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Service learning can make occupation-based practice a reality: a single case study.

Kerryellen Vroman1, C Douglas Simmons, Jessica Knight

  • 1Kerryellen Vroman and C. Douglas Simmons are affiliated with the Department of Occupational Therapy, University of New Hampshire, Durham, New Hampshire.

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Summary
This summary is machine-generated.

Service learning integrates occupational therapy theory with practice through fieldwork. This pedagogical model helps students develop occupational awareness and professional philosophy earlier in their careers.

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Area of Science:

  • Occupational Therapy Education
  • Pedagogical Models in Health Sciences

Background:

  • Service learning aligns with progressive occupational therapy (OT) curriculum goals.
  • It offers a practical approach to bridging academic knowledge and clinical application.

Purpose of the Study:

  • To examine the attributes and outcomes of a service-learning course incorporating Level I fieldwork in occupational therapy.
  • To explore how service learning impacts student development in OT programs.

Main Methods:

  • A case-based research study design was employed.
  • The study focused on analyzing a specific service-learning course with integrated fieldwork.
  • Qualitative analysis of student experiences and course outcomes was conducted.

Main Results:

  • Three key themes emerged: translating theory to practice, the importance of contextual learning, and the development of occupational awareness.
  • Service learning facilitated the synthesis of conceptual models with clinical practice.
  • Students reported earlier development of their professional and personal philosophies of occupation.

Conclusions:

  • Service learning serves as an effective pedagogical model in occupational therapy education.
  • It enhances the translation of theoretical knowledge into practical skills.
  • The approach fosters earlier professional identity development and a holistic understanding of occupation.