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Beyond active learning: a case study of teaching practices in an occupation-centered curriculum
1Occupational Therapy Graduate Program, University of New Mexico, Albuquerque 87131, USA. bhooper@salud.unm.edu
Summary
Occupation-centered curricula require explicit "linking opportunities" to connect course content with the subject of occupation. These linking strategies are crucial for effective teaching, not just curriculum design.
Area of Science:
- Occupational Therapy Education
- Pedagogy in Higher Education
Background:
- Occupation-centered curricula are promoted in professional education.
- The specific teaching processes for implementing these curricula are not well understood.
Purpose of the Study:
- To elucidate the teaching practices involved in occupation-centered curricula.
- To identify the essential features that define an occupation-centered program.
Main Methods:
- A qualitative case study approach was employed.
- Data were collected through interviews and observations over 8 weeks.
- Analysis involved coding, data matrices, concept mapping, journaling, and writing.
Main Results:
- Participants used active learning strategies combined with "linking strategies" to connect course topics to occupation.
- Course content was perceived as two-tiered, and neither content nor process was inherently occupation-centered.
- Subject-centered education can reinforce social learning theories.
Conclusions:
- "Linking opportunities" within the classroom are the defining characteristic of an occupation-centered program.
- Curriculum descriptions alone do not guarantee an occupation-centered approach.
- Effective teaching requires deliberate strategies to center education on occupation.
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