Document Type (Journals)
Entry-level occupational therapy doctorate (OTD) students receive education and training to interpret and disseminate evidenced-based literature. However, these students are often missing the clinical experience to identify clinically relevant questions that impact occupational outcomes. Conversely, occupational therapy practitioners have the clinical experience to determine clinically appropriate questions but often encounter time, budget, and setting constraints on researching and learning up-to-date evidence-based practice assessment and intervention techniques. The purpose of this paper is to describe the development and design of an exploratory educational project in which OTD students utilized clinically relevant questions identified by local occupational therapy practitioners to disseminate evidence-based literature in the form of continuing competency in-services to clinicians as it related to their clinical practice setting. Nineteen sites participated and 33 one-hour presentations were presented to clinical sites in the local area and within the occupational therapy student body. Students reflected that this was a positive learning experience and a valuable component of the course.
Laura Landon, OTD, OTR/L is a lecturer and course master at the Program in Occupational Therapy at Washington University School of Medicine in St. Louis, Missouri.
Christine Berg, PhD, OTR/L is an associate professor in the Program of Occupational Therapy at Washington University in St. Louis.
Sara Ulfers, OTD, OTR/L is an occupational therapist in adult acute inpatient rehabilitation at UnityPoint Health-Des Moines at Iowa Methodist Medical Center. She received her occupational therapy doctorate (OTD) from Washington University in St. Louis in 2017.
Declaration of Interest
The authors report no declarations of interest.
Landon, L. E., Berg, C., & Ulfers, S. S. (2020). Community Teaching Experience: A Description of the Development and Design of a Unique Teaching Experience for Occupational Therapy Doctoral Students. Journal of Occupational Therapy Education, 4 (3). https://doi.org/10.26681/jote.2020.040315
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