Melissa M. Park, Ph.D.

Parcours académique

• B.A., Histoire de l'art, B.A., histoire de l'art, USA, 1988
• Certificat, Design d'exposition, Certificat, design d'exposition, Italie, 1991
• M.A., Ergothérapie, M.A., ergothérapie, USA, 1995
• Ph.D., Ergothérapie, Ph.D., ergothérapie, USA, 2005
• Postdoctorat, Science de la réadaptation, Postdoctorat, science de la réadaptation, USA, 2007
• Postdoctorat, Recherche ethnographique, Postdoctorat, recherche ethnographique, USA, 2008
• Postdoctorat, Ergothérapie, Postdoctorat, ergothérapie, Suède, 2009

Axe de recherche

Axe 2: Participation, inclusion sociale et services de réadaptation

Unité thématique de recherche

Unité thématique 2. Activités physiques et cognitives

Laboratoire de recherche

• Laboratoire de narration connectée

Intérêts de recherche

• #VALUE!

Publications

• Motta-Ochoa, R., Lencucha, R., Xu, J. Park, M. (Sous presse 2019 (Online ahead of print)). A matter of time: Grappling with everyday ethical tensions at the confluence between policy and practice in a psychiatric unit. Journal of Medical Ethics. [doi]
• Park, M., Lawlor, M.C., Solomon, O. Valente, T. W. (Sous presse 2020 (Online ahead of print)). Understanding connectivity: The parallax and disruptive-productive effects of mixed methods social network analysis in occupational science. Journal of Occupational Science. [doi] LIBRE ACCÈS
• Park, M., Bonsall, A. Fogelberg, D. (2021). Chapter 17. Everyday hermeneutics: Understanding (the meaning of) occupational engagement. In S.D. Taff (Ed.), Philosophy and Occupational Therapy: Informing Education, Research Practice. Thorofare NJ, USA: Slack Incorporated.
• Cascio, M.A., Motta-Ochoa, R., Teachman, G., Grond, F., Tembeck, T., Blain-Moraes, S. Park, M. (2020). What’s at stake with biomusic? Engaging the humanities and social sciences in the ethical reflections on an emerging technology. Journal of Humanities in Rehabilitation, Spring 2020, 1-17. [pdf]
• Thomas, A., Kuper, A., Chin-Yee, B. Park, M. (2020). What is "shared" in shared decision-making? Philosophical perspectives, epistemic justice, and implications for health professions education. Journal of Evaluation in Clinical Practice, 26(2), 409-418. [doi]
• —Autres publications