Generating and Using Knowledge in Occupational Therapy: Implications for Professional Education

Abstract

A review of studies examining differences between graduate and undergraduate occupational therapy students and therapists educated at these levels suggests that while students are frequently found to be similar in their values and learning styles, therapists with graduate and undergraduate degrees may differ in their professional contributions and attitudes. Secondary analyses of two studies completed by the present authors, however, find evidence of differences in students' values and learning preferences, as well as a relationship between psychosocial occupational therapists' level of education and the degree of eclecticism in their theoretical orientation, the degree of consistency between their practices and beliefs, and their movement from staff into senior level positions. Implications of the literature and these studies are that an evolution toward master's level entry along with an increased emphasis on graduate education of all therapists are important strategies for knowledge development in occupational therapy.