Occupational Therapy Adjunct Faculty Self-Perceptions of Readiness to Teach.
To meet the demands of a growing profession, occupational therapy (OT) education programs rely on adjunct faculty to augment their faculty pool. Clinicians transitioning into faculty roles frequently do not have formal training in teaching and learning practices. This problem is compounded with adju...
| Publicado en: | Open Journal of Occupational Therapy (OJOT) Vol. 6; no. 2; pp. 1 - 13 |
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| Autores principales: | , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Open Journal of Occupational Therapy
Spring2018
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=129149228&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 129149228 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 21686408 HDL1 jtl: Open Journal of Occupational Therapy (OJOT) issn: 21686408 maglogo: N pubinfo: dt: Spring2018 vid: 6 iid: 2 pid: 94241 pub: Open Journal of Occupational Therapy place: Kalamazoo, Michigan artinfo: ui: 129149228 129149228 129149228 10.15453/2168-6408.1415 129149228 ppf: 1 ppct: 12 formats: fmt: @attributes: type: P tig: atl: Occupational Therapy Adjunct Faculty Self-Perceptions of Readiness to Teach. aug: au: Lockhart-Keene, LaRonda Potvin, Marie-Christine affil: Thomas Jeferson University sug: subj: Occupational Therapy Faculty Attitudes Evaluation Teaching Human Qualitative Studies Academic Medical Centers Medical Practice, Evidence-Based Mentorship Ethnographic Research Data Analysis Software Male Female Male Female ab: To meet the demands of a growing profession, occupational therapy (OT) education programs rely on adjunct faculty to augment their faculty pool. Clinicians transitioning into faculty roles frequently do not have formal training in teaching and learning practices. This problem is compounded with adjunct faculty, as they are not using best teaching practices in OT education programs and do not have easy access to university resources. A qualitative study was conducted to describe the perceptions of new OT adjunct faculty on their degree of preparedness to teach, the supports needed to be successful in transitioning from clinician to academician, and their familiarity with and use of evidence-based teaching strategies. New OT adjunct faculty perceived they were prepared to teach, provided they have supports in place and command of the subject. New OT adjunct faculty make limited use of EBTP and use occupational therapy skills to aid in classroom teaching. New OT adjunct faculty feel ready to teach in terms of content knowledge but not in terms of pedagogical knowledge. They do not fully understand their academic role and have limited access to pedagogical content provided by their academic institutions. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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