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"(Not) knowing what you know": Exploring educators' perceptions of critical thinking in occupational therapy
Jemma Gilfillan1, Laura Irvine-Brown1, Amelia Di Tommaso2
1School of Health Sciences and Social Work, Griffith University, Queensland, Australia.
Scandinavian Journal of Occupational Therapy
|September 20, 2024
Summary
Occupational therapy educators show diverse views on teaching critical thinking, facing ambiguity and differing expectations. This impacts how students develop essential critical thinking skills for practice.
Area of Science:
- Occupational therapy education
- Pedagogy in health professions
Background:
- Critical thinking is essential for occupational therapy practice.
- Understanding educators' perceptions of teaching critical thinking is currently unclear.
Purpose of the Study:
- To explore occupational therapy educators' perceptions and experiences in teaching critical thinking.
Main Methods:
- Social constructivism framework.
- Eight participants engaged in online focus groups and one in-person interview.
- Content analysis of qualitative data.
Main Results:
- Significant diversity in educators' understanding and teaching of critical thinking.
- Varied interpretations of critical thinking among educators.
- Conflicting expectations regarding educators' roles and student readiness.
Conclusions:
- A paradox exists where critical thinking is valued but educators face ambiguity and lack of support.
- Educators experience role ambiguity, time constraints, and insufficient formal training.
- Further research is needed on the impact of diverse critical thinking conceptualizations.
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