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Occupational Therapy Clinicians (occupational + therapy_clinician)
Selected AbstractsAn evaluation of a problem-based learning experience in an occupational therapy curriculum in the UKOCCUPATIONAL THERAPY INTERNATIONAL, Issue 2 2010Nicola Jane Spalding Abstract The objectives of the study was to evaluate an adapted approach to problem-based learning (PBL) on a pre-registration Masters course in Occupational Therapy at the University of East Anglia in the UK. The adaptation, named placement PBL, required students to write and select the material based on their placement experiences, for the cohort's learning. The evaluation purpose was to determine the students' views of the efficacy of placement PBL for facilitating their learning in the final 3 months of their pre-registration education. Placement PBL was evaluated using both questionnaires and focus groups, with two cohorts of students for data collection. Placement PBL was seen to provide current, relevant and complex learning scenarios that help students to move from a theoretical understanding to application of theory in the complexity of actual service situations. The authors conclude that placement PBL has the potential to prepare students for the transition from student to qualified practitioner. Both researchers were also the PBL tutors which may have affected the students' honesty in their feedback. Further research is indicated for ongoing evaluations of the effectiveness of PBL in helping students to become confident occupational therapy clinicians, and comparative studies with other learning approaches. Copyright © 2010 John Wiley & Sons, Ltd. [source] Fieldwork education: the future of occupational therapy depends on itOCCUPATIONAL THERAPY INTERNATIONAL, Issue 2 2001Frances Aiken Professional Leader for Occupational Therapy Abstract Fieldwork continues to be the cornerstone of preparation for entry-level occupational therapy clinicians. During the past five years the Canadian healthcare system has experienced decreases in federal funding, organizational changes such as the movement to programme management, and increased focus on community-based needs. Two fieldwork projects were tested at a large health sciences facility, to meet the challenge of providing effective fieldwork experiences that build on current educational methodologies while still responding to changing realities in healthcare practice. The academic programme with which the health sciences facility is affiliated has developed a strong focus on self-directed learning, using problem-based and small group learning formats. The development, implementation and evaluation of the two fieldwork projects is described. Discussion focuses on the processes needed to facilitate innovative, flexible fieldwork models. Copyright © 2001 Whurr Publishers Ltd. [source] Collaborative curriculum development: Clinicians' views on the neurology content of a new occupational therapy courseAUSTRALIAN OCCUPATIONAL THERAPY JOURNAL, Issue 1 2000Annie McCluskey Academics are often accused of being out of touch with clinical practice. This can result in graduates who are poorly prepared to work in local health-care systems. To avoid this scenario, occupational therapy clinicians in New South Wales were invited by mail to list 10 topics related to neurology, which they felt should be included in a new undergraduate curriculum. Fifty-two clinicians responded. A modified nominal group technique was then used with 10 expert clinicians, to further explore the written responses. Content analysis revealed four areas which clinicians felt needed attention in the new curriculum. These areas or themes have been named: (i) Integrated Foundation Studies; (ii) The Art of a Thorough Assessment; (iii) Treatment Approaches in Neurology; and (iv) Building Confidence. Clinicians felt that neuroscience material needed to be better integrated with professional subjects; that observational skills and activity analysis should receive more class time, and that three different approaches to motor training should be taught. More practical student experience was also recommended, on and off campus, to help increase confidence when conducting initial assessments and upper limb retraining. Information from this study will be of interest to clinicians in neurology and to occupational therapy educators across Australia. [source] Practitioner-researchers in occupational therapyAUSTRALIAN OCCUPATIONAL THERAPY JOURNAL, Issue 1 2000Anne Cusick Few occupational therapy clinicians are research productive even though their involvement in research is encouraged. The role of ,research-practitioner' is put forward as a means by which practitioners can be research productive. There is, however, an absence of studies exploring experience of the minority of practitioners who do produce research. This study used a qualitative approach to do this in occupational therapy. Purposive sampling was conducted of all research productive clinicians in acute-care hospitals in one Australian city. Of the 20 possible researchers, 15 participated in in-depth interviews which explored their experience of research. Results were analysed using the constant comparative method and six conceptual categories were developed to describe their experience. The key findings were that clinicians who did research perceived themselves to be different from other clinicians in terms of attributes; and they described special ways of getting research done, and ways of reflecting on outcomes of their research involvement. The study provides an empirical foundation to further consider the practitioner-researcher role in practice professions such as occupational therapy. [source] | ||||||||||