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Appreciative inquiry in occupational therapy education

Rubin, Rona, Kerrell, Rupert and Roberts, Gwilym Wyn 2011. Appreciative inquiry in occupational therapy education. British Journal of Occupational Therapy 74 (5) , pp. 233-240. 10.4276/030802211X13046730116533

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Abstract

Appreciative inquiry (AI) is a business tool that has proved to be an effective approach to changing organisational culture. More recently attention has turned to its application in health care. The authors suggest that as AI encourages creative thinking and is based on considering what can be done as opposed to what cannot, it might have an application in occupational therapy education. To date, only one school of occupational therapy in the UK is known to have incorporated AI into its problem-based learning programme; students are encouraged to think positively and creatively about clients and themselves. This study evaluated this pedagogic approach, with particular focus on its usefulness in practice placements. Twenty five students were included in focus groups and six teaching staff took part in semi-structured interviews. Qualitative thematic content analysis suggested that students found AI an enjoyable and interesting learning method, and staff enjoyed teaching this way. AI encouraged students to think more positively about clients on practice placement, especially in mental health settings. The authors conclude that AI provides students with an approach to practice that enables them to think more creatively in therapeutic interventions, and provides therapists with another tool that they could use when working with clients.

Item Type: Article
Status: Published
Schools: Healthcare Sciences
Subjects: R Medicine > RM Therapeutics. Pharmacology
Uncontrolled Keywords: Appreciative inquiry; occupational therapy education; problem-based learning
Publisher: College of Occupational Therapists
ISSN: 0308-0226
Last Modified: 03 Feb 2017 03:03
URI: http://orca.cf.ac.uk/id/eprint/17323

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