| CODE | OCT2044 | ||||||||
| TITLE | Conceplualising Inquiry and Discovery Evidence within Occupational Therapy | ||||||||
| UM LEVEL | 02 - Years 2, 3 in Modular Undergraduate Course | ||||||||
| MQF LEVEL | Not Applicable | ||||||||
| ECTS CREDITS | 2 | ||||||||
| DEPARTMENT | Occupational Therapy | ||||||||
| DESCRIPTION | This study-unit will introduce the student to strategies of devising inquiry in the occupational therapy domain and process (AOTA, 2020), taking account of the challenges engendered by the diverse epistemologies in the field and its various levels of concern. These include individual, group and population-level interventions targeting clients in medical, social and school settings experiencing challenges in participating in occupations, as well as healthy populations that can be studied through an occupational science perspective. Developing the skill of inquiry in this study-unit is intended to address the dual purpose of determining best practice that is based on the digest of evidence, as well as acting as an antechamber for research inquiry and proposal formulation. The role and importance of evidence will be linked to quality of care. This study-unit will also develop insights into the concern of outcomes as a pivotal part of the process of occupational therapy. Outcome measures in occupational therapy will be linked to evidence and the positing of outcome measures as the receptacle of data that can be tapped in initiatives of inquiry and to ascertain best practice. The study-unit will take the form of an intensive programme of lectures spread over three days and covering 12 -14 hours of teaching delivered by a visiting lecturer. Study-Unit Aims: The aims of this study-unit are: - To facilitate the development of an inquisitive mind-set that can rationally consider the framing of occupational therapy practice through a scientific method for prospective investigation; - To enable students to realise the potential of occupational science as an important avenue for inquiry and knowledge development in the field; - To enable students to set up strategies of inquiry in order to explore best practice and as a point of departure for research; - To enable students to realise the connection between best practice and evidence; - To help students recognise types and possibilities of inquiry and formulate research questions; - To familiarise students with the concept of outcome measures and the rationale for their use. Learning Outcomes: 1. Knowledge & Understanding: By the end of the study-unit the student will be able to: - Recognise the role of the concept of inquiry for the purpose of seeking of rationales for best practice and as a starting point for research; - Discern how the epistemological tenets of occupational therapy can be subjected to inquiry and how occupational science can be used as a lens to frame inquiry; - Identify different types and sources of evidence; - Identify levels of evidence and their importance; - Explain established formats of reported evidence; - Recognise how evidence can be sought; - Illustrate the link between evidence and quality of care; - Characterise dimensions of health that can be used as measures of outcome as articulated in the OTPF 4; - Realise the cycle created by outcomes, evidence, best practice and research. 2. Skills: By the end of the study-unit the student will be able to: - Develop and demonstrate effective ways of discovering evidence; - Construct research questions; - Create and implement search strategies guided by research questions and/or search terms; - Critique and evaluate evidence; - Construct reports that articulate best practice or produce small-scale literature reviews based on the appraisal and synthesis of evidence; - Develop and demonstrate basic skills in writing of reviews of literature in recognised formats, forms and types. Main Text/s and any supplementary readings: Main Texts: - Creswell, J. W., & Creswell, J. D. (2022). Research design: Qualitative, quantitative, and mixed methods approaches. Sage Publications. - Law, M., & MacDermid, J. (2024). Evidence-based rehabilitation: A guide to practice. Taylor & Francis. - Taylor, R. (2023). Kielhofner's research in occupational therapy: Methods of inquiry for enhancing practice. F.A. Davis. Supplementary Readings: - American Occupational Therapy Association. (2020). Occupational therapy practice framework: Domain and process (4th ed.). American Journal of Occupational Therapy, 74(Suppl. 2), 7412410010. https://doi. org/10.5014/ajot.2020.74S2001. - Braveman, B. (2022). Leading & managing occupational therapy services: An evidence-based approach. F.A. Davis. - Brown, C. (2022). The evidence-based practitioner: Applying research to meet client needs. F.A. Davis. - Polgar, S., & Thomas, S. A. (2019). Introduction to research in the health sciences. Elsevier Health Sciences. - Taylor, M. C. (2007). Evidence-based practice for occupational therapists. John Wiley & Sons. - Law, M., & MacDermid, J. (2024). Evidence-based rehabilitation: A guide to practice. Taylor & Francis. - Taylor, R. (2023). Kielhofner's research in occupational therapy: Methods of inquiry for enhancing practice. F.A. Davis. |
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| RULES/CONDITIONS | Before TAKING THIS UNIT YOU MUST TAKE OCT1035 AND TAKE OCT2021 | ||||||||
| ADDITIONAL NOTES | Pre-requisite Qualifications: Entry qualifications University of Malta for undergraduate | ||||||||
| STUDY-UNIT TYPE | Lecture | ||||||||
| METHOD OF ASSESSMENT |
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| LECTURER/S | Helen Lynch |
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The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints. Units not attracting a sufficient number of registrations may be withdrawn without notice. It should be noted that all the information in the description above applies to study-units available during the academic year 2025/6. It may be subject to change in subsequent years. |
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