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  • Teaching and Learning Occupation in Occupational Therapy Education: A Qualitative Evidence Synthesis

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    Author(s)
    Miller, Mikaylah
    Roberts, Melanie J
    Griffith University Author(s)
    Roberts, Melanie J.
    Year published
    2020
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    Abstract
    Occupation is the core focus of the occupational therapy profession and is a complex concept for students to know and understand. The aim of this review was to understand how teaching and learning occupation has been represented by educators and students across qualitative studies in occupational therapy education. A qualitative evidence synthesis was conducted which included searching four databases; CINAHL, Medline, Scopus, and Embase. Research articles were screened using inclusion and exclusion criteria by two reviewers. The search resulted in 328 records being identified, with 13 articles included. The methodological ...
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    Occupation is the core focus of the occupational therapy profession and is a complex concept for students to know and understand. The aim of this review was to understand how teaching and learning occupation has been represented by educators and students across qualitative studies in occupational therapy education. A qualitative evidence synthesis was conducted which included searching four databases; CINAHL, Medline, Scopus, and Embase. Research articles were screened using inclusion and exclusion criteria by two reviewers. The search resulted in 328 records being identified, with 13 articles included. The methodological quality of included articles was assessed using the Critical Appraisal Skills Programme (CASP). The CASP information was tabulated and then all studies were compared and contrasted. The key characteristics of each article were entered into Excel, and then analyzed to generate themes. According to the CASP qualitative tool the studies were of reasonable methodological quality, with most studies addressing the majority of questions. Themes that emerged from the article findings were: (1) educators are the instruments of occupation-centered education and (2) learning in context and through doing form distinctive pedagogies. The review provided insights about strategies being used by educators to teach occupation such as teaching it as a concept related to self and as a tool for practice, and the use of active and experiential learning approaches. It was evident that the scholarship for teaching occupation is in its early stages. Further research using diverse methods is needed to support the development of evidence-based guidelines for teaching occupation.
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    Journal Title
    Journal of Occupational Therapy Education
    Volume
    4
    Issue
    3
    DOI
    https://doi.org/10.26681/jote.2020.040313
    Copyright Statement
    © The Author(s) 2020. This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License, which permits unrestricted, non-commercial use, distribution and reproduction in any medium, providing that the work is properly cited.
    Subject
    Specialist Studies in Education
    Clinical Sciences
    Public Health and Health Services
    Publication URI
    http://hdl.handle.net/10072/396906
    Collection
    • Journal articles

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