Introduction
Practicing occupational therapists (OTs) possess valuable expertise. Sharing their knowledge is paramount to the longevity of the profession; however, these opportunities are often limited to practitioner audiences. Transitioning to academia affords occupational therapy students the benefits of practitioners’ experience, and insights on effective treatments, current practice trends, and imminent healthcare issues. This transition demands learning new skills such as pedagogical and research methods. Suitable learning models are needed to guide OTs through this process and successfully transition to their new role.
Objectives
- Apply learning theory to support OTs’ as they transition to academia
- Identify specific learning strategies to guide OT practitioners to meet new job expectations and effectively share their knowledge with OT students
Approach
Zimmerman’s Self-Regulated Learning model is adapted for this context. Specific strategies are provided to guide the transition from practice to academia.
Practice Implications
Occupational Therapy is an ever-evolving field that is shaped by changing population health needs, new research, and innovative technologies. Practicing OTs possess unique expertise that makes them highly suitable to enter academia and share their rich knowledge with students. Doing so will ensure that OTs will continue to provide the highest quality care to clients.
Significance to the Occupational Therapy Profession
Adapting learning models to support OTs successful transition to academia is an innovative approach to inspire next generation practitioners by sharing their curated skills, familiarity with current health needs, and insight into emerging areas of practice with next generation practitioners.