A Study of Successful Educational Strategies in Three Entry-Level Graduate Programs

Abstract

A naturalistic investigation in the area of Occupational Therapy (O.T.) graduate education was conducted. It examined the instructional strategies being employed at three existing graduate entry-level occupational therapy educational programs. The purpose of this study was to determine the educational strategies and approaches deemed most effective by the students and teachers at these institutions. On-site interviews were the key means of data collection.

The results of the study show that students and faculty members value a number of facets and approaches to O.T. education. These include: (a) communication among students and faculty, (b) faculty clinical practice, (c) student participation and group experiences, (d) hands-on learning, (e) guest speakers, (f) fieldwork, (g) visual learning experiences, (h) theory, (i) purposeful activity, (j) research, and (k) medical/scientific knowledge.

KEYWORDS:

• Occupational therapy education
• graduate occupational therapy programs
• occupational therapy curriculum