As we move through the semester the students’ certainty in their understanding of how to be an evidence-informed practitioner falters. They learn of instances where what we do in practice is not supported by science and instances where science is silent. And now they have new, different questions and how they make sense of a disconnect between science/research and practice ultimately matters—to them and to their clients.
In early December, NetVUE hosted a webinar on “The Scientific Vocation in a Time of Crisis.” Judy Ericksen, associate professor of occupational therapy at Elizabethtown College, offered these reflections about how COVID-19 has created an “active learning lab” for students.
I teach in a program that attracts students who have decided early on what they want to do with their lives: they want to help people. They are often drawn to the health professions by personal experiences with disease or disability, and understand becoming an occupational therapist as a calling, something they were drawn to at an early age.
As they move through our program, which is five years in length, they are required to reconcile their vision of occupational therapy with the reality of today’s healthcare environment and this is often not an easy task for them. My advisees who question this early calling seem to fall into two categories—those who discover that health care, e.g. medical care no longer fuels their passion—and those who discover that while their calling came from the heart, being an occupational therapist also requires good use of the head. We describe our profession as being an art and a science and often it is the science that is more challenging for them.
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