Document Type (Journals)
Original Research
Abstract
Many faculty spend a considerable proportion of their time and effort in teaching, yet intentional preparation for this important responsibility is rare. Currently, there exists no standard guidance for which content areas or competencies are necessary for quality educator development as they perform the various faculty roles. In this descriptive study, we surveyed 334 occupational therapy/ occupational therapy assistant (OT/OTA) faculty from across the United States using a 53-item instrument that explored to what degree do OT/OTA faculty use and document evidence-informed teaching practices and if the use of evidence-informed teaching practices differs across faculty terminal degree category (entry-level occupational therapy doctorate [OTD], post-professional OTD, and PhD). Results did not indicate significant differences among terminal degree preparation type related to teaching competencies in OT and OTA education but indicated that faculty across all degree types reported very low implementation rates of certain surveyed teaching competencies, including formal instructional design approaches, context-appropriate teaching perspectives, and models of program evaluation to assess curricula, instruction, and outcomes. Participants also reported using instructional practices not supported by evidence, such as using course materials inherited from colleagues as the basis of course design or practices they learned by experiencing them as a student. Methods of documentation demonstrated significant degree-type differences in teaching philosophy statements, awards, book chapters, grants, and publications. The results of this study emphasize the need to more thoroughly prepare occupational therapy educators to use evidence-informed instructional practices and to assess teaching effectiveness according to a set of standard competencies rather than presumptions based upon type of terminal degree.
Biography
Steven D. Taff, PhD, OTR/L, FNAP, FAOTA is Professor of Occupational Therapy and Medicine and Director of the Teaching Scholars Program at Washington University School of Medicine in St. Louis. His scholarly interests include building and evaluating inclusive learning environments, student wellbeing, critical learning theory, and applied educational philosophy
Meredith Gronski, OTD, OTR/L, CLA, FAOTA is Associate Professor and Occupational Therapy Department Chair at Methodist University. Her scholarly interests include the health and occupational performance of young children, the impact of food allergies on routines and roles, and the participation and performance of children who are deaf and hard of hearing.
Yejin Lee, PhD, MSOT is a Postdoctoral Research Associate in the Program of Occupational Therapy at Washington University School of Medicine in St. Louis. Her scholarly interests include understanding the interplay among mental health symptoms, cognitive functions, and participation in daily activities in older adults.
Ashley Stoffel, OTD, OTR/L, FAOTA is Clinical Professor in the Department of Occupational Therapy at the University of Illinois Chicago. Her scholarly interests include promoting family engagement with young children and families in diverse early Intervention and community settings.
Theresa Carlson Carroll, OTD, OTR/L, CLA is a Clinical Associate Professor of Occupational Therapy at Valparaiso University. Her scholarly interests include best practices to support youth transition to adulthood and self-determination in practice and education.
Jenica Lee, OTD, OTR/L is Associate Professor of Occupational Therapy at University of Illinois Chicago. Her scholarly interests include integrating theory to enhance education and practice.
Carolyn M. Baum, PhD, OTR/L, FAOTA is Professor of Occupational Therapy, Neurology and Social Work at Washington University School of Medicine in St. Louis. Her scholarly work and mentoring addresses the use of occupation in daily life.
Declaration of Interest
The authors report no declarations of interest.
Recommended Citation
Taff, S. D., Gronski, M., Lee, Y., Stoffel, A., Carroll, T. C., Lee, J., & Baum, C. M. (2025). Evidence-Informed Teaching Practices Across Faculty Terminal Degree Categories. Journal of Occupational Therapy Education, 9 (1). https://doi.org/10.26681/jote.2025.090101
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