Occupational Therapists - Education

  • Breines, Estelle B. July/August 2002. Technology and Occupation: Contemporary Viewpoints—Occupational Therapy Education in a Technological World. The Journal of Occupational Therapy 56 (4).

“Curricula across the country are grappling with how to teach technology in occupational therapy professional education programs. Although the Standards for an Accredited Educational Program for the Occupational Therapist…stipulate the inclusion of technology content, this requirement does not provide guidelines of what to include or a framework for pedagogy.”

  • Copolillo, Albert E., Elizabeth Walker Peterson, and Christine A. Helfrich. 2001. Combining Roles as an Academic Instructor and a Clinical Practitioner in Occupational Therapy: Benefits, Challenges, and Strategies for Success. Occupational Therapy in Health Care 15(1/2): 127–43.

“Objectives of this article were to describe rewards and challenges of adjunct teaching and suggest strategies for successfully negotiating adjunct roles. The article summarizes findings from needs assessments undertaken to develop adjunct faculty programs.”

  • Crist, Patricia, Jamie Phillip Munoz, Anne Marie Witchger Hanson, Jeryl Benson, et al. 2005. The Practice-Scholar Program: An Academic-Practice Partnership to Promote the Scholarship of “Best Practices.” Occupational Therapy in Health Care 19(1/2): 71–93.

“The purpose of this paper is to report the evolution of a new program, called the Practice-Scholar Program at Duquesne University. The goal was to develop new partnerships between practice and our department to support mutual interests in teaching, research and service focusing on the scholarship of occupational therapy ‘best practices’ in a variety of settings.”

  • Gallew, Heather A. 2005. Students teaching Students: Learning Through Doing, Being, and Becoming. Occupational Therapy in Health Care 19(3).

“This paper describes a creative teaching strategy that may be used by occupational therapy educators. The strategy is illustrated through the learning experience of five occupational therapy students in Pi Theta Epsilon (PTE) who participated in a project which involved teaching first year occupational therapy students.”

  • Hammel, Joy, Marcia Finlayson, L. Gary Kielhofner, Christine A. Helfrich, et al. 2001. Educating Scholars of Practice: An Approach to Preparing Tomorrow’s Researchers. Occupational Therapy in Health Care 15(1/2): 157–76.

“This article describes an educational strategy for preparing scholars of practice whose work will contribute to building a knowledge base that examines and enhances practice. The strategy is based upon social learning theory, employs principles of situated learning and cognitive apprenticeship, and involves students as members of an ongoing community of scholars.”

  • Simons, Dianne F., Julie A. Baron, Kristi S. Knicely, and Judy S. Richardson. 2001. Online Learning: Perspectives of Students and Faculty in Two Disciplines-Occupational Therapy and Teacher Education. Occupational Therapy in Health Care 14(2): 21–52.

“Researchers from two disciplines collaborated to assess the efficiency, effectiveness, and satisfaction with online learning. The mixed method study gathered quantitative data from pretest and posttest questionnaires and qualitative data from focus groups and faculty interviews….Qualitative analysis resulted in nine assertions about online learning that have implications for faculty designing online learning.

  • Suarez-Balcazar, Yolanda, Joy Hammel, Christine Helfrich, Jennifer Thomas, et al. 2005. A Model of University-Community Partnerships for Occupational Therapy Scholarship and Practice. Occupational Therapy in Health Care 19(1/2): 47–70.

“This paper presents a framework of seven characteristics that are typical of successful partnership endeavors, such as building a relationship based on trust and mutual respect. We illustrate how this model can be used to promote praxis between theory, research and practice with two examples of ongoing community partnerships that involve an educational community practicum for all entry-level OT students.”

  • The American Journal of Occupational Therapy. November/December 2001. Listing of Educational Programs in Occupational Therapy. The American Journal of Occupational Therapy 55(6).

This article contains list of accredited educational programs published annually by the Accreditation Council for Occupational Therapy Education of the American Occupational Therapy Association, the officially recognized accrediting agency for entry-level educational programs for the occupational therapist and occupational therapy assistant in the United States and its territories.

  • Titiloye, Victoria Moji, and Anne Hiller Scott. 2001. Occupational Therapy Students’ Learning Styles and Application to Professional Academic Training. Occupational Therapy in Health Care 15(1/2): 145–55.

“If occupational therapy educators know the students’ learning styles at the onset of their training, teaching can be designed to enhance students’ optimal learning throughout their education. This study determined learning styles of 201 junior students …enrolled in an urban occupational therapy program from 1990 to 1999.”