Medical Journal of The Islamic Republic of Iran (MJIRI)
Iran University of Medical Sciences
Thu, Nov 21, 2024
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Volume 34, Issue 1 (2-2020)
Med J Islam Repub Iran 2020 |
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Pashmdarfard M, Soltani Arabshahi K, Shafaroodi N, Hassani Mehraban A, Parvizi S, Haracz K. Which models can be used as a clinical education model in occupational therapy? Introduction of the models: A scoping review study. Med J Islam Repub Iran 2020; 34 (1) :532-540
URL: http://mjiri.iums.ac.ir/article-1-5990-en.html
URL: http://mjiri.iums.ac.ir/article-1-5990-en.html
Marzieh Pashmdarfard 
, Kamran Soltani Arabshahi , Narges Shafaroodi , Afsoon Hassani Mehraban , Soroor Parvizi , Kirsti Haracz
, Kamran Soltani Arabshahi , Narges Shafaroodi , Afsoon Hassani Mehraban , Soroor Parvizi , Kirsti Haracz
Department of Occupational Therapy, School of Rehabilitation Sciences, Iran University of Medical Sciences, Tehran, Iran , shafarodi.n@iums.ac.ir
Abstract: (1959 Views)
Background: Clinical education is a vital part of occupational therapy education process. High clinical education quality in fieldwork settings leads to higher clinical competency and occupational proficiency. One of the most effective clinical education methods in equalizing the conditions of clinical education to students is the correct use of educational models related to each field of medical sciences. In the field of clinical education, various models have been designed with a specific subject. However, limited research has been done on the introduction of the usability of these models in occupational therapy settings. This study was conducted to determine which models have the potential to be used as clinical education models in occupational therapy.
Methods: A scoping review was conducted and studies published in English between 2000 and 2018 that examined clinical education models were selected.
Results: A total of 8 articles were entered in the review, and a central theme of implementing clinical education models in occupational therapy was determined by thematic analysis. This central theme consisted of 3 categories: (1) evaluative models, (2) acting models, and (3) evaluative/acting models.
Conclusion: Occupational therapists, especially who work as educators should be aware of the different types of clinical education models and try to use these models in clinical education process and minimize the variation of teaching methods in fieldwork settings to promote the clinical education quality. However, more research should be done to improve evidence-based occupational therapy practice in clinical education.
Methods: A scoping review was conducted and studies published in English between 2000 and 2018 that examined clinical education models were selected.
Results: A total of 8 articles were entered in the review, and a central theme of implementing clinical education models in occupational therapy was determined by thematic analysis. This central theme consisted of 3 categories: (1) evaluative models, (2) acting models, and (3) evaluative/acting models.
Conclusion: Occupational therapists, especially who work as educators should be aware of the different types of clinical education models and try to use these models in clinical education process and minimize the variation of teaching methods in fieldwork settings to promote the clinical education quality. However, more research should be done to improve evidence-based occupational therapy practice in clinical education.
Type of Study: Systematic Review |
Subject:
Occupational Therapy
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