Developing occupational therapy students' practice habits via qualitative inquiry education

Area of Science:

• Occupational therapy education
• Qualitative research methodologies
• Health professions education

Background:

• Accreditation standards emphasize research in occupational therapy (OT) practice but lack guidance for OT education.
• Qualitative inquiry is prominent in health professions, yet its specific role in OT education requires articulation.
• There is a need to define the pedagogical approaches for teaching qualitative inquiry within OT programs.

Purpose of the Study:

• To explore how qualitative inquiry education cultivates essential professional habits in occupational therapy students.
• To discuss the development of reflection, reflexivity, criticality, and active engagement through qualitative inquiry.
• To prepare students for evidence-based and responsive occupational therapy practice.

Main Methods:

• This study is a conceptual discussion and synthesis of existing literature and pedagogical principles.
• It examines the integration of qualitative inquiry methods into occupational therapy curricula.
• The focus is on the educational outcomes and their link to professional competencies.

Main Results:

• Qualitative inquiry experiences enhance students' abilities to practice in a well-reasoned, ethical, and responsive manner.
• Integrating qualitative inquiry can foster professional habit formation in occupational therapy education.
• There is significant potential in connecting qualitative inquiry training to the development of core professional attributes.

Conclusions:

• Occupational therapy educators should consider a broader perspective on qualitative inquiry's role beyond just research methods.
• Qualitative inquiry can be a valuable tool for developing critical thinking and reflective practice in OT students.
• Integrating qualitative inquiry contributes to the holistic professional development of future occupational therapists.