Research Article
Issue Date: September/October 2016
Published Online: July 27, 2016
Updated: April 30, 2020
Occupational Therapy Education Research: Results of a National Survey
Aliki Thomas; Ann Bossers; Michael Lee; Rosemary Lysaght
Author Affiliations
  • Aliki Thomas, PhD, OT, is Assistant Professor, School of Physical and Occupational Therapy, Centre for Interdisciplinary Research in Rehabilitation, and Centre for Medical Education, McGill University, Montreal, Quebec, Canada; aliki.thomas@mcgill.ca
  • Ann Bossers, MEd, OT, is Associate Professor, School of Occupational Therapy, Western University, London, Ontario, Canada
  • Michael Lee, MBA, OT, is Senior Instructor, Occupational Science and Occupational Therapy, University of British Columbia, Vancouver, British Columbia, Canada
  • Rosemary Lysaght, PhD, OT, is Associate Professor, School of Rehabilitation Therapy, Faculty of Health Sciences, Queen’s University, Kingston, Ontario, Canada
Article Information
Education of OTs and OTAs / Education
Research Article   |   July 27, 2016
Occupational Therapy Education Research: Results of a National Survey
American Journal of Occupational Therapy, July 2016, Vol. 70, 7005230010. https://doi.org/10.5014/ajot.2016.018259
American Journal of Occupational Therapy, July 2016, Vol. 70, 7005230010. https://doi.org/10.5014/ajot.2016.018259
Abstract

OBJECTIVE. Despite a strong tradition of education scholarship in occupational therapy, no systematic evaluation of the amount and nature of research in this arena, or its associated challenges, has been conducted. This study examined the scope and range of education-focused research conducted in Canada and identified perceived supports and barriers for this area of inquiry.

METHOD. An online survey was sent to faculty of all 14 Canadian occupational therapy programs. Descriptive statistics were used to summarize areas of study focus, and qualitative thematic analysis captured respondents’ perceptions of personal and environmental factors influencing their engagement in education research.

RESULTS. Respondents (n = 47) reported engagement in education scholarship spanning more than 20 focus areas, often with limited resources.

CONCLUSION. Strategies are proposed to promote the viability of education research in occupational therapy and to improve resources and other supports for this type of research.