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Sources of Knowledge in Music Therapy Clinical Practice.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Sources of Knowledge in Music Therapy Clinical Practice./
作者:	Geist, Kamile.
面頁冊數:	1 online resource (274 pages)
附註:	Source: Dissertation Abstracts International, Volume: 78-07(E), Section: A.
標題:	Curriculum development. -
電子資源:	click for full text (PQDT)
ISBN:	9781369591262

Sources of Knowledge in Music Therapy Clinical Practice.
Geist, Kamile.

Sources of Knowledge in Music Therapy Clinical Practice. - 1 online resource (274 pages)

Source: Dissertation Abstracts International, Volume: 78-07(E), Section: A.

Thesis (Ph.D.)--Ohio University, 2016.

Includes bibliographical references

In a time where healthcare professionals are required to use evidence to support their clinical practices, there is a lack of information on what sources music therapists actually do use and whether they are using current evidence in their clinical practices. The purpose of this study was to provide a breadth of information regarding how often music therapists use various Sources of Knowledge when deciding on music-based interventions in their clinical practice and to pilot a researcher-created questionnaire on Sources of Knowledge in Music Therapy. The questionnaire was subjected to pilot testing procedures and reliability tests during the study. It was distributed to a random sample of board-certified music therapists from the Certification Board for Music Therapists (CBMT) list. Results indicated that currently practicing music therapists' clinical experiences and academic and clinical training experiences, primarily internship, are the sources used most often when deciding what music intervention to use in a music therapy session. Current theory and research readings (TRR) in music therapy and non-music therapy readings are not used as often, in fact rank lower than other sources, including academic and clinical training, clinical practices, supervision, and professional development. TRR items ranked higher than non-theory and non-research readings and most social situations items. Results also indicate that there were no significant differences in select demographic groups who chose theory and research readings. Recommendations for academic program planning to include more evidence-based knowledge and creating a research domain for continuing music therapy education credits through CBMT are discussed. Scale development results including item analysis and factor analysis of the items revealed that theory and research reading items were reliable and generally worked well together as a scale. Groupings of other Sources of Knowledge items such as conference attended events and supervision experiences are recommended for future questionnaire development. Collecting qualitative data possibly through interviews and focus groups is also recommended for future scale development procedures.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9781369591262Subjects--Topical Terms:

1148494
Curriculum development.
Index Terms--Genre/Form:

554714
Electronic books.

Sources of Knowledge in Music Therapy Clinical Practice.
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502 $a Thesis (Ph.D.)--Ohio University, 2016.
504 $a Includes bibliographical references
520 $a In a time where healthcare professionals are required to use evidence to support their clinical practices, there is a lack of information on what sources music therapists actually do use and whether they are using current evidence in their clinical practices. The purpose of this study was to provide a breadth of information regarding how often music therapists use various Sources of Knowledge when deciding on music-based interventions in their clinical practice and to pilot a researcher-created questionnaire on Sources of Knowledge in Music Therapy. The questionnaire was subjected to pilot testing procedures and reliability tests during the study. It was distributed to a random sample of board-certified music therapists from the Certification Board for Music Therapists (CBMT) list. Results indicated that currently practicing music therapists' clinical experiences and academic and clinical training experiences, primarily internship, are the sources used most often when deciding what music intervention to use in a music therapy session. Current theory and research readings (TRR) in music therapy and non-music therapy readings are not used as often, in fact rank lower than other sources, including academic and clinical training, clinical practices, supervision, and professional development. TRR items ranked higher than non-theory and non-research readings and most social situations items. Results also indicate that there were no significant differences in select demographic groups who chose theory and research readings. Recommendations for academic program planning to include more evidence-based knowledge and creating a research domain for continuing music therapy education credits through CBMT are discussed. Scale development results including item analysis and factor analysis of the items revealed that theory and research reading items were reliable and generally worked well together as a scale. Groupings of other Sources of Knowledge items such as conference attended events and supervision experiences are recommended for future questionnaire development. Collecting qualitative data possibly through interviews and focus groups is also recommended for future scale development procedures.
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