How Occupation Is Taught and Assessed in Occupational Therapy Education: A Scoping Review.
Importance: Because occupation is the core concept of the profession, it is imperative that students have deep knowledge of the various facets of occupation and how it serves as both therapeutic mode and objective for clients. Despite the importance, how occupation is taught and assessed is not well...
| Publicado en: | American Journal of Occupational Therapy Vol. 80; no. 3; pp. 1 - 12 |
|---|---|
| Autores principales: | , , , |
| Formato: | research systematic review tables/charts Journal Article |
| Publicado: |
American Occupational Therapy Association
May/Jun2026
|
| 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=193840520&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 193840520 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02729490 44I jtl: American Journal of Occupational Therapy issn: 02729490 maglogo: N pubinfo: dt: May/Jun2026 vid: 80 iid: 3 pid: 6680 pub: American Occupational Therapy Association place: North Bethesda, Maryland artinfo: ui: 193840520 193840520 193840520 10.5014/ajot.2026.051357 193840520 ppf: 1 ppct: 11 formats: fmt: – @attributes: type: T – @attributes: type: P tig: atl: How Occupation Is Taught and Assessed in Occupational Therapy Education: A Scoping Review. aug: au: Taff, Steven D. Pitonyak, Jennifer S. Krishnagiri, Sheama Price, Pollie affil: Professor and Assistant Dean, Program in Occupational Therapy and Department of Medicine, WashU Medicine, St. Louis, MO sug: subj: Education, Occupational Therapy Teaching Methods Professional Knowledge Evaluation Human Scoping Review PubMed Medline Embase Psycinfo CINAHL Database Thematic Analysis Descriptive Statistics Experiential Learning Professional Development Curriculum Self-Directed Learning ab: Importance: Because occupation is the core concept of the profession, it is imperative that students have deep knowledge of the various facets of occupation and how it serves as both therapeutic mode and objective for clients. Despite the importance, how occupation is taught and assessed is not well understood. Objective: To identify existing literature and gaps in professional dialogue surrounding how knowledge of the concept of occupation is taught and assessed. Method: The Preferred Reporting Items for Systematic reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR) guided this review. Data Sources: Electronic databases included PubMed/MEDLINE, Embase, Scopus, Web of Science, PsycINFO, and CINAHL. Study Selection and Data Collection: The study explored peer-reviewed publications from 1993 to 2023 and included articles that met the following criteria: occupational therapy or occupational science is represented; the concept of occupation is present; and teaching, learning, or assessment of occupation is described. Data extraction points included perspective of occupation evoked in teaching/learning, knowledge about occupation represented in teaching/learning, and instruction and assessment strategies represented. Findings: A total of 54 articles were included for final data extraction. Occupation as a way of seeing practice was the most common educational perspective, teaching of occupation as a concept unto itself and separate from practice was very prominent, and experiential learning was a frequently occurring instructional approach. Conclusions and Relevance: Educators need to deepen their knowledge about occupation and intentionally use authentic instructional approaches that foster student learning in transformative ways. Plain-Language Summary: This review explored literature that describes or investigates how knowledge about the profession's core concept of occupation is taught and assessed. The articles included for final review discussed multiple perspectives of occupation, recognized teaching of occupation as independent of therapy as the most common, identified experiential learning as the main teaching strategy, and noted that assessment of occupation was much less represented. Results of the review indicate a need for educators to be more knowledgeable about occupation and to create more authentic, transformative learning experiences to strengthen student knowledge about occupation. This review explored literature that describes or investigates how knowledge about the profession's core concept of occupation is taught and assessed. pubtype: Academic Journal doctype: research systematic review tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
|---|