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Sources of Knowledge in Music Therapy Clinical Practice

Geist, Kamile
http://orcid.org/0000-0002-6072-2617
http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1478173980933032

Abstract Details

2016, Doctor of Philosophy (PhD), Ohio University, Curriculum and Instruction (Education).
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.
Gordon Brooks, PhD (Advisor)
Margaret King, PhD (Committee Member)
Gregory Janson, PhD (Committee Member)
Mathew Felton-Koestler, PhD (Committee Member)
273 p.
Curriculum Development; Education; Educational Tests and Measurements; Fine Arts; Music; Statistics
music therapy; sources of knowledge; scale development

Recommended Citations

Citations

  • Geist, K. (2016). Sources of Knowledge in Music Therapy Clinical Practice [Doctoral dissertation, Ohio University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1478173980933032

    APA Style (7th edition)

  • Geist, Kamile. Sources of Knowledge in Music Therapy Clinical Practice. 2016. Ohio University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1478173980933032.

    MLA Style (8th edition)

  • Geist, Kamile. "Sources of Knowledge in Music Therapy Clinical Practice." Doctoral dissertation, Ohio University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1478173980933032

    Chicago Manual of Style (17th edition)

ohiou1478173980933032
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© 2016, all rights reserved.
This open access ETD is published by Ohio University and OhioLINK.