Educating Scholars of Practice: An Approach to Preparing Tomorrow's Researchers.
SUMMARY Occupational therapy's scholarship too often fails to result in a cumulative body of knowledge that is directly relevant to practice, and links theory and research to practice. This problem has its basis in how therapists are prepared to make scholarly contributions to the field. This article describes an educational strategy for preparing scholars of practice whose work will contribute to building a knowledge base that examines and enhances practice. The strategy is based upon social learning theory, employs principles of situated learning and cognitive apprenticeship, and involves students as members of an ongoing community of scholars. Steps to and benefits of creating this scholarly community and implementing this educational strategy are discussed.
University of Illinois at Chicago, Department of Occupational Therapy, 1919 W. Taylor Street, MC 811, Chicago, IL, 60612.
Joy
J
Hammel
Marcia
M
Finlayson
Gary
G
Kielhofner
Christine A
CA
Helfrich
Elizabeth
E
Peterson