Date Presented 3/30/2017
This mixed-methods descriptive study was conducted through a national survey. Findings suggest that occupational therapy assistant (OTA) faculty members find activities related to curriculum and class development most difficult during their first year as educators. Data suggest many areas for future study to further OTA education.
Primary Author and Speaker: Tiffany Sparks-Keeney
PURPOSE: With the increase in the number of occupational therapy assistant (OTA) education programs from 134 to 260 in the past 10 years, there is an increased need for OTA educators. To date, there are no quantitative studies exploring the difficulties faced by occupational therapy (OT) professionals in becoming educators. This study answers the question, What skills do OTA faculty members perceive as the greatest challenge when transitioning from clinicians to OTA faculty members? In order to provide quality education for OTA students, programs must support clinicians joining the ranks of academia and need to know areas of potential challenge to best support new faculty members. This study illuminates those areas.
DESIGN: This descriptive study was a mixed-methods design with a survey instrument containing quantitative and qualitative sections. The purposive sample included all current OTA faculty members nationwide, including program directors (PDs) and academic fieldwork coordinators (AFWCs), who taught at least two classes during their 1st year of teaching. Participants were recruited using the Accreditation Council for Occupational Therapy Education (ACOTE) PD and AFWC listservs and through email addresses obtained from OTA program websites.
METHOD: A survey instrument was created, informed by a literature review and the American Occupational Therapy Association’s (AOTA’s) Standards for Continuing Competence (AOTA, 2015) and Specialized Knowledge and Skills for Occupational Therapy Educators of the Future (AOTA, 2009). The survey was vetted by eight experts, revised, and piloted with 40 OT educators. The final survey contained 29 questions asking participants to rate the perceived level of challenge of activities performed during their 1st year as educators as not at all, a little, moderately, very, or N/A (not applicable); space for qualitative responses for expanding ratings; and 10 demographic questions. Frequency of response was used for data analysis, and results were reported in terms of frequency. Qualitative data were examined by the researcher and an independent coder using a grounded theory method.
RESULTS: Of 985 potential participants, 223 surveys were usable for analysis, allowing reporting at the 90% confidence level with a 5% confidence interval. The five items with the greatest frequency of moderately or very challenging responses were (1) selecting the most appropriate and effective instructional technique to meet the goals and objectives of a course (72%), (2) developing a competency in a wide variety of instructional techniques (71%), (3) familiarizing yourself with accreditation standards and the accreditation process as pertains to your classes (70%), (4) creating grading rubrics or determining grading criteria for your classes and assignments (67%), and (5) creating a positive work–life balance (65%). Overall, at least 50% of participants rated three of nine items related to learning the educator role, 10 of 12 items related to curriculum and class development, and one of eight items related to interacting with students as moderately or very challenging.
CONCLUSION: A thorough literature review revealed the theme of OT education training practitioners to practice OT, not teach OT. This study suggests that clinicians have difficulty seamlessly transitioning from clinical work to educational responsibilities and quantifies areas in which the majority of faculty members struggle during the transition. The qualitative data illuminate participants’ interpretations of challenges faced and give voice to collective struggles.
IMPACT STATEMENT: This study’s impact is in identifying and quantifying areas of challenge and shaping a path for further study of OTA education with research questions such as the following: How do these challenges affect the education of OTA students? What kind of support systems and structures would best support practitioners to ensure a successful transition? What role can and should AOTA, ACOTE, and individual schools play in supporting this transition?
References
American Occupational Therapy Association. (2009). Specialized knowledge and skills of occupational therapy educators of the future. American Journal of Occupational Therapy, 63, 804–818. https://doi.org/10.5014/ajot.63.6.804
American Occupational Therapy Association. (2015). Standards for continuing competence. American Journal of Occupational Therapy, 69(Suppl. 3), 6913410055. https://doi.org/10.5014/ajot.2015.696S16
Crepeau, E. B., Thibodaux, L., & Parham, D. (1999). Academic juggling act: Beginning and sustaining an academic career. American Journal of Occupational Therapy, 53, 25–30. https://doi.org/10.5014/ajot.53.1.25
Crist, P. (1999). Career transition from clinician to academician: Responsibilities and reflections. American Journal of Occupational Therapy, 53, 14–19. https://doi.org/10.5014/ajot.53.1.14
Schaber, P. (2014). Keynote address: Searching for and identifying signature pedagogies in occupational therapy education. American Journal of Occupational Therapy, 68, S40–S44. https://doi.org/10.5014/ajot.2014.685S08
