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Naming the Invisible: Exploring Implicit Design Thinking in Occupational Therapy Curricula

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Title: Naming the Invisible: Exploring Implicit Design Thinking in Occupational Therapy Curricula
Language: English
Authors: Dominique Sherratt, Mary Butler, Shoshannah Kiriam, Ben Sellar
Source: Journal of Occupational Therapy Education. 2025 9(4).
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
Tests/Questionnaires
Education Level: Higher Education
Postsecondary Education
Descriptors: Occupational Therapy, Allied Health Occupations Education, Design, Thinking Skills, Foreign Countries, Integrated Curriculum, College Curriculum, College Faculty
Geographic Terms: Australia, New Zealand
ISSN: 2573-1378
Abstract: Occupational therapy inherently involves the application of design and co-design skills within professional practice, yet there is limited evidence about how these skills are taught to students. This study used a qualitative descriptive design to explore the perspectives of occupational therapy educators in Australia and New Zealand on how and where design and co-design skills are integrated within occupational therapy curricula. Educators were purposively sampled from the Australian and New Zealand Council of Occupational Therapy Educators (ANZCOTE), with additional participants recruited through snowball sampling. Eight semi-structured interviews were conducted with occupational therapy educators. Interviews were conducted and analyzed using the Qualitative Analysis Guide of Leuven (QUAGOL). Four themes emerged from the semistructured interviews: (1) Cultivating creativity, (2) Bridging the gap between education and practice, (3) Integrating design and co-design within occupational therapy curricula exists on a spectrum, and (4) Equipping future therapists. This study contributes to occupational therapy education by highlighting educators' perspectives on the value of design and co-design skills for students, identifying challenges to explicit integration, and emphasizing aspirations for future professional development in design and codesign within tertiary education.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1489004
Database: ERIC
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  Data: Naming the Invisible: Exploring Implicit Design Thinking in Occupational Therapy Curricula
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Occupational+Therapy+Education%22"><i>Journal of Occupational Therapy Education</i></searchLink>. 2025 9(4).
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  Data: Journal of Occupational Therapy Education. 521 Lancaster Avenue, Richmond, KY 40475. e-mail: jote@eku.edu; Web site: https://encompass.eku.edu/jote/
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  Data: Occupational therapy inherently involves the application of design and co-design skills within professional practice, yet there is limited evidence about how these skills are taught to students. This study used a qualitative descriptive design to explore the perspectives of occupational therapy educators in Australia and New Zealand on how and where design and co-design skills are integrated within occupational therapy curricula. Educators were purposively sampled from the Australian and New Zealand Council of Occupational Therapy Educators (ANZCOTE), with additional participants recruited through snowball sampling. Eight semi-structured interviews were conducted with occupational therapy educators. Interviews were conducted and analyzed using the Qualitative Analysis Guide of Leuven (QUAGOL). Four themes emerged from the semistructured interviews: (1) Cultivating creativity, (2) Bridging the gap between education and practice, (3) Integrating design and co-design within occupational therapy curricula exists on a spectrum, and (4) Equipping future therapists. This study contributes to occupational therapy education by highlighting educators' perspectives on the value of design and co-design skills for students, identifying challenges to explicit integration, and emphasizing aspirations for future professional development in design and codesign within tertiary education.
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      – Text: English
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        PageCount: 22
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      – SubjectFull: Occupational Therapy
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      – SubjectFull: Allied Health Occupations Education
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      – SubjectFull: Design
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      – SubjectFull: Thinking Skills
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Integrated Curriculum
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      – SubjectFull: Australia
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      – TitleFull: Naming the Invisible: Exploring Implicit Design Thinking in Occupational Therapy Curricula
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