The prevalence of epistemology in occupational therapy education literature: a historical mapping review, 1917-2024

Resumen

Introduction: The prevalence of epistemology throughout peer-reviewed occupational therapy education literature has not been systematically analyzed, but it is essential for determining the discipline’s scientific methodology. Analysis of epistemology is critical for the continued development of the profession. Objective: To inform occupational therapy educators and practitioners about the prevalence of epistemological thought within peer-reviewed occupational therapy education literature to support the continued development of occupational therapy educational practices. Method: A systematic mapping review approach was utilized to understand the extent to which epistemology has been evoked in English-written, peer-reviewed occupational therapy literature, which epistemological philosophies have shaped occupational therapy education, and how and when these epistemologies have been influential. These broad concepts were identified and researched on databases related to health sciences, yielding 4.033 articles published between 1917 and 2024. Results: Articles involving occupational therapy education and epistemology were extracted, resulting in 9 articles. Emergent themes included little mention of epistemology across peer-reviewed occupational therapy education literature, no mention of epistemology until 2006, and that the promotion epistemological inquiry within occupational therapy education could improve future learning and practice. Conclusion: When teaching the foundations of occupational therapy, educators can add further depth and context by addressing epistemology as the underlying base through which the priorities for the profession are identified. Developing epistemological continuity is imperative as a greater understanding of epistemological thought can reinforce professional values and create more reflexive practitioners.