Knowledge Acquisition Based on Participant Role Assignment in a High-Fidelity Simulation.

Background: Participant roles can vary with simulation. Some roles involve providing direct care during the simulation, whereas other roles involve observing the simulation either in the simulation environment or in another room with audiovisual capabilities.

Purpose: To determine whether learning outcomes are comparable for students regardless of role played in a simulation.

Occupational Science Concepts Essential to Occupation-Based Practice: Development of Expert Consensus.

Importance: What occupational science (OS) knowledge may be essential to occupational therapy practice has not been systematically explored.

Objective: To identify and gain expert consensus on OS concepts viewed as essential to occupational therapy practice.

Design: A complex, convergent mixed-methods Delphi design with an international panel of OS experts randomly assigned to two parallel groups.

Occupational therapy entry-level education scholarship in Australia from 2000 to 2019: A systematic mapping review.

Introduction: The number of occupational therapy degree programs in Australia has increased substantially over the last decade. During this time, Australian academics have produced a significant amount of scholarship focussed on entry-level education; however, the landscape of this scholarship has not been examined. The aim of this study was to review the literature on the scholarship of entry-level Australian occupational therapy education programs, specifically the topics explored and methods employed.

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.

An international systematic mapping review of fieldwork education in occupational therapy.

Background: Owing to its importance in preparing occupational therapists, fieldwork education has generated numerous studies. These have not been collected and reviewed, leaving researchers without a map for growing a science of fieldwork education.

Purpose: This study aimed to systematically categorize the topics, research designs, methods, levels of impact, and themes that have and have not been addressed in fieldwork education scholarship.

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.

Implementing high-fidelity simulations with large groups of nursing students.

Nurse educators are increasing the use of simulation as a teaching strategy. Simulations are conducted typically with a small group of students. This article describes the process for implementing 6 high-fidelity simulations with a large group of undergraduate nursing students.

Using case studies and videotaped vignettes to facilitate the development of critical thinking skills in new graduate nurses.

Critical thinking skills are an essential component of nursing and crucial to nursing practice. Case studies with videotaped vignettes were used to help facilitate the development of critical thinking skills in new graduate nurses. Results revealed a statistically significant increase (p = .

Exploring features of integrative teaching through a microanalysis of connection-making processes in a health sciences curriculum.

The interconnected nature of knowledge in the health sciences is not always reflected in how curricula, courses, and learning activities are designed. Thus have scholars advocated for more explicit attention to connection-making, or integration, in teaching and learning. However, conceptual and empirical work to guide such efforts is limited.

Using bibliographic software to appraise and code data in educational systematic review research.

Background: Bibliographic database software is often recommended as a tool that can assist researchers in managing the large numbers of references produced in early stages of a systematic review. The uses of such software in systematic review research are often represented solely in terms of bibliographic functions, while the uses that extend beyond simple bibliographic functions have not been explored.

Aims: This article provides a guide on how to use extended functions of bibliographic software to systematically complete the steps of appraising search results and coding references for inclusion in or exclusion from the systematic review.

Strengths and limitations of the occupational therapy model curriculum guide as illustrated in a comprehensive curriculum revision process.

ABSTRACT The Model Curriculum was developed to guide curriculum design initiatives in occupational therapy. No data exist describing the Model Curriculum guide in an actual curriculum design process. This paper offers initial descriptive data on the strengths and limitations of the Model Curriculum guide as illustrated in a comprehensive curriculum revision process.

On arriving at the destination of the centennial vision: navigational landmarks to guide occupational therapy education.

ABSTRACT The Centennial Vision for occupational therapy in 2017 is like a topographical map for the profession. It holds up a destination toward which practitioners, educators, administrators, and researchers collectively travel. Arriving at the destination will require a careful read of the map to identify suppositions about learning it contains; then a careful selection of theory and instructional processes that are tightly aligned with those learning suppositions.

Dying of boredom: an exploratory case study of time use, apparent affect, and routine activity situations on two Alzheimer's special care units.

The objective of this instrumental case study was to explore interrelationships among routine activity situations on 2 Alzheimer's special care units (SCUs) and 2 resident quality-of-life (QoL) indicators: daily time use and emotional well-being. Fourteen residents participated. We collected data across four 12-hr days using computer-assisted direct observations and computed associations of activity situations with QoL indicators and mean durations of QoL indicators in activity situations and daily by facility.

Stories we teach by: intersections among faculty biography, student formation, and instructional processes.

Becoming a professional who embodies certain dispositions is known as identity formation. Little research has explored what intentions educators hold for student identity formation or how such intentions influence their teaching. Nine faculty members (all female) in an occupation-centered curriculum were interviewed and observed over 8 weeks.

Shortening the distance between the "i" and the "it": a transformative approach to improving teaching.

"It" science focuses on the external and technical dimensions of action. "I" science focuses on the internal experiences and meaning particular actions hold for people. Elevating "It" science over "I" science can deform occupational therapy's body of knowledge and, consequently, stunt its practices.

Beyond active learning: a case study of teaching practices in an occupation-centered curriculum.

Although occupation-centered curricula are highly promoted, the teaching processes that convey such designs remain unclear. This case study elucidated occupation-centered teaching practices. Interview and observational data were collected over 8 weeks, and analysis involved coding transcriptions, data matrices, concept maps, journaling, and writing.