Teaching Critical Reflection in Occupational Therapy: A Quantitative Pre/Post Evaluation of Student Learning.
This study was designed to answer the question, "Does student recognition of the assumptions underlying occupational therapy practice increase after participation in guided exercises of critical reflection?" The project is grounded in critical occupational therapy (as first named by Whiteford and To...
| Publicado en: | Open Journal of Occupational Therapy (OJOT) Vol. 11; no. 3; pp. 1 - 13 |
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| Autores principales: | , , , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Open Journal of Occupational Therapy
Summer2023
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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=170071569&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 170071569 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: Summer2023 vid: 11 iid: 3 pid: 94241 pub: Open Journal of Occupational Therapy place: Kalamazoo, Michigan artinfo: ui: 170071569 170071569 170071569 10.15453/2168-6408.2102 170071569 ppf: 1 ppct: 12 formats: fmt: @attributes: type: P tig: atl: Teaching Critical Reflection in Occupational Therapy: A Quantitative Pre/Post Evaluation of Student Learning. aug: au: Nelson, Morgan Jaegers, Lisa Tyminski, Quinn P. Kiepek, Niki Dieleman, Crystal affil: Saint Louis University - USA sug: subj: Reflection Occupational Therapy Practice Education, Occupational Therapy Students, Occupational Therapy Human Quantitative Studies Pretest-Posttest Design Private Sector Wilcoxon Rank Sum Test Thematic Analysis Qualitative Studies Surveys Conceptual Framework Student Knowledge Convenience Sample Midwestern United States Summated Rating Scaling ab: This study was designed to answer the question, "Does student recognition of the assumptions underlying occupational therapy practice increase after participation in guided exercises of critical reflection?" The project is grounded in critical occupational therapy (as first named by Whiteford and Townsend) to promote students to reflect actively on dominant disciplinary ideologies and self-reflect on how one's social positionality impacts understandings of occupational participation. The concept of nonsanctioned occupations was drawn on as a means to facilitate changes in student recognition. A one group, quantitative pre/post design with six open-ended responses was undertaken with master's-level students (N = 53) at two private universities. A learning module involving an interactive 90-min lecture with a pre-assigned reading and associated reflection guide was used to facilitate questioning of disciplinary ideologies. Even when introduced in small amounts, the use of critical occupational therapy in education shows benefits. Wilcoxon signed rank tests indicated the learning model increased student recognition of underlying personal assumptions. Thematic qualitative analysis confirmed these results and described patterns of change between pre/post surveys. This study demonstrates the potential for occupational therapy curricula to embed methods that instill critical self-reflection in emerging practitioners, with the promise of transforming clinical assessment and practice. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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