The Educational Preparation and Professional Activities of Occupational Therapists

Abstract

The professional activities of five groups of occupational therapists with different educational backgrounds were compared to examine the influence of education on career characteristics. Analysis of covariance, using length of professional experience as the covariate, revealed statistically significant differences in the areas of education, administration and supervision, leadership, oral presentations, publications, and research but not in clinical practice, public relations, products development, or professional recognition. The greatest differences emerged between the bachelor's, postbaccalaureate certificate, and basic master's groups and the advanced master's and other master's groups, thus supporting the association between increased education and increased professional involvement. No differences were detected between the bachelor's, certificate, and basic master's groups or between the advanced and other master's groups. The least involvement in professional activities occurred in the certificate group although the participation level for all groups was low. Although the findings highlight the important role of education in increasing therapists' involvement in professional activities, educational interventions more subtle than manipulating the entry level for practice or proliferating occupational therapy graduate programs may be needed to create a cadre of occupational therapists committed to advancing the stature of occupational therapy.

Occupational therapy entry‐level education in Australia: Which path(s) to take?

“…To date, there is limited evidence to support such claims. Rogers, Brayley and Cox (1988) examined the activities and roles of a group of American occupational therapists educated at four levels: certificate, bachelor, entry‐level masters and research masters. Those educated at the research masters level participated in roles of education, leadership, publication and research significantly more often (Rogers et al.…”

Critical Reasoning Scores of Entering Bachelor’s and Master’s Students in an Occupational Therapy Program

“…Just as practitioners are accountable for examining the outcomes of occupational therapy services, educators are responsible for examining the efficacy of educational policies and practices. Indeed, research has shown that the outcomes of educational practices do not always meet expectations (Liotta-Kleinfeld & McPhee, 2001;McCarron & D'Amico, 2002;Miller, 2006;Rogers, Brayley, & Cox, 1988), as was true in this study. If requiring additional prerequisite coursework does not lead to the intended improvement in CR skills, perhaps those prerequisite credit hours could be better used within the professional program itself, where concentrated efforts could be made to promote the CR occupational therapy practitioners need.…”

Changing Times: Trials and Tribulations of the Move to Master's Entry-Level Education in Canada

“…These activities were seen as valuable by the authors as they assist in defining the unique aspects of occupational therapy and help to establish the profession as something needed by society. Rogers, Brayley & Cox (1988) examined the activities and roles of American occupational therapists educated at a number of levels: certificate, Baccalaureate, entry-level Master's, and research Master's. Differences were that those educated at the research Master's level participated in roles of education, leadership, publications, and research significantly more often.…”