In Brief  |   May 2013
Ensuring That Education, Certification, and Practice Are Evidence Based
Author Affiliations
  • Rita P. Fleming-Castaldy, PhD, OTL, FAOTA, is Associate Professor, Occupational Therapy Program, University of Scranton, Scranton, PA; rita.fleming-castaldy@scranton.edu. Address correspondence to 551 Sudbury Street, Marlboro, MA 01752
  • Glen Gillen, EdD, OTR/L, FAOTA, is Associate Professor, Programs in Occupational Therapy, Department of Rehabilitation and Regenerative Medicine, Columbia University, New York
Article Information
Evidence-Based Practice / Education of OTs and OTAs / Professional Issues / Departments
In Brief   |   May 2013
Ensuring That Education, Certification, and Practice Are Evidence Based
American Journal of Occupational Therapy, May/June 2013, Vol. 67, 364-369. doi:10.5014/ajot.2013.006973
American Journal of Occupational Therapy, May/June 2013, Vol. 67, 364-369. doi:10.5014/ajot.2013.006973
Abstract

The occupational therapy profession has put forth a vision for evidence-based practice. Although many practitioners express a commitment to the provision of services informed by evidence, the reality that tradition still determines much of our education, certification, and practice cannot be ignored. In this article, we highlight the disconnect between the profession’s aspirations and actual practices using neurophysiological models as an example. We describe actions to actualize the shift from traditional interventions to evidence-based approaches. We challenge readers to become agents of change and facilitate a culture shift to a profession informed by evidence. It is our hope that this article will provoke critical discourse among educators, practitioners, authors, and editors about why a reluctance to let go of unsubstantiated traditions and a hesitancy to embrace scientific evidence exist. A shift to providing evidence-based occupational therapy will enable us to meet the objectives of the Centennial Vision.