Occupational Therapy Graduate Education: The Scientist-Practitioner Model

Polatajko, Helen; MacKinnon, Joyce L

doi:10.1177/000841748705400306

Cited by 7 publications

(6 citation statements)

References 30 publications

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“…These models have tended to concentrate on the way in which a ‘role’ can incorporate research activity. Colborn (1993) and Polatajko and MacKinnon (1987) for example, put forward the occupational therapy roles of scientist‐practitioner, and practitioner‐researcher as models which demonstrate the way in which clinicians can do research. These were based on models from practice professions such as nursing ( Lieske, 1986; Knafl et al , 1989 ; Wade, 1995), medicine ( Wise, 1996), social work ( Scott, 1990), and counselling psychology ( Hersen & Barlow, 1976; Gelso, 1979; Kiesler, 1981; Barlow et al , 1984 ; Magoon & Holland, 1984).…”

Section: Literature Reviewmentioning

confidence: 99%

Practitioner‐researchers in occupational therapy

Cusick

2000

Aus Occup Therapy J

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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.

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Section: Literature Reviewmentioning

confidence: 99%

Practitioner‐researchers in occupational therapy

Cusick

2000

Aus Occup Therapy J

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“…They will bring to the profession a solid grounding in liberal arts or science. They will be able to embrace rapidly the tradition of the scientist-practitioner (Polatajko and MacKinnon 1987). It will be interesting and important to follow the trajectories of these graduates beyond lift-off!…”

Section: Resultsmentioning

confidence: 99%

“…The occupational therapy profession has begun to recognise the importance of evidence-based practice (Ottenbacher 1987, Polatajko and MacKinnon 1987, Strong 1999. In qualitative research regarding therapists' perceptions of evidence-based practice, Dubouloz et al (1999) found that therapists believed themselves to be disadvantaged by lack of research expertise.…”

Section: Imperatives International Imperatives For Increased Educatiomentioning

confidence: 99%

“…One step towards reversing the situation is to increase the number of practitioners with research capabilities. Polatajko and MacKinnon (1987) recommended that the inclusion of research subjects in postgraduate curricula would assist in the development of scientist-practitioners. The scientistpractitioner would be better able to access and apply new research in practice, evaluate his or her own practice and produce and report on new data from research in the practice setting.…”

Section: Benefits Of Research Capacity For Stakeholdersmentioning

confidence: 99%

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Graduate-Entry Master's Degrees: Launchpad for Occupational Therapy in this Millennium?

Allen¹,

Strong²,

Polatajko³

2001

British Journal of Occupational Therapy

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Trends in occupational therapy education worldwide are towards the increasing educational preparation of graduates. Initially, entry into the occupational therapy profession was gained via a brief course, followed by a diploma, and then later with a bachelor's degree. Most recently, graduate-entry master's degree programmes have been introduced as an alternative entry into the profession. With the introduction of four graduate-entry master's degree programmes in Canada and Australia and one in the United Kingdom since September 1998, and the planned introduction of other programmes in these countries, it is timely to review the history and context of the graduate-entry programmes. The imperatives leading to the introduction of graduate-entry master's degree programmes include the increased qualification base of applicants, the need for practitioners to be evidence based and the concurrent so-called qualification creep of other health professions. The data from the first two cohorts of Australian students who commenced the graduate-entry Master of Occupational Therapy Studies programme at the University of Queensland are presented. Some similarities between these Australian students and the Canadian students are noted. The benefit of master's degree entry programmes to the profession is seen as an increased pool of highly skilled practitioners who will contribute to the research base of the profession. Conclusion Graduate-entry master's degree programmes have received an impetus from the international trends to increase the educational levels of health practitioners and for universities to adapt to global changes. Preliminary examination of the student profiles suggests a richness of experience in students coming into these university courses. The availability of such programmes has permitted more qualified and mature-aged students to enter the profession. These students have chosen a career path consistent with their values, competencies and goals. The availability of applicants with suitable pre-existing qualifications and attributes has benefits for the profession. Curricula need to accommodate and further develop these competencies and to prepare graduates for increasingly diverse areas of practice. The introduction of these programmes has created the opportunity to produce occupational therapists with research capabilities that can strengthen the practice base of the profession. These positive indicators need careful monitoring to ensure that the potential becomes a reality for the profession. It is contended that graduates from graduate-entry master's degree programmes in occupational therapy will be better equipped to meet the professional challenges of the 21st century. They will bring to the profession a solid grounding in liberal arts or science. They will be able to embrace rapidly the tradition of the scientist-practitioner (Polatajko and MacKinnon 1987). It will be interesting and important to follow the trajectories of these graduates beyond lift-off! It is suggested that a longitudinal study which t...

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“…W ithin the occupational therapy literature, discussions related to the need for research in our field (Barris & Kielhofner, 1985;Baum, Boyle, & Edwards, 1984;Grady, 1987;Polatajko & MacKinnon, 1987) and investigations of clinicians' attitudes toward research and research activities (Colborn, 1993;Cusick, Franklin, & Rotem, 1999;Cusick & Rotem, 1994) are clearly evident. However, a review of the literature revealed few current descriptions (Bloomer, 1995;Clark, 1986) of how occupational therapy educators actually translate their beliefs about the fundamental importance of research into educational practice.…”

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confidence: 99%

Occupational Therapists and Research: Lessons Learned From a Qualitative Research Course

Stern

2001

The American Journal of Occupational Therapy

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Occupational Therapy Graduate Education: The Scientist-Practitioner Model

Cited by 7 publications

References 30 publications

Practitioner‐researchers in occupational therapy

Practitioner‐researchers in occupational therapy

Graduate-Entry Master's Degrees: Launchpad for Occupational Therapy in this Millennium?

Occupational Therapists and Research: Lessons Learned From a Qualitative Research Course

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