disability, client-centred practice, transformative learning, relational knowing, mentorship, graduate, student, teaching and learning
“The Lived Experience of Disability” course matches first year occupational therapy students with mentors, individuals with health challenges, for a series of community visits. This learning relationship facilitates students’ understanding of disability and client-centred practice. Mentors share expertise of their lived experience; students consider personal attitudes, assumptions and knowledge of disability and their future client-therapist relationships. Findings of a qualitative research study using a case study approach reveal that students engaged in interactive course components that comprised reflective practice, mentor visits, and critical involvement in a community of practice. These experiential and collaborative interactions provided pedagogical conditions for building relational knowing and critical reflection, which contributed to new and meaningful transformative learning experiences.
Centre for Teaching & Learning
Transformative Dialogues: Teaching & Learning Journal
Peer Reviewed/Refereed Publication
© Meagan Troop & Anne O’Riordan
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Original Publication Citation
Troop, M., & O'Riordan, A. (2017). The patient as mentor: Transformative experience in an occupational therapy course. Transformative Dialogues: Teaching & Learning Journal, 10(3).
Troop, Meagan and O'Riordan, Anne, "The Patient as Mentor: Transformative Experience in an Occupational Therapy Course" (2017). Publications and Scholarship. 3.
Disability and Equity in Education Commons, Scholarship of Teaching and Learning Commons, Special Education and Teaching Commons