Abstract

Concerns for establishing priorities in occupational therapy research and positive responses to these concerns are reviewed. Growth in occupational therapy research can be expected, but it is important that the research process not be limited to educators and graduate students alone. Involvement of occupational therapists in scientific inquiry is often deterred by misconceptions of the research process. Realistic acceptance of research is needed to replace these misconceptions.

One major problem is understanding the language of research. It is suggested that the acquisition of research language can begin in regular occupational therapy classes. To introduce students to research concepts, frequently used statistical symbols and research terms are discussed. Limitations in applying “ideal” research methodology to clinical research are noted.

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