Harnessing the pedagogical power of art for learning about occupation in an entry-to-practice neurorehabilitation occupational therapy course
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Introduction Art can be a transformative pedagogical tool for teaching occupation. Research on arts-based pedagogies to teach occupation within educational programs is emergent and remains limited.Objectives To explore the use of art created by people with acquired brain injury to develop understandings of the lived experiences and occupational impacts of acquired brain injury for graduate students in an entry-to-practice occupational therapy graduate program.Methods First, development of the arts-based pedagogical tool was undertaken through an online review to select works of art that reflected acquired brain injury experience as depicted by people with lived experience. These art pieces were then used to develop a class that facilitated learning of the occupational impacts of acquired brain injury in an entry-to-practice occupational therapy graduate program. A descriptive qualitative approach was then used to explore the learning experiences of five graduate students who participated in a focus group. Reflexive thematic analysis was used to understand the data.Findings Art facilitated transformative learning experiences for students and was described by three themes: (1) captivating the learner, (2) “whole ‘nother layer”, and (3) inviting exploration and expansion.Conclusions Arts-based pedagogy holds potential to be an enriching teaching and learning tool for critically reflexive engagement, awareness, and deep understanding of the lived experiences and occupational impacts experienced by individuals with acquired brain injury.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.013 | 0.012 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.002 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.002 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it