Appreciative Inquiry in Occupational Therapy Education

Abstract

Introduction: The background to this study is the growing literature on the potential of applying appreciative inquiry (AI), commonly associated with business, to health care. As AI encourages creative thinking and is based on considering what can be done as opposed to what cannot, it seems suitable for educating occupational therapy students. To date, just one school of occupational therapy in the United Kingdom is known to have incorporated AI into its problem-based learning programme, whereby students are encouraged to think positively and creatively about clients and themselves. This study aimed to evaluate this pedagogic innovation with a focus on usefulness in practice placements. Method: Participants comprised students (n = 25) and relevant teaching staff (n = 6). Data collection was by semi-structured interviews withstaff, and focus groups with students. Qualitative thematic content analysis was undertaken inductively. Findings: The findings suggested that students found AI an enjoyable and interesting learning method, and staff enjoyed teaching using this paradigm. Moreover, AI encouraged students to think more positively about clients on practice placement, especially in mental health settings. Conclusion: The implications for practice are an ability to think more creatively in therapeutic interventions, and to provide therapists with another tool that they could use when working with clients.