Perceptions of occupational therapy threshold concepts by students in role‐emerging placements in schools: A qualitative investigation
| Autor: | Karina Dancza, Vera Kaelin |
|---|---|
| Rok vydání: | 2019 |
| Předmět: |
Male
Occupational therapy Students Health Occupations 030506 rehabilitation medicine.medical_specialty media_common.quotation_subject Context (language use) Job Satisfaction Interviews as Topic 03 medical and health sciences Professional Role 0302 clinical medicine Occupational Therapy medicine Mathematics education Curriculum development Humans Learning Curriculum Qualitative Research media_common Career Choice Australia Focus Groups Social constructionism Focus group Knowledge Female Educational Measurement 0305 other medical science Liminality Psychology 030217 neurology & neurosurgery Qualitative research |
| Zdroj: | Australian Occupational Therapy Journal. 66:711-719 |
| ISSN: | 1440-1630 0045-0766 |
| DOI: | 10.1111/1440-1630.12610 |
| Popis: | INTRODUCTION Traversing threshold concepts has been identified as crucial in becoming an occupational therapist. To support this learning, previous research has emphasised the value of students engaging in practice-based learning, accompanying reflection, and a curriculum which makes threshold concepts explicit to students. Role-emerging placements form part of students' practice-based learning in many universities and could offer a valuable opportunity for students to learn threshold concepts. Understanding the value of threshold concepts to enhance role-emerging placement learning from both the students' and educators' perspectives warrants further research. The aim of this study was to examine how occupational therapy students on role-emerging placements in school settings experienced applying threshold concepts and how it impacted on their learning. METHODS An epistemological position of social constructionism and a qualitative research design was used. This included semi-structured focus group interviews and reflective logs that enabled exploration of 13 student's and one supervisor's perspectives of learning during the placement. Template analysis was used to analyse the data. RESULTS Students spoke of their learning of the threshold concepts of client-centredness, occupation, and understanding and applying occupational therapy theory in practice. These are expressed within the three emergent themes; 'curriculum supports in placement', 'uncertainty when applying their own knowledge', and 'placement context and expectations'. CONCLUSION Results suggest that learning happens within the liminal spaces which occurred from an intersection with the threshold concepts, the curriculum, knowledge generation and use, and the context and expectations of the role-emerging placement. Engaging with uncertainty may be considered a vital part of this process and something which should be valued. |
| Databáze: | OpenAIRE |
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