Effective Teaching: Instructional Methods and Strategies for Occupational Therapy Education

by Whitney Henderson

Overview

Grounded in research and experience, Effective Teaching: Instructional Methods and Strategies for Occupational Therapy Education offers practical examples of various types of instructional methods and theoretical models for educators in occupational therapy and other allied health professions to use in evidence-based teaching.

Dr. Whitney Henderson includes the latest trends and methods used in education to facilitate student-centered learning. With an easy-to-understand overview of each technique presented, allied health educators can follow step-by-step details to implement various evidence-based instructional methods.

Each chapter of Effective Teaching contains:

• Description of the instructional method
• Evidence supporting use of the method
• Discussion of a learning theory and how the method relates to this theory
• Discussion of how to use the method to develop clinical reasoning
• Advantages and disadvantages of the method
• Examples of classroom use
• Application of the method to a professional situation  

With excellent explanations of theoretical foundations, ‘how-to’ methods and models, and strategies for educators to employ, Effective Teaching: Instructional Methods and Strategies for Occupational Therapy Education is a one-stop shop for implementing unique and useful instructional methods in educational courses.

Product Details

ISBN-13:	9781630916794
Publisher:	Taylor & Francis
Publication date:	06/15/2021
Pages:	388
Product dimensions:	7.00(w) x 10.00(h) x 0.80(d)

About the Author

Whitney Henderson, OTD, MOT, OTR/L, is an associate clinical professor in the Department of Occupational Therapy at the University of Missouri. She teaches a variety of courses across the curriculum, including Human Development and Occupation, Principles of Assessment, Human Motion and Occupation, and Adult Practice. She also provides supervision to students during adult practicum experiences and engages in research in areas of occupational therapy education and adult neurological rehabilitation.

Henderson graduated from the University of Missouri with a bachelor’s degree (2006) and master’s degree (2008) in occupational therapy. In addition, she completed a postprofessional Doctorate of Occupational Therapy from Creighton University (2017). Henderson worked in an acute care setting with individuals with neurological conditions and burn injuries for 5 years prior to entering academia. She also has experience working in skilled nursing facilities.

In addition to teaching, Henderson coaches at Orangetheory Fitness. She enjoys spending time with her family, friends, and two West Highland terriers (CJ and Paulie), participating in church activities, attending sporting events and concerts, and traveling to various parts of the world.

For more information about the editor and resources for evidence-based teaching, please visit www.thinkwide.space.

Table of Contents

Dedication Acknowledgments About the Editor Contributing Authors Introduction Chapter 1: Evidence-Based Teaching and Occupational Therapy Education Whitney Henderson, OTD, MOT, OTR/L Chapter 2: Design Thinking for Teaching Excellence Leigh Neier, PhD and Stacy Neier, PhD Chapter 3: Excellence in Inclusive Leigh Neier, PhD Chapter 4: Co-Creation of Curriculum Whitney Henderson, OTD, MOT, OTR/L Contributions from Bailey Baucum, MOT, OTR/L; Paige Headlee, MOT, OTR/L; and Lyndi Plattner, MOT, OTR/L Chapter 5: Flipped Classroom Whitney Henderson, OTD, MOT, OTR/L Chapter 6: Experiential Learning Instructional Methods Whitney Henderson, OTD, MOT, OTR/L; Haley Homan, MOT, OTR/L; and Kelli Bayne, MOT, OTR/L Chapter 7: Simulation-Based Instructional Methods Whitney Henderson, OTD, MOT, OTR/L and Bailey Bremser, MOT, OTR/L Chapter 8: Cooperative Learning Instructional Methods Whitney Henderson, OTD, MOT, OTR/L Chapter 9: Discussion-Based Instructional Methods Cynthia Clough, PhD, OT/L Chapter 10: Inquiry-Based Instructional Methods Whitney Henderson, OTD, MOT, OTR/L Chapter 11: Concept Mapping Whitney Henderson, OTD, MOT, OTR/L Chapter 12: Case-Based Instructional Methods Meredith Gronski, OTD, OTR/L, CLA Chapter 13: Game-Based Instructional Methods Whitney Henderson, OTD, MOT, OTR/L Chapter 14: Technology-Based Instructional Methods Megan Edwards Collins, PhD, OTR/L, CAPS, CFPS Financial Disclosures Index

Editorial Reviews

Reviewer: Amy Mattila, PhD, MBA, MS, BS, OTR/L(Duquesne University)
Description: This book covers a wide variety of needed materials for effective teaching in occupational therapy education. Each of the 14 chapters cover a unique aspect of pedagogy by providing foundational knowledge (basic tenets, background, and theory), implementation, opportunities for feedback and reflection, and application to occupational therapy practice. An additional section of each chapter that is a helpful and practical resource is the "Three Things You Can Do Tomorrow...". This summary in each chapter provides tangible ways to implement these pedagogical methods, written in a way that either a novice or seasoned educator could practice. The chapters cover a wide range of technology, experiential learning, inquiry-based, and curriculum development methods. The focus on design-thinking and evidence-based teaching provides a solid foundation for the occupational therapy educator.
Purpose: The author clearly articulates their aim to provide a breadth of resources to the occupational therapy educator through evidence and practical experiences. While the foundation and theory behind education is steady, the new generations of learners and their particular needs are ever changing. This book provides a variety of excellent strategies to meet the needs of our unique occupational therapy learners in a student-centered way, both from a didactic perspective as well as in the field. The practical yet evidence-based approaches that are shared in this text can be useful at all stages of curriculum development, implementation, and evaluation.
Audience: The book is written for all levels of classroom and clinical educators. Whether a novice or seasoned occupational therapy educator, there are tips and tools of the trade that would be helpful in any classroom. The one area that is lacking in this text is overall subject matter expertise. While the author and each contributor bring a practical approach to occupational therapy education, the content might be richer with the integration of contributors with a known background in theoretical pedagogy or educational leadership. The vast majority of the contributors and the author have clinical education backgrounds versus terminal degrees in education and clinical practice, allowing for a deeper dive into learning theories, educational program evaluation, and curricular development.
Features: The author and contributors have truly focused on the practical pedagogical methods of occupational therapy education. There are multiple opportunities for not only methods to promote student reflection, but also reflexive practices of the educator. In addition to a variety of prompts, the classroom examples throughout the book are very helpful. While readers will benefit from the sample scenarios, rubrics, and evidenced-tables that are provided, the inclusion of exemplar student assignments that are thoughtfully created and rooted in evidence will be well-received by many readers. This is where I believe the most novice of educators struggles the most. While the theory and evidence are strong in each chapter, there is a lack of shared products, case examples, and practical tools that could be used in the classroom. These could have easily been built in as appendixes. The tables and illustrations provide an additional way for the readers to engage with the content; however, the pictures do not consistently provide added value to the topics throughout. I appreciated that the book highlighted topics such as current best practice in inclusive teaching and experiential learning. It is important to note that in chapter 6, service learning is referenced as a signature pedagogy, despite being a fairly outdated term in the realm of community engaged learning or community collaborations. In the 14 chapters, there is a robust amount of content covered, written in a way that meets the author's goal of crafting a text that is easy to read and provides opportunities for engagement.
Assessment: The quality of this book is remarkable. It is practical, diverse, and tailored to meet the needs of educators, particularly to strengthen connections from previous work in the clinic. It is unique in that there are few, if any, similar texts in the field that specifically target the occupational therapy educator. This book fills a needed gap in the pedagogical practice of our field.

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