A dialogal investigation of "Who am I as a teacher?".

Women health professionals who join academe reformulate their identities as they become professors and teachers. Teacher inquiry is a systematic intentional study of one's own professional teaching practice that framed the question "Who am I as a teacher?" Using a process of dialogal research, we explored our biases and assumptions about teaching, which served as the source for our data. We discovered that our teaching included being a "judge," "lifelong learner," "bridge to learning," and "researcher," and that our teaching was "affected by temporality" and "the environment.

Hands on learning: the use of simulated clients in intervention cases.

Standardized patients assist with the education of medical, physical therapy and nursing students. However, the literature does not discuss the use of these learning experiences with occupational therapy students. This article describes the use of standardized clients in a simulation learning experiences and the responses of occupational therapy students to the instructional modality.

Development of critical thinking in occupational therapy students.

Do students who use the Guided Reciprocal Peer Questioning (GRPQ) method increase their ability to think critically? When compared to students in a traditional senior seminar course, the results of this study indicated no significant difference between the groups regarding changes in scores on the California Critical Thinking Skills Test. However, the students in the experimental group asked more questions labelled as critical thinking than the seminar control group. These findings suggest the use of the GRPQ may improve students' skills in asking questions that include application, analysis, and synthesis.

A working around "it": the experience of occupational therapy students with a disability.

The purpose of this qualitative study was to gain an understanding of the experiences of students with disabilities in occupational therapy (OT) programs. Telephone and email interviews were conducted with five students from different universities who volunteered to participate in the study. Interviews were transcribed, and researchers used the constant comparison method for data analysis.

Wellness in Tillery: a community-built program.

Occupational therapy faculty and students from East Carolina University, in collaboration with the residents of Tillery, North Carolina, participated in a community-built wellness program. Outcomes of the program indicated that a program with participant input results in enhanced perceived wellness, maintenance of meaningful activities, and improved self-reported quality of life. Program elements necessary for duplication of the program are discussed.

Quality of life of older African American women in rural North Carolina.

Purpose: The purpose of this study was to investigate the relationship of activity to the quality of life of female African American elders.

Methods: Framed in the critical emancipatory paradigm, the study used qualitative research methodology, including the analysis of transcribed interviews and the critical review of relevant literature.

Results: Contributors to this study identified numerous past and present activities.

Chaos theory as a planning tool for community-based educational experiences for health students.

Educational and community health systems are social systems composed of a group or collection of entities for which there is a unifying principle. The purpose of this paper is to briefly explain chaos theory and to apply it to the Interdisciplinary Rural Health Training Program (IRHTP) as a case study. The IRHTP is an existing rural, community based educational program for baccalaureate and graduate health care students.

The use of theory in everyday practice: an exploratory study.

Purpose: This exploratory study, using a phenomenological framework with ethnographic methodology investigated the use of theory in everyday practice as described by three registered occupational therapists.

Method: Semi-structured interviews were conducted with three practicing occupational therapists. Ethnographic observations and field notes supplemented the data collection.