Patricia Schaber; Keynote Address: Searching for and Identifying Signature Pedagogies in Occupational Therapy Education. Am J Occup Ther 2014;68(Supplement_2):S40-S44. doi: 10.5014/ajot.2014.685S08.
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What, if any, curricular content is most effectively taught by an occupational therapist?
What are the essential qualifications of an adjunct professor, lab instructor, or faculty extender?
Does formal fieldwork supervisor training or certification enhance the student fieldwork learning experience?
Can virtual connections effectively substitute for face-to-face connections?
Which core attitudes and beliefs are implicit and should be made explicit in curricula for occupational therapy students?
How do we measure professional competencies related to student attitudes and behaviors?
Can students learn affective topics in an online format? (Schaber, Wilcox, Whiteside, Marsh, & Brooks  found that the answer is yes.)
Can simulation labs replace fieldwork experiences?
What are the essential training requirements before administering real-time standardized assessments in Level II fieldwork?
Do student learning outcomes differ in real versus virtual designed experiences (i.e., an anatomy cadaver lab compared with an anatomy online video course)? Mathiowetz and Yu (2013) completed a study comparing outcomes of a real versus virtual anatomy lab and found students fared equally well in both formats. To carry the question a step further, are there other learning outcomes gained but not measured that can justify the higher cost of the anatomy cadaver lab experience? These are examples of linking a conceptual model of signature pedagogies to the scholarship of teaching and learning in testing the model.
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