) Concrete knowledge may have a specific right or wrong answer, 2) Knowledge can change depending on the client, …
Occupational Therapy Students’ Perceptions Of Osce: A Qualitative Descriptive Analysis, Nancy E. Krusen, M. Nicole Martino
Occupational Therapy Students’ Perceptions Of Osce: A Qualitative Descriptive Analysis, Nancy E. Krusen, M. Nicole Martino
Journal of Occupational Therapy Education
Objective Structured Clinical Examinations (OSCE) are commonly used across health professions educational programs to evaluate student clinical competencies. OSCE are multiple, brief stations representing common practice scenarios. The purpose of the study was to evaluate student perceptions of OSCE. The researchers implemented 17 OSCE stations with 40 second year occupational therapy students to assess clinical competencies prior to fieldwork. Applying a qualitative descriptive methodologic approach, researchers analyzed station rating data, Qualtrics survey Likert-type items, and Qualtrics survey open-ended responses. Number of station rating responses varied widely, due to perceived time press. Station rating responses confirmed the more robust 80% response …