Faculty Preparation for Teaching in Occupational Therapy: Current State and Future Needs

Abstract

Importance: Results of this study are helpful for the development of new faculty members who may have been trained as clinicians but not necessarily as academicians.

Objective: To determine occupational therapy faculty perceptions of their preparation for a teaching role, evaluate professional development activities in which educators currently engage, and identify teaching and learning topics most needed in future training activities.

Design: Quantitative, descriptive survey.

Setting: Educational institutions across the United States.

Participants: Occupational therapy and occupational therapy assistant faculty (N = 449).

Outcomes and measures: A survey was created, pilot tested, and distributed. Questions were related to respondents' institutional requirements and support for faculty development, developmental activities in which respondents participated, comfort levels with select teaching responsibilities, and topics of interest for additional development.

Results: Results show that training related to teaching and instructional design is not required but is highly encouraged at most educational institutions. Although most institutions do provide financial support for development opportunities outside of the institution, informal meetings are the predominant development activities both offered and used by faculty. Respondents cited learning how to develop test questions, designing course assignments, and learning about teaching methods and techniques as topics about which they would most like to gain more knowledge.

Conclusions and relevance: These results inform a meaningful and necessary plan to train new occupational therapy faculty members as academicians and to ensure continuing development of experienced faculty for optimal performance and retention. What This Article Adds: This report provides faculty and administrators with a starting point for the provision of faculty development content that has the potential not only to improve teaching skills but also to increase faculty self-confidence and retention.