Balancing Efficacy and Effectiveness with Philosophy, History, and Theory-Building in Occupational Therapy Education Research

• Main Authors: Barbara Hooper, Jyothi Gupta, Andrea Bilics, Steven D. Taff
• Format: Article
• Language: English
• Published: Western Michigan University 2018-01-01
• Series: Open Journal of Occupational Therapy
• Subjects: education; research priorities; philosophy
• Online Access: http://scholarworks.wmich.edu/cgi/viewcontent.cgi?article=1347&context=ojot

The preferred focus for education research in occupational therapy increasingly rests on studies that investigate efficacy and effectiveness in the teaching-learning context. While important, the almost exclusive promotion of outcomes-focused studies can come at the expense of other forms of inquiry, including philosophy, history, and theory-building. To fully inform education and enhance practice, outcomes-focused research needs the conceptual foundation provided by philosophical, historical, and theory-building studies. In this paper, the authors suggest that the research enterprise in occupational therapy education is in its infancy and, therefore, quite susceptible to shortcuts that head straight to outcomes. To address this issue, the authors promote an approach where theory-building studies and philosophical explorations both precede and enrich all research endeavors, including those aimed at identifying “what works” in professional education.