Best Practices in Occupational Therapy Education is a must-have resource that showcases effective methods and practices in occupational therapy education. It examines the effects of level II fieldwork on clinical reasoning and the professional development of fieldwork studentsin terms of occupational adaptation, clinical reasoning, and client-centeredness. It also illustrates ways to promote professional reflection through problem-based learning evaluations and activities; how OT students' personality types affect the teaching and learning strategies that work best with them; and how to integrate evidence-based practice into students' academic and fieldwork experiences.

Crist, Patricia; Scaffa, Marjorie

• Message from the Editors
  
• FIELDWORK EDUCATION
  
• Supervisor and Student Expectations of Level II Fieldwork (Kimberly A. Vogel, Kimatha Oxford Grice, Stephanie Hill, and James Moody)
  
• An Exploratory Study of Web-Based Supports for Occupational Therapy Students During Level II Fieldwork (Donna Wooster)
  
• Effects of Level II Fieldwork on Clinical Reasoning in Occupational Therapy (Marjorie E. Scaffa and Theresa M. Smith)
  
• Brief or New: Professional Development of Fieldwork Students: Occupational Adaptation, Clinical Reasoning, and Client-Centeredness (Gina L. Ferraro Coates and Patricia A. Crist)
  
• INSTRUCTIONAL METHODS
  
• Teaching Undergraduate Neuroscience with Brain Teaser Experiments (Daniel Goldreich)
  
• Laugh and Learn: Humor as a Teaching Strategy in Occupational Therapy Education (Marti Southam and Kathleen Barker Schwartz)
  
• FOCUS ON STUDENT PROFESSIONAL DEVELOPMENT
  
• Promoting Professional Reflection Through Problem-Based Learning Evaluation Activities (Martina C. McNulty, Terry K. Crowe, and Betsy VanLeit)
  
• Personality Type in Occupational Therapy Students: Implications for Teaching and Learning Strategies (Paula W. Jamison and Diane Dirette)
  
• Brief or New: Student Learning Portfolios: Balancing Tradition with Innovation (Karen P. Funk)
  
• INSTRUCTIONAL TECHNOLOGY
  
• Student Development in an Online Post-Professional Master's Program (Pamela Richardson)
  
• Brief or New: The Benefits of On-Line Learning in Occupational Therapy (Heather A. Gallew)
  
• Brief or New: WebQuests: An Instructional Strategy for the Occupational Therapy Classroom (Donna Wooster and Kathy Lemcool)
  
• PREPARATION FOR COMMUNITY-BASED PRACTICE
  
• Constructing a Program Development Proposal for Community-Based Practice: A Valuable Learning Experience for Occupational Therapy Students (Barbara Kopp Miller and David Nelson)
  
• Educating for Community-Based Practice: A Collaborative Strategy (Jaime Phillip Muñoz, Ingrid Provident, and Anne Marie Witchger Hansen)
  
• The Aware Communicator: Dialogues on Diversity (Jan Froehlich and Susan G. Nesbit)
  
• EDITORS' INVITED COMMENTARY ON PROFESSIONAL ISSUES
  
• How Does One Develop and Document the Skills Needed to Assume a Deanship in Higher Education? (Charles Christiansen)
  
• Trajectory Towards the Strange Attractor of Academic Administration: Top Ten Vectors for Plotting (Charlotte Brasic Royeen)
  
• Academic Management: A Personal Perspective (Ruth L. Schemm)
  
• The Occupational Therapist as Academic Dean (Charlotte E. Exner)
  
• What Does the Move to Master's Level Education for the Occupational Therapist Mean for Occupational Therapy Assistant Education? (Barbara J. Natell)
  
• OTA-OT Partnerships: Offering Educational Options and Opportunities (Susan G. Ahmad and Aimee J. Luebben)
  
• Implications of the Move to Master's Level Education for the Occupational Therapist for Occupational Therapy Assistant Education (Martha Branson Banks)
  
• Index
  
• Reference Notes Included