Funding for Research and Training in Professional Occupational Therapy Education Programs from 1985 to 1987

1990 ◽  
Vol 10 (6) ◽  
pp. 343-344 ◽  
Author(s):  
Joseph P. Lane
Keyword(s):  
Occupational Therapy ◽  
Education Programs ◽  
Occupational Therapy Education ◽  
Therapy Education ◽  
And Training

A Comparison of Funding Patterns in Professional Occupational Therapy Education Programs

1994 ◽  
Vol 14 (3) ◽  
pp. 157-169 ◽  
Author(s):  
Winnie Dunn ◽  
Mary Ann Boyle
Keyword(s):  
United States ◽  
Occupational Therapy ◽  
The United States ◽  
Education Programs ◽  
Occupational Therapy Education ◽  
Time Period ◽  
Time Periods ◽  
Therapy Education ◽  
Model Programs ◽  
First Time

This study compared data collected from two questionnaires completed by faculty in professional occupational therapy education programs in the United States. The questionnaires asked respondents to describe their funding requests over two time periods; 1985 through 1987 and 1988 through 1990. The data from the first time period was reported elsewhere (Boyle, Dunn, & Kielhofner, 1990); this article presents the data from the second inquiry and compares the data from the two time periods to show trends. Programs submitted a total of 24 requests intramurally and 194 requests extramurally for a total of 218 requests during the second time period. Programs received full or partial funding for 115 proposals, a total of nearly $15 million, which was an increase of approximately $2 million. Research was funded at $1,865,500 ( n=35), a more than $1 million increase from the first time period. Programs received $5,725,790 for training ( n=35), $28,450 for model programs ( n=2), $1,326,614 for research and demonstration ( n=6), and $5,804,689 for other activities ( n=37).

Application of Role and Role Conflict Theory to Administration in Occupational Therapy Education

1982 ◽  
Vol 2 (1) ◽  
pp. 27-37 ◽  
Author(s):  
Rosalee Miller
Keyword(s):  
Occupational Therapy ◽  
Role Conflict ◽  
Professional Education ◽  
Conflict Theory ◽  
Role Expectations ◽  
Education Programs ◽  
Potential Conflict ◽  
Occupational Therapy Education ◽  
Frequency Distributions ◽  
Therapy Education

The purpose of this study was to determine and define, for chairpersons of occupational therapy education programs, role expectations as held by the role incumbents and those who border that role, to identify possible areas of conflict arising from differences in those expectations, and to relate those findings to theoretical writings on role and role conflict theory. The theoretical basis of this study was the work of Getzels and associates on administration as a social system. Through the instrument developed for this study from the available literature on chairperson role expectations, answers were sought to questions about ideal and actual chairperson role expectations, perceived role conflict, and the relationship of the perceived ideal role to the theoretical role found in the literature. Copies of the instrument were mailed to the dean, chairperson, and a representative number of faculty of 48 of the 49 professional education programs in occupational therapy approved by The American Occupational Therapy Association. Usable responses were received from a total of 32 deans, 38 chairpersons, and 127 faculty members. The data were analyzed by means of frequency distributions and, where comparisons were required, the Kruskal- Wallis-H test and the Wilcoxon T test were used. Results indicated areas of agreement and disagreement about chairperson role expectations and highlighted areas of potential conflict.

Minority Ethnic Groups and Occupational Therapy, Part 1: Recruitment of Students

1995 ◽  
Vol 58 (6) ◽  
pp. 256-260 ◽  
Author(s):  
Nick Rowe ◽  
Ruth MacDonald
Keyword(s):  
Occupational Therapy ◽  
Ethnic Groups ◽  
Education And Training ◽  
Admission Process ◽  
Occupational Therapy Education ◽  
Minority Ethnic Groups ◽  
Training Courses ◽  
Therapy Education ◽  
And Training ◽  
Minority Ethnic

This article Is the first of two contributions looking at the under-representation of people from the United Kingdom's minority ethnic groups in the occupational therapy profession. These articles suggest three broad areas that should concern occupational therapy practitioners and educators: the recruitment of people from minority ethnic groups to the profession; the admission process to occupational therapy education and training courses; and the curriculum and ethos of those courses. Part 1 deals with the first two concerns and part 2 will address Issues of course curriculum and the support that may be required for students from minority ethnic groups. The authors strongly advocate that these three issues cannot be treated in Isolation but must be dealt with simultaneously.

Alcohol Teaching within Occupational Therapy Courses: a Case for Larger Measures

1994 ◽  
Vol 57 (9) ◽  
pp. 354-356 ◽  
Author(s):  
Peter G Booth ◽  
Cheryl J Mulligan
Keyword(s):  
Occupational Therapy ◽  
Significant Proportion ◽  
Occupational Therapists ◽  
Occupational Therapy Education ◽  
Professional Qualification ◽  
Care Workers ◽  
Screening Assessment ◽  
Therapy Education ◽  
And Training

The ubiquity of alcohol abuse problems encountered by practising health care workers is not reflected by the scale of training input into professional qualification courses. The present survey found this to be the case within occupational therapy education and training. Practising occupational therapists were aware of basic health information about alcohol. However, they were reluctant and lacked confidence to engage in screening assessment or basic treatment with the problem drinkers, whom they perceived as a significant proportion of their caseload. Enhanced training in alcohol and substance misuse would reinforce both the inevitable involvement with these clients and the legitimate role of the occupational therapist in their management.

Minority Ethnic Groups and Occupational Therapy, Part 2: Transcultural Occupational Therapy, a Curriculum for Today's Therapist

1995 ◽  
Vol 58 (7) ◽  
pp. 286-290 ◽  
Author(s):  
Ruth MacDonald ◽  
Nick Rowe
Keyword(s):  
Occupational Therapy ◽  
Ethnic Groups ◽  
Education And Training ◽  
Admission Process ◽  
Occupational Therapy Education ◽  
Minority Ethnic Groups ◽  
Training Courses ◽  
Therapy Education ◽  
And Training ◽  
Minority Ethnic

This article is the second of two contributions looking at the under-representation of people from the United Kingdom's minority ethnic groups in the occupational therapy profession. These articles suggest three broad areas that should concern occupational therapy practitioners and educators; the recruitment of people from minority ethnic groups to the profession; the admission process to occupational therapy education and training courses; and the curriculum and ethos of those courses. Part 2 deals with the last concern, that of the curriculum, as part 1 addressed the Issues of recruitment and admission. The authors strongly advocate that these three Issues cannot be treated in isolation but must be dealt with simultaneously.

scholarly journals Inquiry-based learning: an instructional alternative for occupational therapy education

2001 ◽  
Vol 8 (3) ◽  
pp. 198-209 ◽  
Author(s):  
Helen M. Madill ◽  
Gail Amort-Larson ◽  
Sylvia A. Wilson ◽  
Sharon G. Brintnell ◽  
Elizabeth Taylor ◽  
...  
Keyword(s):  
Occupational Therapy ◽  
Occupational Therapy Education ◽  
Inquiry Based Learning ◽  
Therapy Education
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