Jyothi Gupta, Andrea Bilics; Scholarship and Research in Occupational Therapy Education. Am J Occup Ther 2014;68(Supplement_2):S87-S92. doi: 10.5014/ajot.2014.012880.
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© 2019 American Occupational Therapy Association
OBJECTIVE. The purpose of this study was to identify a baseline or benchmark for faculty engagement and productivity in occupational therapy education scholarship and research.
METHOD. A custom-designed survey was emailed to 2,225 faculty members. The survey included questions on basic demographic information and education scholarship (e.g., use of evidence to inform teaching, frequency and nature of involvement in education scholarship.
RESULTS. A total of 520 faculty members (23%) completed the survey. Of these, 450 (86.5%) identified themselves as full-time core faculty, and only their responses were analyzed. Although 90% of the faculty respondents engaged in scholarly teaching, only 34% identified education as an area of content expertise, and only 16% reported frequent involvement with education scholarship. Instructional methods were the primary area of study.
CONCLUSION. A need exists to build research capacity for education research and more diversification of education research topics, including professional socialization and competencies.
How do we develop the profession’s capacity for scholarship and research in education?
What should be the venues to support scholarship in teaching and learning research in occupational therapy education?
How and why students learn,
What about occupational therapy is difficult to learn, and
What facilitates learning occupational therapy.
Enhancing the research capacity of the faculty who are interested in education research
Creating a programmatic culture that expects and rewards core faculty scholarship and research
Disseminating research in peer-reviewed journals—a necessity to build a knowledge base for occupational therapy education that requires identifying venues for disseminating occupational therapy education research.
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