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Full-Text Articles in Medicine and Health Sciences
Exploring Anatomy Coursework And Perceptions Of Occupational Therapy Students: A Survey Study, Ashleigh Giles, William Conrad, Dianna Lunsford, Kristin A. Valdes
Exploring Anatomy Coursework And Perceptions Of Occupational Therapy Students: A Survey Study, Ashleigh Giles, William Conrad, Dianna Lunsford, Kristin A. Valdes
Journal of Occupational Therapy Education
Occupational therapy practitioners utilize their knowledge of human anatomy to understand underlying anatomical dysfunction and how it impacts occupational performance. However, anatomy is not a required standalone course within occupational therapy curricula. This may leave students at a disadvantage throughout occupational therapy programs, fieldwork, and as practitioners. The primary purpose of this study was to explore graduate level occupational therapy students’ previous anatomy undergraduate coursework, student perceived preparedness of anatomical knowledge, and their performance in a mandatory Analysis of Human Movement course within our university’s occupational therapy graduate programs. The secondary purpose was to determine student interest in a standalone …
Implications For Occupational Therapy Student Stress, Well-Being, And Coping: A Scoping Review, Pamela Lewis-Kipkulei, Leah S. Dunn, Amanda M. Carpenter
Implications For Occupational Therapy Student Stress, Well-Being, And Coping: A Scoping Review, Pamela Lewis-Kipkulei, Leah S. Dunn, Amanda M. Carpenter
Journal of Occupational Therapy Education
Scholarly literature and non-scholarly news sources have highlighted stressors in higher education. The rigor of occupational therapy education can compound student stress. Although the profession recognizes these stressors, insufficient literature exists regarding strategies to cope with and manage these sources of stress. This scoping review explored the literature examining stress and the implications for occupational therapy student well-being and coping, and also identified strategies for faculty to support student well-being. Using PRISMA Scoping Review guidelines, a systematic, multi-phase process was used to identify relevant literature. Databases searched included PubMed, CINAHL, PsycInfo, MEDLINE Complete, Web of Science, ERIC, and Education Database. …
Examining The Educational And Professional Learning Contexts Where Occupational Therapy Practitioners Gained Competencies For Intraprofessional Collaboration, Jennifer S. Pitonyak, Cecille Corsilles-Sy, Rachel B. Diamant, Anne Birge James
Examining The Educational And Professional Learning Contexts Where Occupational Therapy Practitioners Gained Competencies For Intraprofessional Collaboration, Jennifer S. Pitonyak, Cecille Corsilles-Sy, Rachel B. Diamant, Anne Birge James
Journal of Occupational Therapy Education
The findings described in this article are part of a broader scholarship of teaching and learning (SoTL) project examining competencies for intraprofessional practice. We identified the educational and professional learning contexts where occupational therapists and occupational therapy assistants developed competencies for intraprofessional collaboration. Practitioners were recruited via snowball sampling and responded to an online survey about competencies for intraprofessional practice. Respondents (N = 465) identified learning contexts that contributed to the development of each competency, selecting up to three choices: Class in Occupational Therapy or Occupational Therapy Assistant Program, Fieldwork, Formal Work Training, Work Experience, Continuing Education Course, and …
Self-Determination Theory And Professional Reasoning In Occupational Therapy Students: A Mixed Methods Study, Tiffany Bolton, Evan Dean
Self-Determination Theory And Professional Reasoning In Occupational Therapy Students: A Mixed Methods Study, Tiffany Bolton, Evan Dean
Journal of Occupational Therapy Education
Occupational therapy (OT) education frequently utilizes experiential learning as an effective instructional method to develop professional reasoning in OT students. However, there is little information about the development of professional reasoning. The researchers used a mixed-methods design to determine the extent to which an experiential learning course was effective in supporting professional reasoning ability with thirty-six OT students. Participants were students enrolled in an experiential learning course, which was part of their didactic graduate curriculum. Students attended an assigned setting weekly for sixteen weeks. Researchers collected data using the Self-Assessment of Clinical Reflection and Reasoning (SACRR) as well as reflective …