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Teaching and Evaluating an Occupational Perspective in Canada: A Descriptive Qualitative Study.
Summary
Canadian occupational therapy educators teach and evaluate student occupational perspectives using a dynamic, communal, and critical approach. This process-oriented pedagogy requires innovative assessment strategies to capture its complex nature.
Area of Science:
- Occupational Therapy Education
- Pedagogy and Curriculum Development
- Professional Identity Formation
Background:
- Occupation is central to occupational therapy (OT) practice.
- Teaching and evaluating an occupational perspective in OT education requires context-specific understanding.
- Canadian OT educational context presents unique competencies, accreditation standards, and conceptual models.
Purpose of the Study:
- To explore how Canadian occupational therapy educators teach student occupational perspectives.
- To investigate methods used by educators to evaluate student occupational perspectives.
- To understand the nuances of teaching occupation-focused practice in Canadian entry-level Master of OT programs.
Main Methods:
- Descriptive qualitative design with an interpretive approach.
- Semi-structured interviews with 12 educators from Canadian entry-level OT programs.
- Reflexive thematic analysis for data interpretation.
Main Results:
- Five key themes emerged: occupational perspectives as pedagogy, viewing it as a process, a community of educators, critical thinking, and challenges in evaluation.
- Educators perceive occupational perspective development as an ongoing process, not a static outcome.
- The evaluation of occupational perspectives is considered complex and challenging by educators.
Conclusions:
- An occupational perspective is complex, dynamic, and context-dependent.
- Effective teaching and assessment require critical, reflexive, communal, and innovative pedagogical approaches.
- Future OT education should integrate these multifaceted strategies to foster a strong occupational perspective in students.
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