|
Research Competencies for Occupational Therapy
...................................................................................................................
Developed by the
Foundation's Academic Development Committee, these Research
Competencies were approved by the AOTA Representative Assembly
in 1998. They are intended to provide support for educators
working to meet the ACOTE Standards for Education. Questions
and comments should be directed to Nedra Gillette at AOTF,
ext. 2555.
Research is a way
of discovering knowledge through the systematic investigation
of a phenomenon or problem.
I.
Purpose of this document
1. To foster
the development of research competencies at the technical,
professional, and post-professional levels.
2. To provide
guidelines for evaluation of research competencies for students,
faculty, and clinicians.
3. To guide
research activities in the field, relative to the appropriate
roles of students, faculty, and clinicians.
II.
Assumptions
1. All practitioners
in the field should be prepared at their respective levels
to be consumers of research.
2. All practitioners
involved in research should apply ethical principles in
their own behavior, treatment of human subjects, and in
data reporting.
3. Entry-level education does not readily support the development
of advanced research skills.
4. Research knowledge
and skills are viewed developmentally; that is, researchers
at more advanced levels continue to display the competencies
of earlier levels.
5. At entry-level,
research skills and competencies are more generic and as
researchers continue to develop their competencies, they
tend to become more skilled in specific research traditions.
III.
Developmental sequence of competence levels:
Six levels of competence are delineated developmentally. Typically,
people move from one level to the other via formal education,
although some people may advance through work experience only.
It is assumed that each level requires the competencies of
earlier levels. Thus, they are not listed more than once.
1. Basic competencies
that support research: This level of competence is achieved
following technical education and basic professional education.
These basic competencies support engagement in research
and are drawn on and amplified in the research process.
• Practical
skills
° Find and use resources
° Select resource persons
° Use the library and information technology effectively
° Recognize and know when to use primary and secondary
resources
° Observe and record behavior
° Demonstrate basic computer competency
• Problem
solving, thinking, and communication skills
° Understand
the difference between subjective and objective information
° Recognize when information provided is sufficient
and when it is not
° Evaluate whether the basis for conclusions is
laid out completely and clearly
° Generate questions by recognizing gaps in knowledge
° Use oral and written communication to express
ideas effectively
• Values
° Appreciate
the necessity and value of research for competent clinical
practice
• Ethics
° Follow
the AOTA ethical principles in relation to research
activities
2. Entry-level
OTA practice: This level is achieved following technical
education and includes the basic research competencies listed
above. Two major roles are applicable to this level: consumer
of research and assistant to a research investigator.
• Consumer
of research
° Roles
and functions
-
apply knowledge from within OT and related fields in
cooperation with the occupational therapist
° Competencies
- Base practice
on established principles supported by research in cooperation
with the occupational therapist
° Evaluation
- In cooperation
with the occupational therapist, base practice decisions
on current research
• Assistant
to a research investigator
° Roles
and functions
- Carry out specified
research functions as an assistant to an investigator
° Competencies
- Follow a research
protocol and related documentation with care and accuracy
- Maintain confidentiality
while collecting data and during the entire research
process
° Evaluation
- Investigator judges
that the assistant followed the protocol in collecting
the data
3. Entry-level
OT practice: This level is achieved following basic professional
education. Three major roles are applicable at this level:
consumer of research, assistant to a research investigator,
and beginning research investigator.
• Consumer
of research
° Roles
and functions
- Apply knowledge
from within OT and related fields
- Base practice
on established principles supported by research and
theory
° Competencies
- Identify resources
in relation to a problem in clinical practice
- Demonstrate knowledge
about recognized experts in area
- Evaluate and critique
research articles
- Identify, evaluate,
and draw logical conclusions from theory and available
data in relation to questions of practice
° Evaluation: Practice decisions are based on current
research and theory
• Assistant
to a research investigator
° Roles
and functions:
- Carry out specified
research functions as an assistant to an investigator
° Competencies
- All competencies
listed under Entry Level OTA Practice
- Reflect on the
data and its meaning: reasoning about which aspects
of the data collection process contributed to the results
° Evaluation
- Demonstrate the
ability to report competently on the research that was
conducted
• Beginning
research investigator
° Roles
and functions
- Demonstrate the
ability to design and implement beginning research studies
that evaluate clinical practice and service delivery
° Competencies
- Develop the basic
skills necessary to conduct practice-related research
studies
- Know how to consult
with an experienced researcher in relationship to research
design and data analysis
- Develop the basic
skills required for the publication of research reports
- Develop a basic
understanding of securing grants
° Evaluation
- Change clinical
practice based on outcome studies and other research
4. Advanced professional
practice: This level typically follows post-professional
education in OT or masters degree in a related field. Three
major roles are applicable at this level: Master clinician/clinical
educator/manager, administrator, academic educator.
• Master
Clinician / Clinical educator / Manager
° Roles
and functions
- Teach or guide
others about the implications of research for practice
- Evaluate outcomes
of clinical programs
° Competencies
- Present research-based
reports or summaries at regional and national conferences
- Publish in newsletters
and professional journals
- Design outcome
research and/or program evaluation studies
° Evaluation
- Change clinical
practice based on outcome studies or other relevant
research
- Supervisees increase
research competencies
• Administrator
° Roles
and functions
- Identify areas
of practice in which research is lacking
- Participate in
the development and evaluation of clinical programs
(e.g. treatment, in-service education, referral systems)
- Support the conduct
of research and the utilization of research findings
in staff
- Analyze outcomes
of administrative programs
° Competencies
- Present research-based
reports or summaries at regional and national conferences
- Publish in newsletters
and professional journals
- Design outcome
research and/or program evaluation studies
° Evaluation
- Uses analysis
of outcome studies to direct administrative changes
5. Researcher:
This level typically follows additional graduate work, e.g.
doctoral education, post-doctoral education.
• Roles
and functions
° Engage
in scholarly activities that will contribute to the
development of a body of knowledge relevant to the profession
of occupational therapy
• Competencies
° Design
and implement research studies
° Publish research-based reports in major journals
in occupational therapy and other journals outside the
profession.
° Write research proposals directed at small funding
sources
• Evaluation
° Research
cited by others
° External funding supports research activities
6. Independent
investigator and scholar: This level typically follows additional
graduate work, e.g. doctoral education, post-doctoral education.
• Roles
and functions
° Act
as an independent investigator or engages in scholarly
activities that will contribute to the development of
a body of knowledge relevant to the profession of occupational
therapy
• Competencies
° Design
and implement a series of studies which address a significant
issue
° Write research proposals directed at major funding
sources
° Supervise research assistants and other scholars
° Publish in major journals within and outside the
profession
° Contribute to the development of theory within
own area of study
• Evaluation
° Recognized
as a scholar by others through citations
° Achieves research funding from major sources
3/22/99
Academic Development Committee
Research Advisory Council, AOTF
|
