Exploring the applicability and utility of the subject-centered integrative learning model in academic education
Date
2016
Authors
Brown, Adelaide, author
Hooper, Barb, advisor
Wood, Wendy, committee member
Kuk, Linda, committee member
Journal Title
Journal ISSN
Volume Title
Abstract
The purpose of this study was to explore the utility of the Subject-Centered Integrative Learning model (SCIL-OT) for occupational therapy educators when crafting occupation-centered learning experiences. The need for centering education on occupation, the core concept of occupational therapy, has been promoted by multiple scholars (e.g. Whiteford and Wilcock, 2001; Yerxa, 1998). However, occupation-centered education has not yet been fully operationalized. The SCIL-OT is a model created to assist educators in centralizing occupation in their teaching, but development has been primarily conceptual (Hooper 2006a; Hooper 2006b). Therefore, there is a need for empirical study of the SCIL-OT. This basic qualitative study used a theory building approach to confirm or disconfirm elements of the SCIL-OT. Seven graduate level educators participated and were interviewed two times. Audio from the interviews was transcribed and coded through the use of qualitative software. Initial codes were developed from the SCIL-OT elements, and were expanded based upon the data. Themes were developed based on patterns in the codes. Educators in the study used the model to adapt written assignments, practicals, and class discussion in a way in which was interpreted as being occupation-centered. The model was interpreted to be compatible with student-centered values. Overall findings were confirming of the SCIL-OT. Occupation is the central concept of occupational therapy, and it is essential to emphasize it in education (Yerxa, 1999). Based on the findings from this study, the SCIL-OT has the potential to support educators in developing occupation-centered teaching practices.