View in EDS

Evidence-Informed Teaching Practices across Faculty Terminal Degree Categories

Saved in:
Bibliographic Details
Title: Evidence-Informed Teaching Practices across Faculty Terminal Degree Categories
Language: English
Authors: Steven D. Taff, Meredith Gronski, Yejin Lee, Ashley Stoffel, Theresa Carlson Carroll, Jenica Lee, Carolyn M. Baum
Source: Journal of Occupational Therapy Education. 2025 9(1).
Availability: Journal of Occupational Therapy Education. 521 Lancaster Avenue, Richmond, KY 40475. e-mail: jote@eku.edu; Web site: https://encompass.eku.edu/jote/
Peer Reviewed: Y
Page Count: 22
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Occupational Therapy, Allied Health Occupations Education, Professional Education, Teacher Surveys, Evidence Based Practice, Teaching Methods, Educational Practices, Educational Strategies, Postdoctoral Education, Educational Attainment, Teacher Competencies, Teaching Styles, Instructional Effectiveness, College Faculty, Doctoral Programs
ISSN: 2573-1378
Abstract: Many faculty spend a considerable proportion of their time and effort in teaching, yet intentional preparation for this important responsibility is rare. Currently, there exists no standard guidance for which content areas or competencies are necessary for quality educator development as they perform the various faculty roles. In this descriptive study, we surveyed 334 occupational therapy/ occupational therapy assistant (OT/OTA) faculty from across the United States using a 53-item instrument that explored to what degree do OT/OTA faculty use and document evidence-informed teaching practices and if the use of evidence-informed teaching practices differs across faculty terminal degree category (entry-level occupational therapy doctorate [OTD], post-professional OTD, and PhD). Results did not indicate significant differences among terminal degree preparation type related to teaching competencies in OT and OTA education but indicated that faculty across all degree types reported very low implementation rates of certain surveyed teaching competencies, including formal instructional design approaches, context-appropriate teaching perspectives, and models of program evaluation to assess curricula, instruction, and outcomes. Participants also reported using instructional practices not supported by evidence, such as using course materials inherited from colleagues as the basis of course design or practices they learned by experiencing them as a student. Methods of documentation demonstrated significant degree-type differences in teaching philosophy statements, awards, book chapters, grants, and publications. The results of this study emphasize the need to more thoroughly prepare occupational therapy educators to use evidence-informed instructional practices and to assess teaching effectiveness according to a set of standard competencies rather than presumptions based upon type of terminal degree.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1460007
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1460007
    Name: ERIC Full Text
    Category: fullText
    Text: Full Text from ERIC
Header DbId: eric
DbLabel: ERIC
An: EJ1460007
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Evidence-Informed Teaching Practices across Faculty Terminal Degree Categories
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Steven+D%2E+Taff%22">Steven D. Taff</searchLink><br /><searchLink fieldCode="AR" term="%22Meredith+Gronski%22">Meredith Gronski</searchLink><br /><searchLink fieldCode="AR" term="%22Yejin+Lee%22">Yejin Lee</searchLink><br /><searchLink fieldCode="AR" term="%22Ashley+Stoffel%22">Ashley Stoffel</searchLink><br /><searchLink fieldCode="AR" term="%22Theresa+Carlson+Carroll%22">Theresa Carlson Carroll</searchLink><br /><searchLink fieldCode="AR" term="%22Jenica+Lee%22">Jenica Lee</searchLink><br /><searchLink fieldCode="AR" term="%22Carolyn+M%2E+Baum%22">Carolyn M. Baum</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Journal+of+Occupational+Therapy+Education%22"><i>Journal of Occupational Therapy Education</i></searchLink>. 2025 9(1).
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Journal of Occupational Therapy Education. 521 Lancaster Avenue, Richmond, KY 40475. e-mail: jote@eku.edu; Web site: https://encompass.eku.edu/jote/
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 22
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2025
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Occupational+Therapy%22">Occupational Therapy</searchLink><br /><searchLink fieldCode="DE" term="%22Allied+Health+Occupations+Education%22">Allied Health Occupations Education</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+Education%22">Professional Education</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Surveys%22">Teacher Surveys</searchLink><br /><searchLink fieldCode="DE" term="%22Evidence+Based+Practice%22">Evidence Based Practice</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Practices%22">Educational Practices</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Strategies%22">Educational Strategies</searchLink><br /><searchLink fieldCode="DE" term="%22Postdoctoral+Education%22">Postdoctoral Education</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Attainment%22">Educational Attainment</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Competencies%22">Teacher Competencies</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Styles%22">Teaching Styles</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Effectiveness%22">Instructional Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22College+Faculty%22">College Faculty</searchLink><br /><searchLink fieldCode="DE" term="%22Doctoral+Programs%22">Doctoral Programs</searchLink>
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 2573-1378
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Many faculty spend a considerable proportion of their time and effort in teaching, yet intentional preparation for this important responsibility is rare. Currently, there exists no standard guidance for which content areas or competencies are necessary for quality educator development as they perform the various faculty roles. In this descriptive study, we surveyed 334 occupational therapy/ occupational therapy assistant (OT/OTA) faculty from across the United States using a 53-item instrument that explored to what degree do OT/OTA faculty use and document evidence-informed teaching practices and if the use of evidence-informed teaching practices differs across faculty terminal degree category (entry-level occupational therapy doctorate [OTD], post-professional OTD, and PhD). Results did not indicate significant differences among terminal degree preparation type related to teaching competencies in OT and OTA education but indicated that faculty across all degree types reported very low implementation rates of certain surveyed teaching competencies, including formal instructional design approaches, context-appropriate teaching perspectives, and models of program evaluation to assess curricula, instruction, and outcomes. Participants also reported using instructional practices not supported by evidence, such as using course materials inherited from colleagues as the basis of course design or practices they learned by experiencing them as a student. Methods of documentation demonstrated significant degree-type differences in teaching philosophy statements, awards, book chapters, grants, and publications. The results of this study emphasize the need to more thoroughly prepare occupational therapy educators to use evidence-informed instructional practices and to assess teaching effectiveness according to a set of standard competencies rather than presumptions based upon type of terminal degree.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2025
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1460007
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1460007
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 22
    Subjects:
      – SubjectFull: Occupational Therapy
        Type: general
      – SubjectFull: Allied Health Occupations Education
        Type: general
      – SubjectFull: Professional Education
        Type: general
      – SubjectFull: Teacher Surveys
        Type: general
      – SubjectFull: Evidence Based Practice
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Educational Practices
        Type: general
      – SubjectFull: Educational Strategies
        Type: general
      – SubjectFull: Postdoctoral Education
        Type: general
      – SubjectFull: Educational Attainment
        Type: general
      – SubjectFull: Teacher Competencies
        Type: general
      – SubjectFull: Teaching Styles
        Type: general
      – SubjectFull: Instructional Effectiveness
        Type: general
      – SubjectFull: College Faculty
        Type: general
      – SubjectFull: Doctoral Programs
        Type: general
    Titles:
      – TitleFull: Evidence-Informed Teaching Practices across Faculty Terminal Degree Categories
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Steven D. Taff
      – PersonEntity:
          Name:
            NameFull: Meredith Gronski
      – PersonEntity:
          Name:
            NameFull: Yejin Lee
      – PersonEntity:
          Name:
            NameFull: Ashley Stoffel
      – PersonEntity:
          Name:
            NameFull: Theresa Carlson Carroll
      – PersonEntity:
          Name:
            NameFull: Jenica Lee
      – PersonEntity:
          Name:
            NameFull: Carolyn M. Baum
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-electronic
              Value: 2573-1378
          Numbering:
            – Type: volume
              Value: 9
            – Type: issue
              Value: 1
          Titles:
            – TitleFull: Journal of Occupational Therapy Education
              Type: main
ResultId 1