Toward Robust Assessments of Student Knowledge of Occupation.

Importance: Occupational therapy students must master knowledge of occupation, yet how educators assess such knowledge has not been explored. In this study, we elucidate robust assessment practices that can help students master knowledge of occupation.

Objective: To examine practices that educators use to assess knowledge of occupation.

Assignment Artifacts and What They Reveal About How Occupation Is Addressed in U.S. Occupational Therapy Curricula.

Importance: Artifacts convey essential skills, tools, and concepts to students. Studies of artifacts can therefore illumine priorities for learning.

Objective: To describe the skills, tools, and concepts that assignment artifacts required students to learn, especially in relation to occupation.

A National Survey of Learning Activities and Instructional Strategies Used to Teach Occupation: Implications for Signature Pedagogies.

Importance: Occupational therapy practitioners' professional identities and distinctive contributions to health care connect essentially to their knowledge of occupation. Thus, the strategies educators use to convey occupation to students and the perspectives embedded in those strategies are critical topics for researchers.

Objective: To generalize findings from a previous qualitative study of how educators in 25 U.

Curriculum-Level Strategies That U.S. Occupational Therapy Programs Use to Address Occupation: A Qualitative Study.

Objective: This study's objective was to describe curriculum-level strategies used to convey occupation to occupational therapy students.

Method: The study used a descriptive qualitative research design. Fifteen occupational therapy and 10 occupational therapy assistant programs participated in interviews, submitted curriculum artifacts such as syllabi and assignments, and recorded teaching sessions.

A Way of Seeing: How Occupation Is Portrayed to Students When Taught as a Concept Beyond Its Use in Therapy.

Objective: The concept of occupation is core to learning occupational therapy, yet how occupation is taught has not been widely studied. We explored how occupation is addressed in 25 U.S.

Explicit or Hidden? Exploring How Occupation Is Taught in Occupational Therapy Curricula in the United States.

Objective: Occupation is considered core and threshold knowledge for occupational therapy, yet how it is conveyed through education is not well understood. This study examined how the concept of occupation was taught in occupational therapy and occupational therapy assistant curricula in the United States.

Method: Using a qualitative descriptive research design, in-depth interviews, video recordings, and artifacts of teaching occupation were collected from 25 programs, chosen using stratified random sampling.

Energizing Occupation as the Center of Teaching and Learning.

The concept of occupation has experienced a renewal in the past 3 decades and is widely accepted as the core subject in occupational therapy. Professional education has a critical stewardship role in continually enhancing how occupation is taught and understood to enrich new occupational therapy practitioners' ability to grasp the purpose of the profession and reason clinically in complex practice environments. The authors discuss three questions that frame approaches educators can use to effectively centralize occupation in teaching and learning environments: (1) To what degree is a curriculum and its courses and class sessions subject centered? (2) To what degree do instructional processes create links to occupation? and (3) To what degree do instructional processes expose and promote complex ways of knowing needed for learning occupation? Keeping occupation in the foreground is important to facilitate new research, teaching methods, and curricular relevance to practice.

Value and challenges of research on health professions' core subjects in education.

Professions are organized around central concerns, or core subjects. Knowledge of a field's core subject is indispensable to effective practice, reasoning, and professional identity. In health professions education, however, core subjects are often obscured by the plethora of topics and skills that must be taught, rendering them largely implicit in the learning process.

Scholarship and research in occupational therapy education.

OBJECTIVE. The purpose of this study was to identify a baseline or benchmark for faculty engagement and productivity in occupational therapy education scholarship and research. METHOD.