|作者：||Kerryellen Vroman, C. Douglas Simmons, Jessica Knight|
1Kerryellen Vroman and C. Douglas Simmons are affiliated with the Department of Occupational Therapy, University of New Hampshire, Durham, New Hampshire.
2Jessica Knight is affiliated with Physical and Occupational Therapy Department, Children's Hospital, Boston, Massachusetts.
|刊名：||Occupational Therapy in Health Care, 2010, Vol.24 (3), pp.249-265|
|原始语种摘要：||ABSTRACT Service learning is philosophically congruent with the objectives of progressive occupational therapy curricula. This article presents a case-based research study that examined the attributes and outcomes of a service-learning course that included Level I fieldwork. Analysis of the case study identified three themes: (a) the translation of theory to practice, (b) the value of contextual learning, and (c) the gestalt of occupational awareness. Service learning can be considered a pedagogical  model that promotes the synthesis of conceptual models to clinical practice. Furthermore, it enables students to develop a professional and personal philosophy of occupation earlier in their careers.|