Broadening the Scope and Impact of Occupational Therapy Education Research by Merging Two Research Agendas:  A New Research Agenda Matrix

Hooper, Barbara

doi:10.15453/2168-6408.1305

Cited by 8 publications

(8 citation statements)

References 2 publications

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“…The current study goes beyond these questions in its investigation of the even more fundamental question: the students' idea of what learning is all about. Following Hooper's [ 50 ] idea of merging AOTA's research agenda [ 51 ] with their education research agenda [ 52 ], the study could be classified as basic research concerned with learner characteristics and competencies. Although basic research is based on a long-standing tradition, as it is concerned with describing, clarifying, and testing concepts relevant for the profession, basic research concerned with occupational therapy students seems to be less well developed.…”

Section: Discussionmentioning

confidence: 99%

Deep, Surface, or Both? A Study of Occupational Therapy Students’ Learning Concepts

Bonsaksen

2018

Occupational Therapy International

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Background Students' conceptualization of learning has been associated with their approaches to studying. However, whether students' learning concepts are associated with their personal characteristics is unknown. Aim To investigate whether sociodemographic, education-related, and personal factors were associated with the learning concepts of Norwegian occupational therapy students. Methods One hundred and forty-nine students (mean age 23.9 years, 79.2% women) participated in the study. The employed self-report questionnaires included the Approaches and Study Skills Inventory for Students, the Rosenberg Self-Esteem Scale, and the General Self-Efficacy Scale. Differences between student cohorts were analyzed with one-way analyses of variance and χ2 tests, whereas factors associated with the students' learning concepts were analyzed with bivariate correlation and linear regression models. Results The students' mean scores on the deep and surface learning concept scales were similar. Spending more time on the independent study was associated with having higher scores on the unidimensional learning concept measure. Conclusions The students' learning concept appears to encompass a surface concept as well as a deep concept of learning, and the two ways of conceptualizing learning were positively related to each other. Over time, a mature deep concept may add to, rather than replace, a basic surface concept of learning.

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Section: Discussionmentioning

confidence: 99%

Deep, Surface, or Both? A Study of Occupational Therapy Students’ Learning Concepts

Bonsaksen

2018

Occupational Therapy International

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“…This phase parallels what Pierce (2013) and Hooper (2016) discussed as intentional, systematic descriptive research that involves identifying, defining, and describing the basic facets of a construct. Here, researchers develop concepts believed to be at play in an area of occupational therapy education and posit the interactions among the concepts and how they are believed to work to produce learning (Lynham, 2002).…”

Section: Conceptual Developmentmentioning

confidence: 80%

Balancing Efficacy and Effectiveness with Philosophy, History, and Theory-Building in Occupational Therapy Education Research

Hooper¹,

Gupta²,

Bilics³

et al. 2018

The Open Journal of Occupational Therapy

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“…To date, there is a lack of evidence that supports evidence-based, occupation-centered teaching methods and approaches. This could be attributed to occupational therapy educational scholarship being in its infancy (Hooper, 2016;Hooper et al, 2015;Roberts et al, 2015). Hooper et al (2014) suggested that a number of health professions, including occupational therapy, are in the early phase of the development of their educational science.…”

Section: Discussionmentioning

confidence: 99%

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

Miller

Roberts

2020

JOTE

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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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Broadening the Scope and Impact of Occupational Therapy Education Research by Merging Two Research Agendas: A New Research Agenda Matrix

Cited by 8 publications

References 2 publications

Deep, Surface, or Both? A Study of Occupational Therapy Students’ Learning Concepts

Deep, Surface, or Both? A Study of Occupational Therapy Students’ Learning Concepts

Balancing Efficacy and Effectiveness with Philosophy, History, and Theory-Building in Occupational Therapy Education Research

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

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