Publication Date

2021

Abstract

Student feedback indicated difficulty applying Occupational Therapy values such as “participation in meaningful occupations” into clinical interventions. Two instructors of a components-based course and a theory course collaborated to link practical OT interventions to conceptual OT models. Use of a model for transfer of tacit knowledge was utilized. Each instructor kept a reflective diary. An iterative process for a semester attempted to transfer learned explicit knowledge into an integrated intuitive ‘art of the therapy’ which incorporated Occupational Science core concepts. Worksheets were developed to make the pathway more explicit. By semester’s end, students completed a comprehensive plan for client care.

Author Biography

Geela Spira, PhD, OTR/L: Geela Spira is an Associate Professor at Eastern Kentucky University. Her background includes physical rehabilitation, neuro-restorative care, burn care, and pediatrics over settings in the USA & Israel. Her current areas of research include global health, sensory processing and sleep, and use of visual imagery/ Photovoice in the classroom.

Allen Keener, OTD, MS, OTR/L, ATP: Allen Keener is an Associate Professor at Eastern Kentucky University. He teaches courses in healthcare practice, assistive technology, and occupation in diverse contexts. His experience includes acute care, inpatient rehabilitation, home health, outpatient, and mental health. Research interests include technology to enhance occupation, occupation-based practice, and innovative teaching methods.

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Creative Commons Attribution 4.0 License
This work is licensed under a Creative Commons Attribution 4.0 License.

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Tacit to Explicit Knowledge Transfer in a University Health Care Program: Use of Student-Professor and Professor-Professor Collaboration

Student feedback indicated difficulty applying Occupational Therapy values such as “participation in meaningful occupations” into clinical interventions. Two instructors of a components-based course and a theory course collaborated to link practical OT interventions to conceptual OT models. Use of a model for transfer of tacit knowledge was utilized. Each instructor kept a reflective diary. An iterative process for a semester attempted to transfer learned explicit knowledge into an integrated intuitive ‘art of the therapy’ which incorporated Occupational Science core concepts. Worksheets were developed to make the pathway more explicit. By semester’s end, students completed a comprehensive plan for client care.