Achieving curricular themes through learner-centered teaching

Paula Kramer, Roger I. Ideishi, Pamalyn J. Kearney, Michelle E. Cohen, Joanne Oppermann Ames, Geraldine Borelli Shea, Ruth L. Schemm, Phyllis Blumberg

Research output: Contribution to journalArticle

16 Scopus citations

Abstract

This paper focuses on the use of the four specific learner-centered teaching approaches: service-learning, learning through discussion, team-based learning, and a structured research course sequence in an occupational therapy curriculum. These methods are used to develop the four curriculum themes of engagement, critical thinking, innovations in practice, and clinical reasoning. The outcome of these approaches has been that students have taken more responsibility for their learning and shown increased maturity while promoting faculty creativity. Additionally, students have developed skills and interests in social and community engagement, and have sought jobs in community-based practice areas.

Original languageEnglish (US)
Pages (from-to)185-198
Number of pages14
JournalOccupational Therapy in Health Care
Volume21
Issue number1-2
DOIs
StatePublished - Jun 18 2007
Externally publishedYes

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Keywords

  • Curriculum
  • Education
  • Learner-centered

ASJC Scopus subject areas

  • Occupational Therapy

Cite this

Kramer, P., Ideishi, R. I., Kearney, P. J., Cohen, M. E., Oppermann Ames, J., Borelli Shea, G., Schemm, R. L., & Blumberg, P. (2007). Achieving curricular themes through learner-centered teaching. Occupational Therapy in Health Care, 21(1-2), 185-198. https://doi.org/10.1300/J003v21n01_14