The critical occupational therapy practitioner: How to define expertise?

Continuing the dialogue: A rights‐approach in occupational therapy

“…A rightsapproach to occupational engagement offers a valuable framework for occupational therapists to engage in critical thinking through balanced reflection on situations, opinions, contexts and encounters (Robertson et al, 2015), particularly those relating to societal inequities. In this paper, human rights that relate to occupational engagement have been presented as an alternative perspective to 'occupational rights' when considering a rights-approach in occupational therapy.…”

“…There is a push to consider the societal and political aspects of occupational therapy. A rightsapproach to occupational engagement offers a valuable framework for occupational therapists to engage in critical thinking through balanced reflection on situations, opinions, contexts and encounters (Robertson et al, 2015), particularly those relating to societal inequities.…”

“…This call echoes through critical occupational therapy literature (Hammell, 2008(Hammell, , 2015Hammell & Iwama, 2012;Nilsson & Townsend, 2010;Townsend & Wilcock, 2004). A critical approach to occupational therapy questions usual ways of thinking and practising through balanced reflective consciousness of situations, opinions, contexts and encounters (Robertson, Warrender & Barnard, 2015).…”

Why do occupational therapists' medico‐legal opinions differ regarding the amount of domestic assistance a person requires?

“…Broome () notes that ‘Advanced practice is the specialisation and expansion of knowledge, skills and role autonomy’ (p. 210) recognising the level of competence in a specific skill set when putting forth an argument for the development of an Australian advanced practice framework. The approach has the potential then to support the recommendations of Robertson, Warrender and Barnard () who indicate that an ‘expert should be associated with characteristics or criteria of professional engagement, critical self‐reflection and informed by evidence’ (p. 70) rather than years of experience.…”

Learning and Development of Diagnostic Reasoning in Occupational Therapy Undergraduate Students

“…In this process, not only do experienced occupational therapists have a great deal more knowledge than novices but also their knowledge is more diverse, better organized, and in a more accessible way due to related prior experience [ 17 ]. Robertson [ 18 ] and Robertson et al [ 19 ] looked at differences between novices and experts in occupational therapists' professional reasoning and found that undergraduate students and experts had access to the same information. However, the information was more clearly defined and highly organized by the experts who develop knowledge networks that are reinforced by working with similar cases over time.…”