Occupational Science Concepts Essential to Occupation-Based Practice: Development of Expert Consensus

2021 ◽  
Vol 75 (6) ◽  
Author(s):  
Catherine L. Backman ◽  
Charles H. Christiansen ◽  
Barbara R. Hooper ◽  
Doris Pierce ◽  
M. Pollie Price
Keyword(s):  
Occupational Therapy ◽  
A Priori ◽  
Expert Consensus ◽  
Full Group ◽  
Occupational Science ◽  
Occupational Therapy Education ◽  
International Panel ◽  
Group A ◽  
Group B ◽  
Therapy Education

Importance: What occupational science (OS) knowledge may be essential to occupational therapy practice has not been systematically explored. Objective: To identify and gain expert consensus on OS concepts viewed as essential to occupational therapy practice. Design: A complex, convergent mixed-methods Delphi design with an international panel of OS experts randomly assigned to two parallel groups. In Round 1, each group generated OS concepts; in Rounds 2 and 3, they rated the degree to which each concept was essential to occupational therapy. Data were analyzed separately for each group. A fourth round combined the two groups and used carefully merged concept definitions from both groups to validate consensus on essential concepts arising from the prior rounds. Participants: Fifty-two nominated experts from 22 countries who met a priori criteria participated in the 14-mo study. Results: Of 62 experts invited, 52 (Group A = 24, Group B = 28) participated in the first round, and 42 (81%) completed the full-group final round. Eleven concepts met the consensus threshold (≥70%) established for the study. Additional analysis compared parallel- and full-group results to carefully discern conceptual similarities and differences, especially with near-consensus concepts. Conclusions and Relevance: Substantial expert agreement was established for several OS concepts viewed as essential, providing a basis for future studies to refine the concepts for occupational therapy education and practice. What This Article Adds: The results of this research provide a systematically derived preliminary basis for selecting OS content for occupational therapy educational programs and preliminary concepts for organizing OS knowledge germane to occupational therapy practice.

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

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).

Factors Predicting Applicant Outcomes in Occupational Therapy Education

2009 ◽  
Vol 76 (1) ◽  
pp. 38-47 ◽  
Author(s):  
Rosemary Lysaght ◽  
Catherine Donnelly ◽  
Michelle Villeneuve
Keyword(s):  
Occupational Therapy ◽  
Occupational Therapy Education ◽  
Therapy Education

scholarly journals Apprehension and interest

2017 ◽  
Vol 45 (1) ◽  
pp. 40-51 ◽  
Author(s):  
Esther Linnane ◽  
Alison Warren
Keyword(s):  
Occupational Therapy ◽  
Learning Experience ◽  
Occupational Therapists ◽  
Occupational Therapy Education ◽  
Content Type ◽  
Republic Of Ireland ◽  
Occupational Therapy Students ◽  
The Republic ◽  
Time Basis ◽  
Therapy Education

Purpose Role-emerging placements have been used internationally within occupational therapy education but are relatively new to Ireland. At times, there has been a debate in the profession regarding the use of this placement model. This paper aims to generate views from both occupational therapists and occupational therapy students on the use of role-emerging placements in the Republic of Ireland. Design/methodology/approach Electronic surveys were administered to occupational therapy students and occupational therapists in Ireland. Quantitative data were analysed using the SPSS Statistics software package and the content of the open question responses were analysed into themes. Findings Occupational therapists (n = 60) and occupational therapy students (n = 45) indicated that there were inconsistent views surrounding role-emerging placements. It is deemed as an effective method for student learning, but apprehension exists around inclusion within occupational therapy programmes in the Republic of Ireland. Preference was indicated towards inclusion of role-emerging placements on a part-time basis within formal occupational therapy education. Originality/value Both respondent groups viewed that role-emerging placements can positively influence new areas of occupational therapy practice and concern over the use of the placement model requires further exploration and debate. This study is from an Irish context, although there are similarities with other countries’ use of the placement model. There is a need for research through an in-depth exploration of the learning experience of undertaking role-emerging placements from the students’ perspective and identification of supports required to promote an optimal learning experience.

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