Occupational Science Concepts Essential to Occupation-Based Practice: Development of Expert Consensus.

IMPORTANCE: What occupational science (OS) knowledge may be essential to occupational therapy practice has not been systematically explored. OBJECTIVE: To identify and gain expert consensus on OS concepts viewed as essential to occupational therapy practice. DESIGN: A complex, convergent mixed-methods Delphi design with an international panel of OS experts randomly assigned to two parallel groups. In Round 1, each group generated OS concepts; in Rounds 2 and 3, they rated the degree to which each concept was essential to occupational therapy. Data were analyzed separately for each group. A fourth round combined the two groups and used carefully merged concept definitions from both groups to validate consensus on essential concepts arising from the prior rounds. PARTICIPANTS: Fifty-two nominated experts from 22 countries who met a priori criteria participated in the 14-mo study. RESULTS: Of 62 experts invited, 52 (Group A = 24, Group B = 28) participated in the first round, and 42 (81%) completed the full-group final round. Eleven concepts met the consensus threshold (≥70%) established for the study. Additional analysis compared parallel- and full-group results to carefully discern conceptual similarities and differences, especially with near-consensus concepts. CONCLUSIONS AND RELEVANCE: Substantial expert agreement was established for several OS concepts viewed as essential, providing a basis for future studies to refine the concepts for occupational therapy education and practice. What This Article Adds: The results of this research provide a systematically derived preliminary basis for selecting OS content for occupational therapy educational programs and preliminary concepts for organizing OS knowledge germane to occupational therapy practice.

An international systematic mapping review of fieldwork education in occupational therapy.

BACKGROUND: Owing to its importance in preparing occupational therapists, fieldwork education has generated numerous studies. These have not been collected and reviewed, leaving researchers without a map for growing a science of fieldwork education. PURPOSE: This study aimed to systematically categorize the topics, research designs, methods, levels of impact, and themes that have and have not been addressed in fieldwork education scholarship. METHOD: Guided by a systematic mapping review design, 124 articles, identified through database searches and inclusion coding, were studied. Data were collected using a data extraction instrument and analyzed using Microsoft Access queries. FINDINGS: Papers primarily addressed curriculum (n = 51) and students (n = 32). Conceptual/descriptive inquiry methods (n = 57) were predominant. Qualitative (n = 48) and quantitative methods (n = 49) were used equally. Research outcomes mainly targeted perceived participation in fieldwork. Recurring themes included student perceptions, external influences, and transition to practice. IMPLICATIONS: Three recommendations were identified: strengthen procedures for studying singular fieldwork experiences, broaden rationales for studying fieldwork, and translate educational concepts for occupational therapy.

Exploring features of integrative teaching through a microanalysis of connection-making processes in a health sciences curriculum.

The interconnected nature of knowledge in the health sciences is not always reflected in how curricula, courses, and learning activities are designed. Thus have scholars advocated for more explicit attention to connection-making, or integration, in teaching and learning. However, conceptual and empirical work to guide such efforts is limited. This study analyzed classroom processes to determine what connections educators promoted in their classrooms and how those connections were made. A qualitative, focused ethnography design explored connection-making in a health science curriculum. Eight instructors were observed during ten class sessions resulting in 35 h of video data. Video data were entered into the observational software, Noldus Observer, and coded using continuous sampling. Frequency and duration of connections made were calculated in Noldus. Connection-making involved four interactive elements: The topic under direct consideration, other domains of professional knowledge (practice, student experience, research, theory, other content, core construct of the profession, external influences, metacognition), the integrative processes instructors used to connect a topic to other knowledge domains (informal example, stories, questioning, linking statements, formal cases, and program descriptions), and the learning and instructor context (type and purpose of course, instructor personal and professional experience). These elements are presented as an initial integrative learning taxonomy that can be used to guide explicit attention to connection-making in education and research.