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Articles 31 - 38 of 38
Full-Text Articles in Medicine and Health Sciences
Knowledge Translation And Occupational Therapy: A Survey Of Canadian University Programs, Heidi Cramm, Blair Short, Catherine A. Donnelly
Knowledge Translation And Occupational Therapy: A Survey Of Canadian University Programs, Heidi Cramm, Blair Short, Catherine A. Donnelly
The Open Journal of Occupational Therapy
While Canadian occupational therapy recognizes knowledge translation (KT) as essential to clinical interactions, there has been little attention paid to KT activity in education and research. The objective of this study was to identify the nature of KT activities in which Canadian occupational therapy faculty engage. An electronic survey was sent to faculty at 14 Canadian occupational therapy programs to explore the nature of KT activities, including research, education, strategies, evaluation, and barriers and facilitators. Descriptive statistics were used to analyze the data. Results show that faculty engage in a range of KT activities, with conferences and peer-reviewed publications being …
Up Bloom’S Pyramid With Slices Of Fink’S Pie: Mapping An Occupational Therapy Curriculum, Susan C. Burwash, Roberta Snover, Robert Krueger
Up Bloom’S Pyramid With Slices Of Fink’S Pie: Mapping An Occupational Therapy Curriculum, Susan C. Burwash, Roberta Snover, Robert Krueger
The Open Journal of Occupational Therapy
Curriculum design is a complex task. One tool used in the design process is curriculum mapping. A mandated transition from a quarter to a semester academic calendar, alongside preparation of accreditation self-study materials, provided an opportunity for faculty teaching in an entry-level occupational therapy program to review the underlying basis of the curriculum. Two taxonomies of learning (Bloom’s cognitive domain and Fink’s taxonomy of significant learning experiences) were used to examine existing courses and to consider how learning outcomes and experiences varied over the sequence of courses in the curriculum. This led to the creation of a series of course …
Eportfolio: The Scholarly Capstone For The Practice Doctoral Degree In Occupational Therapy, Jim Hinojosa, Tsu-Hsin Howe
Eportfolio: The Scholarly Capstone For The Practice Doctoral Degree In Occupational Therapy, Jim Hinojosa, Tsu-Hsin Howe
The Open Journal of Occupational Therapy
A critical decision doctoral faculty must make is deciding what is the most appropriate capstone or terminal requirement for the practice doctorate degree that is consistent with the program’s curriculum. EPortfolios are a viable option for documenting doctoral students’ advanced knowledge and competence. After creating a professional development plan, the students record individual experiences and reflections framed by a self-selected metaphor, provide objective documentation of achievements, and verify advanced competence in a specific area in their ePortfolios. As the students construct their ePortfolios, they must engage in self-directed learning that is grounded in evidence-based and reflective practice, with a focus …
Student Perceptions Of Scholarly Writing, Shirley Peganoff O'Brien, Dory Marken, Kelsey Bennett Petrey
Student Perceptions Of Scholarly Writing, Shirley Peganoff O'Brien, Dory Marken, Kelsey Bennett Petrey
The Open Journal of Occupational Therapy
Learning the process of scholarly writing, including the significance of peer review, is an essential element in the preparation of students for professional practice. This descriptive research study, using Scholarship of Teaching and Learning methodology, explores one approach to teaching scholarly writing in an occupational science/occupational therapy curriculum. The writing assignment was designed to offer multiple points for feedback and revision and instructional features to reinforce learning. A survey of students [n = 169] participating in this scholarly writing project was conducted yearly to gather their perceptions of learning. The results revealed four key elements: instructional strategies are needed …
Student Rating Of Skill Performance Opportunities In Faculty-Directed Research, Carrie A. Ciro, Mary Isaacson
Student Rating Of Skill Performance Opportunities In Faculty-Directed Research, Carrie A. Ciro, Mary Isaacson
The Open Journal of Occupational Therapy
The purpose was to examine the feasibility of creating a faculty-driven research-based fieldwork (FW) I experience and to examine whether students engaged in a research-based FW I would report equivalent skill performance opportunities as students engaged in traditional FW I experiences. Twenty-four first-year occupational therapy students were given the option of choosing either a research-based FW I experience with a faculty member (n = 5) or a traditional FW I site (n = 19). The students self-reported their opportunities to perform ACOTE standards of practice related to professionalism, professional reasoning, use of sciences, and experiential learning using a Likert scale. …
He Said—He Said: A Scholarly Conversation About Assessment, Glen Gillen, Jim Hinojosa
He Said—He Said: A Scholarly Conversation About Assessment, Glen Gillen, Jim Hinojosa
The Open Journal of Occupational Therapy
No abstract provided.
The Correlation Between Confidence And Knowledge Of Evidence-Based Practice Among Occupational Therapy Students, Kate E. Decleene Huber, Alison Nichols, Kaila Bowman, Jessica Hershberger, Jessica Marquis, Taylor Murphy, Chanlar Pierce, Chelsea Sanders
The Correlation Between Confidence And Knowledge Of Evidence-Based Practice Among Occupational Therapy Students, Kate E. Decleene Huber, Alison Nichols, Kaila Bowman, Jessica Hershberger, Jessica Marquis, Taylor Murphy, Chanlar Pierce, Chelsea Sanders
The Open Journal of Occupational Therapy
Evidence-based practice (EBP) is used throughout multiple health-care professions and includes the use of best research available, client preferences, and the practitioner’s experience. Occupational therapy educational programs are required to incorporate EBP into their curriculum. A convenience sample of occupational therapy students from a private university completed a survey designed to measure students’ knowledge and confidence in EBP. The survey consisted of the Knowledge of Research Evidence Competencies (K-REC) and the Evidence-Based Practice Confidence (EPIC) scale, as well as demographic questions. Of the respondents (n = 47), third-year students indicated higher confidence in the ability to utilize EBP and higher …
Use Of Participant-Generated Photography In A Research Contribution Course, Maryellen Thompson
Use Of Participant-Generated Photography In A Research Contribution Course, Maryellen Thompson
The Open Journal of Occupational Therapy
This paper describes the use of small, qualitative studies focused on interviews done with participant-generated photographs as an effective and efficient way of teaching research to entry-level masters students. A comparison of using time-use diaries vs. participant-generated photography is presented to explicate the research process and demonstrate the advantages of using photography, including ease of data collection and data sharing. Over a three-year period of using participant-generated photographs as a guide for semi-structured interviews, students have consistently expressed enjoyment of the research process and increased empathy with their research participants.