Occupational Therapy In Health Care, 29(2):101, 2015 C 2015 by Informa Healthcare USA, Inc. Available online at http://informahealthcare.com/othc DOI: 10.3109/07380577.2015.1020133
INTRODUCTION
Message from the Guest Editors It is our pleasure to bring you this Special Issue on Education. Occupational therapists pride ourselves on being lifelong learners. Regardless of your current professional role, you, undoubtedly, frequently engage with fellow practitioners in education-related activities. The heart of all occupational therapy education is a desire to produce and support ethical, compassionate, and competent practitioners and clinician scholars. One of our primary goals for this Special Issue was to provide a platform for educators and clinician scholars to share knowledge related to innovative and intriguing application, administrative, and pedagogical occupational therapy educational practices. This issue offers diverse content that addresses occupational therapy educational practices that are becoming increasingly popular but have not yet been well documented in the occupational therapy literature. We are indebted to the many authors and reviewers who willingly gave of their time, talent, and energy to bring this issue to fruition. We thank all of you for your patience, collegiality, persistence and commitment to quality. We must especially acknowledge the numerous contributions of the Occupational Therapy In Health Care Chief Editor, Dr. Anne Dickerson. Her thoughtful editorial comments enhanced the scholarly quality of the contributions and immeasurably contributed to our understanding of the editorial process. As you peruse this issue, you will find articles that address: fieldwork; interprofessional education; contributions of technology to enhancing student community, professional growth, and learning; admissions methodology; pedagogy; and culminating experiences. Please take a moment to reflect on these articles and consider ways in which you can integrate this knowledge into your own practices and/or build on the research that has been reported. Finally, we draw your attention to the commentary by Dr. Ted Brown and colleagues. Their article offers cogent, scholarly contributions to the professional discourse regarding the entry-level clinical doctorate. As editors, we are pleased to be able to support timely inclusion of information on this important issue that faces the occupational therapy community at large. The mediocre teacher tells. The good teacher explains. The superior teacher demonstrates. The great teacher inspires. —William A. Ward We hope you find this issue informative, interesting, and inspiring. Yolanda Griffiths, OTD, OTR/L, FAOTA Ellen L. Kolodner, MSS, OTR/L, FAOTA Guest Editors 101
Copyright of Occupational Therapy in Health Care is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use.
INTRODUCTION
Message from the Guest Editors It is our pleasure to bring you this Special Issue on Education. Occupational therapists pride ourselves on being lifelong learners. Regardless of your current professional role, you, undoubtedly, frequently engage with fellow practitioners in education-related activities. The heart of all occupational therapy education is a desire to produce and support ethical, compassionate, and competent practitioners and clinician scholars. One of our primary goals for this Special Issue was to provide a platform for educators and clinician scholars to share knowledge related to innovative and intriguing application, administrative, and pedagogical occupational therapy educational practices. This issue offers diverse content that addresses occupational therapy educational practices that are becoming increasingly popular but have not yet been well documented in the occupational therapy literature. We are indebted to the many authors and reviewers who willingly gave of their time, talent, and energy to bring this issue to fruition. We thank all of you for your patience, collegiality, persistence and commitment to quality. We must especially acknowledge the numerous contributions of the Occupational Therapy In Health Care Chief Editor, Dr. Anne Dickerson. Her thoughtful editorial comments enhanced the scholarly quality of the contributions and immeasurably contributed to our understanding of the editorial process. As you peruse this issue, you will find articles that address: fieldwork; interprofessional education; contributions of technology to enhancing student community, professional growth, and learning; admissions methodology; pedagogy; and culminating experiences. Please take a moment to reflect on these articles and consider ways in which you can integrate this knowledge into your own practices and/or build on the research that has been reported. Finally, we draw your attention to the commentary by Dr. Ted Brown and colleagues. Their article offers cogent, scholarly contributions to the professional discourse regarding the entry-level clinical doctorate. As editors, we are pleased to be able to support timely inclusion of information on this important issue that faces the occupational therapy community at large. The mediocre teacher tells. The good teacher explains. The superior teacher demonstrates. The great teacher inspires. —William A. Ward We hope you find this issue informative, interesting, and inspiring. Yolanda Griffiths, OTD, OTR/L, FAOTA Ellen L. Kolodner, MSS, OTR/L, FAOTA Guest Editors 101
Copyright of Occupational Therapy in Health Care is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use.
