THE CHALLENGE OF TEACHING "OCCUPATION BASED MODELS"

Background: Teaching the subject of Occupation Based Models is a great challenge for occupational therapy educators. The richness of models as well as overlaps of concepts, may lead to confusion among novice students. The... [ view full abstract ]

Background: Teaching the subject of Occupation Based Models is a great challenge for occupational therapy educators. The richness of models as well as overlaps of concepts, may lead to confusion among novice students. The purpose of this poster is to introduce a new and unique way to teach the concepts of Occupation Based Models.
Educational Philosophy: Adult students are better learners when they are actively engaged in learning. Active learning was the philosophical basis for teaching the course "Introduction to occupational therapy".
Pedagogy: Students were exposed during the course to seven Occupation Based Models: PEOP, MOHO, Occupational form and occupational performance, Ecology of human performance, Occupational Performance Model (Australia), Canadian Model of Occupational Performance and The Kawa Model. The students studied the models in small groups, and then presented them in the class through creative and active experience. In the concluding lesson, the classroom was simulated as a courthouse and the students defended the models. At the end of this process, the course lecturers summarize the “claims and defence arguments” and highlighted the unique contribution of each model.
Evaluation: Student's feedbacks demonstrated that this teaching method help to clarify and assimilate the models. They stated that the experience enhanced their enjoyment and interest.
Application to Education: The outcome of this interactive course and specifically the last lesson is a construction of an organized and coherent body of knowledge regarding Occupation Based Models. Students use this knowledge later in their studies and professional careers.