Teaching knowledge generated through occupational science and teaching the science itself

This paper reviewed data that were collected for a study on teaching occupation in the context of occupational therapy programs, in order to explore if and how teaching occupational science was represented. Data that referenced occupational science were sparse but the available instances allowed observations to be made about teaching occupational science. Teaching the concepts and research findings of occupational science was more prevalent than teaching the science itself, raising questions about the implications of dispersing concepts from occupational science across a curriculum detached from their origins. Implications related to curricula, professional identity and translational science are explored. Suggestions are made for teaching concepts in explicit connection to occupational science, as well as stand-alone education about the science.