Editorial  |   September 2014
A Systematic Focus on Occupational Therapy Education
Author Affiliations
  • Janice P. Burke, PhD, OTR/L, FAOTA, is Dean, Jefferson School of Health Professions, and Professor, Department of Occupational Therapy, Thomas Jefferson University, 901 Walnut Street, Sixth Floor, Philadelphia, PA 19107; Janice.Burke@jefferson.edu
  • Neil Harvison, PhD, OTR/L, FAOTA, is Chief Academic and Scientific Affairs Officer, American Occupational Therapy Association, Bethesda, MD; nharvison@aota.org
Article Information
Autism/Autism Spectrum Disorder / Geriatrics/Productive Aging / Education of OTs and OTAs / Multidisciplinary Practice / Neurologic Conditions / Professional Issues / From the Desk of the Guest Editors
Editorial   |   September 2014
A Systematic Focus on Occupational Therapy Education
American Journal of Occupational Therapy, September/October 2014, Vol. 68, S1-S2. doi:10.5014/ajot.2014.685S07
American Journal of Occupational Therapy, September/October 2014, Vol. 68, S1-S2. doi:10.5014/ajot.2014.685S07
This supplemental issue of the American Journal of Occupational Therapy represents the beginning of a systematic focus on the teaching practices that are currently used in academic and clinical environments as we go about the job of preparing students for careers as occupational therapy assistants and occupational therapists. The journal celebrates two major accomplishments in the practice of education: (1) the establishment of a research agenda for education and (2) the first American Occupational Therapy Association (AOTA) Education Summit, sponsored by AOTA and the National Board for Certification in Occupational Therapy and held in Atlanta, Georgia, in October 2013. The summit brought together educational leaders from across the United States and provides a benchmark for the state of the art of occupational therapy education. These two interconnected outcomes formalize a mature approach to our educational enterprise as it previews the range of educational research that is currently being conducted and outlines a wider view as to the work that must be done as we move forward in education.
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