A Way of Seeing: How Occupation Is Portrayed to Students When Taught as a Concept Beyond Its Use in Therapy-Reference-Cited by-同舟云学术

A Way of Seeing: How Occupation Is Portrayed to Students When Taught as a Concept Beyond Its Use in Therapy

Published:2017-05-23 Issue:4 Volume:71 Page:7104230010p1-7104230010p9
ISSN:0272-9490
Container-title:The American Journal of Occupational Therapy
language:en
Short-container-title:

Author:

Price Pollie¹,Hooper Barb²,Krishnagiri Sheama³,Taff Steven D.⁴,Bilics Andrea⁵

Affiliation:

1. Pollie Price, PhD, OTR, FAOTA, is Associate Professor, University of Utah, Salt Lake City

2. Barb Hooper, PhD, OTR, FAOTA, is Associate Professor and Academic Program Director, Occupational Therapy Department, and Director, Center for Occupational Therapy Education, Colorado State University, Fort Collins; barb.hooper@colostate.edu

3. Sheama Krishnagiri, PhD, OTR, FAOTA, is Occupational Therapist, Private Practice, Los Angeles, CA

4. Steven D. Taff, PhD, OTR, FAOTA, is Assistant Professor and Associate Director of Professional Education and Academic Affairs, Washington University, St. Louis, MO

5. Andrea Bilics, PhD, OTR, FAOTA, is Emeritus Professor, Worcester State University, Worcester, MA

Abstract

Abstract OBJECTIVE. The concept of occupation is core to learning occupational therapy, yet how occupation is taught has not been widely studied. We explored how occupation is addressed in 25 U.S. occupational therapist and occupational therapy assistant programs. METHOD. We used a basic qualitative research design, collecting data through interviews, artifacts, and video recordings of teaching. We secondarily analyzed 8 programs in which occupation was taught beyond its application in practice. RESULTS. Educators portrayed occupation as (1) a way of seeing self (students learn about themselves as occupational beings), (2) a way of seeing others (students learn about others as occupational beings), and (3) a way of seeing the profession (students learn occupation as the central focus of occupational therapy). Varied learning experiences promoted these perspectives. CONCLUSION. Three concepts—subject-centered learning, threshold concepts, and transformative learning—formed the theoretical foundation for teaching occupation as a way of seeing.

Publisher

AOTA Press

Subject

Occupational Therapy

Link

https://research.aota.org/ajot/article-pdf/71/4/7104230010p1/68406/7104230010p1.pdf

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