Perspectives on Occupational Therapy Education: Past, Present, and Future

Steven D Taff, PhD, OTR/L, FNAP, FAOTA; Lenin C. Grajo, PhD, EdM, OTR/L; Barbara Hooper, PhD, OTR/L, FAOTA
ISBN 10:
ISBN 13:
Trade Paperback
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7.00 x 10.00 x 0.61 inches

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Book Description

Perspectives on Occupational Therapy Education: Past, Present, and Future outlines a path forward for occupational therapy educators, incorporating the impact of historical context, contemporary issues and trends, and international viewpoints on the development of the profession.

With this mission in mind, Drs. Steven D. Taff, Lenin C. Grajo, and Barbara R. Hooper offer helpful tips, practical tools, and fresh insights to support current and future educators in developing their teaching philosophies and pedagogies. The book is divided into three main sections—past, present, and future—and examines:

•    The history of occupational therapy education, including the influence of critical philosophies, their relationship to higher education and healthcare, and the growth of accreditation standards and professional degree programs.
•    Current trends and challenges in healthcare and higher education, including bridging the gap between education and practice, the use of competency exams, expanding educational research, and promoting diversity and inclusion among faculty and students.
•    International perspectives on the development and future of occupational therapy education from leading scholars in Africa, Australia, Europe, North America, South America, and Southeast Asia, including trends in educational technologies, fieldwork education and requirements, and inter-professional education.

An indispensable resource for educators, Perspectives on Occupational Therapy Education: Past, Present, and Future concludes with an imagining of the occupational therapy education landscape in the year 2050: a future in which occupational therapy educators are continuously responding to ongoing changes in health care policies, adapting to a more diverse and globally connected student population, and articulating the distinct value of occupational therapy in new and emerging areas of practice.

Instructors in educational settings can visit for additional education material to be used for teaching in the classroom.

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Section I: Past    
Chapter 1: Educational Philosophies Influencing the Development of Early Occupational Therapy Curricula
Chapter 2: A Historical Overview of Occupational Therapy Education
Section II: Present
Chapter 3: Occupational Therapy Education in a Changing Health Care System: Current Issues and Trends
Chapter 4: Signature Pedagogies and Learning Designs in Occupational Therapy Education
Chapter 5: Bridging the Gap Between Entry-Level Education and the Demands of Clinical Practice
Chapter 6: Use of Simulation in Occupational Therapy Education
Chapter 7: Measuring Educational Outcomes in Occupational Therapy: Course- and Curriculum-Level Examples
Chapter 8: Recent Developments in Educational Research and Evaluation: A Vision for the Future of Occupational Therapy Education Research
Chapter 9: Supporting Diversity and Inclusion in Occupational Therapy Education
Chapter 10: The Principles of Occupation-Centered Education

Section III: Future
Chapter 11: Internationalizing Occupational Therapy Education: Designing Opportunities for Critical Engagement Across Cultures
Chapter 12: Perspectives on Occupational Therapy Education in Southeast Asia
Chapter 13: Perspectives on Occupational Therapy Education in South America: Case of Brazil
Chapter 14: Perspectives on Occupational Therapy Education in Canada
Chapter 15: Perspectives on Occupational Therapy Education in Europe
Chapter 16: Perspectives on Occupational Therapy Education in Australia
Chapter 17: Perspectives on Occupational Therapy Education in Africa
Chapter 18: Educational Technologies: Enhancing Learning, Engagement, and Global Connectedness
Chapter 19: Fieldwork Education: New and Emerging Models to Support the Future of Practice
Chapter 20: Interprofessional Education: Where to Next?
Chapter 21: Imagining the Occupational Therapy Educational Landscape in 2050

About the Editors

Steven D. Taff, PhD, OTR/L, FNAP, FAOTA is the Director of the Division of Professional Education and Associate Professor in the Occupational Therapy and Department of Medicine Program, and Director of the Teaching Scholars Program at Washington University School of Medicine in St. Louis, Missouri. He is also co-founder of the Cross-Campus Educational Research Group, a multidisciplinary community of educational scholars and innovators at Washington University in St. Louis. Dr. Taff served as the Chair of the Commission on Education of the American Occupational Therapy Association (AOTA) from 2016 to 2019 and is also a member of the leadership group of the AOTA Scholarship of Teaching and Learning Program. He was a recipient of the Emerson Excellence in Teaching Award in 2017. 

Lenin C. Grajo, PhD, EdM, OTR/L is the Director of the Post-Professional Doctor of Occupational Therapy Program and Assistant Professor in the Programs in Occupational Therapy, Department of Rehabilitation and Regenerative Medicine in the Vagelos College of Physicians and Surgeons at Columbia University Irving Medical Center in New York, NY.  Dr. Grajo was elected Chairperson of the Academic Education Special Interest Section (AESIS) of the AOTA and a member of the Commission on Education of AOTA from 2016 to 2019. Through AESIS, he has co-developed mentoring programs for new occupational therapy and occupational therapy assistant educators and fieldwork coordinators. He is a multi-awarded educator who has taught in the Philippines and the United States. 

Barbara R. Hooper, PhD, OTR/L, FAOTA is the occupational therapy doctorate Program Director and Division Chief at Duke University. Dr. Hooper is the director of the Center for Occupational Therapy Education (COTE), an education research and professional development center for occupational therapy educators and programs. Barb has been involved in several national-level occupational therapy education initiatives, including the American Occupational Therapy Foundation (AOTF) Curriculum Mentors project, AOTA Future of Education Task Force, founding committee for the AOTF (now AOTA) Scholarship of Teaching and Learning Program, co-author of the original AOTA Educational Research Agenda, and co-author of the previous AOTA Educational Philosophy Statement. She served as the principal investigator on a national study of occupational therapy education co-sponsored by the Society for the Study of Occupation—USA and the AOTF. She has received teaching awards at the University of New Mexico and Colorado State University.