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- W2895580556 abstract "Introduction. L’enseignement des sciences de l’occupation s’inscrit souvent dans des cours portant sur les fondements de l’ergotherapie ou sur les interventions fondees sur l’occupation. Rares sont les programmes ou ce contenu fait l’objet du cours en soi. S’attarder de maniere formelle aux avancees dans ce domaine pose des defis, qui valent la peine d’etre releves, tant sur le plan de l’enseignement, du programme que de la profession.Objectif. Cet article fait etat de l’experience d’un programme d’enseignement, ou un tel cours est integre a la formation initiale en ergotherapie depuis sept ans.Methodes. Les constats qui seront dresses decoulent d’une synthese de groupes de discussion focalisee realises aupres d’etudiants et de cliniciens, des processus formels d’evaluation du cours et du programme, ainsi que de l’experience de l’equipe enseignante.Resultats. Les defis releves sont nombreux : 1) introduire des dispositifs andragogiques qui sensibilisent les milieux cliniques aux avancees du domaine ; 2) construire un espace de dialogue entre cliniciens, etudiants et chercheurs pour debattre et developper des applications cliniques ; 3) Presenter aux etudiants, dont l’identite professionnelle est en developpement, des avancees qui remettent en cause ce qu’ils tenaient pour acquis ; et 4) arrimer de maniere coherente ce contenu aux autres cours, dans une approche programme.Conclusion. Malgre les defis, une telle demarche mene a des resultats porteurs, soient : 1) une consolidation de l’identite professionnelle des etudiants ; 2) un reinvestissement du paradigme occupationnel ; 3) des possibilites accrues de soutien aux milieux cliniques associes ; et 4) un developpement formel d’un creneau de recherche.Mots-cles. Science de l’occupation, ergotherapie, formation, education, identite professionnelle___________________________________________________ The formal education of occupational science in occupational therapy : a vehicle for change et development of the professionAbstractIntroduction. Occupational science is often integrated in curricula within courses that focus on foundations in occupational therapy or on occupation-based interventions. Few occupational therapy programs offer a full course that focuses only on advances in occupational science. Several challenges await in building such a course, namely selecting educational methods, maintaining coherence throughout the curriculum and questioning assumptions of the profession.Objectives. This article describes the experience of an occupational therapy program where such a course was introduced eight years ago.Methods. The findings rests on the synthesis of focus groups conducted with students and clinicians, formal course and program evaluation processes, and debriefing sessions amongst the teaching team.Results. since its inception, stakeholders identified four main challenges: 1) introducing educational strategies that raise awareness of clinicians on advances in occupational science; 2) building a safe space for dialogue amongst stakeholders to share ideas and develop clinical applications; 3) exposing students (who are still establishing their professional identity) to new ideas that challenge occupational therapy assumptions; and 4) coherently aligning this content with other courses of the program.Conclusion. In spite of these challenges, introducing occupational science content in the curriculum leads to promising results namely: 1) a consolidation of students' professional identity; 2) a reinvestment of the occupational paradigm; 3) opportunities for supporting the clinical community; and 4) the formal development of a research niche.Keywords. Occupational science, occupational therapy, education, professional identity" @default.
- W2895580556 created "2018-10-12" @default.
- W2895580556 creator A5038423265 @default.
- W2895580556 date "2018-10-05" @default.
- W2895580556 modified "2023-09-23" @default.
- W2895580556 title "L'enseignement formel de la science de l'occupation en ergothérapie : un vecteur de changement et de développement pour la profession" @default.
- W2895580556 doi "https://doi.org/10.13096/rfre.v4n2.118" @default.
- W2895580556 hasPublicationYear "2018" @default.
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