Medicine and Health Sciences Commons^™

Factors Influencing Reflection And Self-Assessment Of Simulation Performance: Comparing Student And Preceptor Ratings, Kaitlin R. Sibbald, Diane E. Mackenzie

Journal of Occupational Therapy Education

Simulation with simulated patients is increasingly used in occupational therapy. Ensuring the debrief component meets student needs to develop their self-assessment skills for participating in a self-regulating profession is essential. This explanatory mixed-methods research sought to explore factors contributing to accurate and inaccurate self-assessment of simulation performance for novice occupational therapy learners in a part-time introductory fieldwork course. Self-ratings and preceptor-ratings of performance on eleven simulation objectives were compared for sixty-five novice occupational therapy students. Factor analysis was used to explore contributors to differences in ratings between students and preceptors. Students’ written plus-delta debrief reflections were analyzed to explore what …

The Influence Of Student Personality Traits On Satisfaction And Success In Online Education In Higher Education: A Systematic Review, Elizabeth G. Hunter, Jayna Niblock, Samantha Barefoot, Jackson Miller, Jason Hughes, Lydia Kite, Edith Scarletto

Journal of Occupational Therapy Education

Online learning is a growing area in occupational therapy education. It is important for faculty to use the modality of online learning to understand the influence of student personality traits, defined as relatively stable characteristics that influence thinking and behavior, on student satisfaction and success in graduate level programs. By understanding the influence of personality traits, faculty can better develop online materials that are flexible enough to support individuals who may have a higher risk of low satisfaction and success. There has been plentiful research in the areas of education and psychology assessing the influence of personality on the online …

Bridging Technology And Fieldwork Education: Developing An Electronic Medical Record For A Simulated Level I Experience, Ricardo G. Altahif Jr, Kirsten Davin, Yue Ma, Celina Casas

Journal of Occupational Therapy Education

This study explores the development and implementation of a custom-designed simulated Electronic Medical Record (sEMR) system integrated into a simulation-based Level I occupational therapy fieldwork experience. The sEMR was collaboratively developed by the Occupational Therapy Department and the University Learning Design Team to provide occupational therapy students with realistic exposure to electronic medical record navigation and documentation. First-year Doctor of Occupational Therapy students engaged in eight patient scenarios that simulated real-world settings—two of which utilized the sEMR for chart review and documentation while the remaining six used paper-based documentation. At the conclusion of the simulation, sixty-five students completed a modified …

Financial Literacy Among Occupational Therapy Students: A Survey Study, Joanne Gallagher Worthley, Sarah Dimeo, Tanya Trudell

Journal of Occupational Therapy Education

Occupational therapy students face professional and personal financial literacy challenges. Professionally, financial management has been identified as an instrumental activity of daily living, and recent research has examined how occupational therapy has helped clients with these skills. Personally, occupational therapy students may face higher debt levels due to degree escalation and economic changes. The study aimed to determine the level of understanding of financial literacy among matriculating occupational therapy students in a combined baccalaureate and entry-level master’s program. Nineteen occupational therapy students completed a virtual survey distributed through Google Forms. The survey included demographic questions, the Financial Self-Efficacy Scale (FSES), …

Vision Rehabilitation In Ot And Ota Curricula: A Survey To Academic Programs, Angela Butler, Beth A. Barstow

Journal of Occupational Therapy Education

Occupational therapists are trained to evaluate and treat occupational performance problems. Client factors, such as vision, greatly impact an individuals’ ability to participate in meaningful occupations. New accreditation standards do not include language related to vision. Therapists must be prepared to evaluate and treat the increasing prevalence of visual challenges from children with cerebral visual impairment to older adults with age related conditions. This survey explored how vision rehabilitation is covered in accredited occupational therapy and occupational therapy assistant programs and the expertise of faculty teaching vision content. A thirteen-question survey was sent to accredited programs. Questions included multiple response, …

Student Perceptions Of The Effectiveness Of Simulated Versus Clinical Experiences In Learning Clinical Skills, Joanne M. Baird, Tracy Van Oss, Maureen Hoppe, Jean Prast, Audrey Zapletal, Ketki Raina

Journal of Occupational Therapy Education

Occupational therapy education programs use simulation and clinical environments to teach students clinical skills. However, students’ perceptions of how these environments meet their learning needs are not known. The objective of this study was to explore entry-level occupational therapy students’ perceptions of the effectiveness of simulation and clinical environments in learning clinical skills. This was an observational study, measuring the students’ perceptions after engaging in simulations and clinical environments. Participants were occupational therapy students enrolled in Master's and Doctorate programs (N = 460) in five accredited entry-level occupational therapy programs. Students completed the Clinical Learning Environment Comparison Survey (CLECS). CLECS …

Pedagogical Ingredients That Support The Professional Identity Development Of A Post-Professional Doctor Of Occupational Therapy, Sarah Bream, Julie Mclaughlin Gray

Journal of Occupational Therapy Education

Outcomes and professional characteristics of doctorate level occupational therapy graduates have been examined, yet there has been limited study of professional identity development. This paper highlights outcomes emerging from secondary analysis of data gathered in a qualitative study on the professional identity development of post-professional occupational therapy doctorate (OTD) students. Participants included 16 graduates of a post-professional OTD program. Transcripts from focus groups and final reflection papers were analyzed. Findings revealed a key theme of “Pedagogical Ingredients” that supported the development of professional identity and leadership capacities among Doctors of Occupational Therapy, and the following sub-themes: 1) Mentorship, 2) “Stepping …

Developing A Trauma Informed Occupational Therapy Workforce, Shruti Gadkari, Ethan A. Mcmahan

Journal of Occupational Therapy Education

Trauma is a prevalent condition that impacts individuals, groups, and populations. Trauma informed care (TIC) is a strengths-based approach that was developed to address the pervasiveness of trauma and prevent re-traumatization. Occupational therapy practitioners are likely to encounter individuals and groups who have experienced trauma and need to be familiar with the impacts of trauma as well as principles of TIC. While trauma and TIC concepts have been taught as learning modules, workshops, or continuing education courses, this study adopts the innovative approach of integrating these concepts across a two-course sequence on pediatric occupational therapy through readings, didactic content, and …

Trauma-Informed Care In Occupational Therapy Education, Cristina H. Scionti, Mary Shotwell, Donnamarie Krause

Journal of Occupational Therapy Education

Students bring their life histories, including traumatic experiences, to their learning and education. Potentially up to 75% of the student body of occupational therapy programs may have experienced a traumatic event, which often leads to occupational disruption and challenges in academic performance. Thus, it is critical for occupational therapy educators to mitigate the impact of trauma by identifying the barriers and facilitators to occupational participation in education for occupational therapy students affected by trauma. Despite the high prevalence of adverse childhood experiences (ACEs), research shows that few health professions education programs, such as occupational therapy, attend to ACEs or utilize …

Exploring Student Experiences And Perceptions Of Digital Storytelling In Occupational Therapy Education: A Comprehensive Analysis And Evaluation, Alexis M. F. Morin, Justin R. Eck

Journal of Occupational Therapy Education

The COVID-19 pandemic heightened the need for digital transformation in higher education, emphasizing the importance of incorporating digital pedagogy. This study explored student experiences and perceptions of digital storytelling, a multimedia-based narrative technique, as an innovative assessment method in occupational therapy education. First-year, first-semester entry-level Doctor of Occupational Therapy students created digital stories on mental health topics and completed self-reflection papers. A retrospective qualitative descriptive method was employed, analyzing 14 consented self-reflection papers. Emerging qualitative themes revealed that digital storytelling enhanced students' understanding of occupational performance impacts, led to the development and utilization of transferrable skills for clinical practice, and …

Reimagining Education For Ot And Ota Intraprofessional Collaboration: A Virtual Pilot Program, Katelyn Brady, Heather Beth Johnson, Alexandra Stellmach

Journal of Occupational Therapy Education

Intraprofessional knowledge and skills are essential to the field of occupational therapy. Despite the importance, not all occupational therapy (OT) and occupational therapy assistant (OTA) educational programs provide collaborative intraprofessional experiences to students who are expected to collaborate effectively in practice. Therefore, increased intraprofessional experiences are needed to support entry-level OT practitioners. The purpose of this project was to create an intraprofessional pilot program that included three intraprofessional events to provide an opportunity for collaboration between OT and OTA students and enhance their understanding and confidence with intraprofessional collaboration prior to practice. The pilot program was implemented and evaluated using …

The Re-Design Of Level I Fieldwork To Foster Professional Competence And Career Adaptability, Cara A. Lekovitch, Ann Marsico, Ketki Raina

Journal of Occupational Therapy Education

Professional competence and career adaptability are essential for preparing students to meet modern healthcare demands. However, there is a paucity of evidence to guide teaching and learning of these constructs in the context of Level I fieldwork (FW). This paper details a Level I FW program re-design using a professional competence framework to foster adaptability. The re-design’s impact was assessed through student surveys before and after their participation (n = 53) compared to a historical cohort one-year senior (n = 60) using the Career Adapt-Abilities Scale – Short Form. Significant improvements were found in total and concern, curiosity, and confidence …

Harnessing Social Media For Occupational Therapy Graduate Program Recruitment, Rebecca Ozelie, Annika Knuth

Journal of Occupational Therapy Education

The occupational therapy (OT) profession faces a national enrollment decline, with many United States graduate programs struggling to fill seats. As social media use continues to rise among young adults, OT programs may benefit from leveraging digital platforms to enhance visibility and attract qualified applicants. This study explored how prospective students engage with OT program social media accounts and what content influences their admissions decisions. Using a cross-sectional survey design, 161 current or incoming OT graduate students from programs across the United States were surveyed about their social media habits during the admissions process. Results revealed that 69.5% of participants …

Factors Influencing Occupational Therapy Doctorate Program Offer Acceptance Across Student Demographics, Megan Hoover, Mckenna Johnson, Colleen Bullen, Elizabeth K. Schmidt, Jackson M. Miller

Journal of Occupational Therapy Education

This research study aimed to identify key factors influencing Doctor of Occupational Therapy (OTD) students' acceptance of program offers. An online survey was developed based on relevant literature and study objectives and validated through expert review. A total of 281 students, including a sub-set of students from underrepresented backgrounds (n=70), across the United States completed the survey. Quantitative data was analyzed using descriptive statistics, cross-tabulations, Chi-square tests with Bonferroni correction, and multinomial logistic regression including demographic variables and factors moderately to strongly influencing program acceptance. Qualitative responses were analyzed using content analysis. Key findings reveal geographic location, application process, cost …

Demographic Factors As Predictors Of Academic Performance In First- And Second-Year Occupational Therapy Students, Eileen Du Plooy, Daleen Casteleijn, Denise Franzsen, Gopika Ramkilawon

Journal of Occupational Therapy Education

Significant disparities in academic performance that may be associated with specific demographics can be utilized for supporting diverse student cohorts. Strategies can be developed for students to enhance equity and inclusivity in undergraduate occupational therapy education to ensure student success. This study aimed to determine the predictive demographic factors influencing academic performance among first- and second-year undergraduate occupational therapy students at a university in South Africa. A quantitative, cross-sectional design was utilized, and the sample included 129 first- and second-year students. Data were collected retrospectively from university records and student dashboards. Key demographic and academic variables were analyzed, including personal …

Designing An Effective Online Study Abroad Program: Effects On Intercultural Communication, Sensitivity, And Professional Identity Development, Lynne Andonian, Megan C. Chang

Journal of Occupational Therapy Education

Research highlights the importance of cultural competence in occupational therapy (OT) education and practice, as emphasized by both student and practitioner perspectives. Previous studies in nursing and occupational therapy posit that short-term study abroad programs, supported by adequate faculty guidance, can significantly improve cultural competency. Within the OT context, this study aims to describe the development of an online faculty-led study abroad course and examine its effects on intercultural communication, intercultural sensitivity, and professional identity among OT students. The paper also provides a detailed course description, outcome assessments aligned with the course learning objectives, a discussion of challenges and opportunities, …

Effective Implementation Of Ebook Guide Supports Student Success In Occupational Therapy Anatomy Education, Karissa Legleiter, Barb Puder, Rhea R. Kimpo

Journal of Occupational Therapy Education

EBooks have been proven to be a successful supplemental resource in cadaveric anatomy laboratory sessions. However, the implementation of the eBook and its impact on student performance, especially in occupational therapy (OT) anatomy laboratory sessions, has not been well documented. This study shows that providing students with an eBook guide enhances student learning and increases eBook usage. For lab sessions, an eBook guide directed students to eBook specific figures and text that related to that session’s material. In alignment with the Universal Design for Learning (UDL) framework, providing eBooks as well as a guide gave students multiple avenues to learn …

Reading Between The Lines: Exploring Reading Trends And Metacognitive Strategy Use In Ot Education, Whitney Henderson, Christine Davis, Christen Leach, Theresa Hallenen

Journal of Occupational Therapy Education

No abstract provided.

Theory-Driven Design, Theory-Integrated Learning: A Multimodal Approach To Teaching Occupational Adaptation, Anna B. Galloway, Lorrie A. George-Paschal, Linda Struckmeyer, Sara F. Israel, Nancy Krusen

Journal of Occupational Therapy Education

This study explored the effectiveness of a multimodal instructional module for teaching Occupational Adaptation (OA) theory. Implemented across three entry-level occupational therapy doctoral (OTD) programs, faculty designed and implemented asynchronous preparatory lectures, a face-to-face experiential lab, and guided discussions of the learning experiences. Researchers employed a convergent mixed-methods design, integrating qualitative and quantitative data. Students (n=108) completed a pre- and post-knowledge exam, the Relative Mastery Scale (RMS), and a Learning Experience Questionnaire. Analysis of variance (ANOVA) revealed statistically significant differences in pre-and post- knowledge scores and RMS ratings across all sites, with no differences based on university. Qualitative analysis yielded …

Understanding And The Perceived Value Of Contemporary Pain Neuroscience Education Among Occupational Therapy Students, Sue E. Curfman, Elicia Dunn Cruz, Diana A. Harrison, Will J. Best, Kathryn Schmidt

Journal of Occupational Therapy Education

Chronic pain is a leading cause of global disability, yet occupational therapy education often lacks sufficient coverage of multidisciplinary pain management approaches. The purposes of this study were to 1) determine the level of understanding of contemporary pain neuroscience in occupational therapy doctoral (OTD) students; 2) evaluate the effectiveness of instructional techniques to improve their knowledge of contemporary pain neuroscience; and 3) explore their perceptions of pain neuroscience and its implications for their future roles. This pre-post test within-subject experimental design study, involving 39 OTD students, assessed the impact and perceptions of a two-hour pain education module. The revised Neurophysiology …

Comparing Occupational Therapy Students’ And Occupational Therapy Assistant Students’ Perceptions Of An Intraprofessional Class Session, Robyn Wu, Diane Tom, Domenique Embrey, Joyce M. Fries

Journal of Occupational Therapy Education

Intraprofessional education between occupational therapy (OT) and occupational therapy assistant (OTA) students can be a valuable component of the entry-level curriculum. Comparisons of OT vs. OTA students’ perceptions are sparse, yet this information may yield important insights about intraprofessional learning needs. This mixed methods study explored student perceptions of a three-hour joint OT/OTA class session conducted via video conferencing. Learning activities were grounded in shared leadership and two-way feedback and included collaboration on a client case. A total of 172 anonymous post-class feedback surveys were received from 121 OT students and 57 OTA students over three academic years. The study …

Exploring Occupational Therapy Assistant Student Experiences In Mental Health, Behavioral Health, And Psychosocial Level I Fieldwork, Tiffany L. Benaroya, Michelle Zechner, Meredith Cimmino, Ann A. Murphy, Margaret Swarbrick, Pamela Rothpletz-Puglia

Journal of Occupational Therapy Education

Occupational therapy services offered in behavioral health remain low despite the growing number of individuals with behavioral health and psychosocial needs who could benefit from these services. Concurrently, in academia, all occupational therapy and occupational therapy assistant students must complete at least one fieldwork focused primarily on mental health, behavioral health, and/or psychosocial needs. Research is limited regarding these fieldwork experiences, especially among occupational therapy assistant students. This project aimed to understand this gap better and comprehend how these experiences impact readiness to work with individuals labeled with a serious mental illness. Forty-five occupational therapy assistant students completed pre- and …

The Effectiveness Of Blended Online Do-Live-Well Workshops For Occupational Therapists, Sungha Kim, Rebecca Gewurtz, Sandra Moll, Nadine Larivière, Lori Letts

Journal of Occupational Therapy Education

The Do-Live-Well (DLW) framework was developed by occupational therapists (OTs) to demonstrate how engaging in various activities can impact health and well-being of people. The DLW team has provided education for OTs across the world, and there has been a need for online learning with synchronous features. This study aimed to examine the impact of blended online DLW workshops that combined asynchronous and synchronous educational formats for OTs. We evaluated changes in participants’ knowledge of the DLW framework, factors influencing framework adoption in practice, satisfaction with the workshop, and actual use of the framework. Descriptive statistics were used for the …

From Measuring Professional Behaviors To Developing Professional Identity: Use Of The Pie Tool In Occupational Therapy Education, Ashlea D. Cardin, Tara L. Boehne, Naomie Corro

Journal of Occupational Therapy Education

Defining and measuring "professionalism" in academic occupational therapy (OT) programs is a highly interpretative and formidable task, as evidenced in the literature and revised language in the 2023 ACOTE® Standards. Within the context of a university assessment workshop, a team of OT educators and students used an occupation- and strengths-based lens to consider “professional identity.” The team subsequently developed an innovative criterion-referenced, growth-tracking professionalism tool (“The Professional Identity Evaluation [PIE] Tool”) for use in didactic OT education and advisement. The team initiated a multi-year trial of the PIE Tool in periodic advisement and gathered students' perspectives of (1) the use …

Autistic Young Adults' Experiences And Recommendations For Strength Training, Ashlyn Barry, Justin A. Haegele, Daniel Schaefer, Kristen A. Pickett, Luis Columna

Human Movement Studies & Special Education Faculty Publications

Strength training can be a beneficial form of physical activity (PA), but little research has examined how autistic individuals experience it or what makes programs accessible and supportive. Therefore, the purpose of this study was twofold: (1) to explore autistic young adults’ experiences with strength training, and (2) examine their recommendations for designing programs that meet their needs. Thirteen autistic young adults (ages 22–25) participated in semi-structured interviews about their strength training experiences and preferences for program design. A qualitative descriptive approach with a constructivist lens guided reflexive analysis. Participants described key factors that influenced their participation in strength training, …

Warrior Life Transition Program, Joshua Gartner

OT Doctoral Capstones

The problem that exists is that the Willliam Beaumont Army Medical Center (WBAMC), Internal Medicine Clinic (IMC) treats issues amongst active duty and veteran personnel in a reactionary manner. 6 domains of need: Mental health, (including, sub-domains of anxiety, depression, PTSD, and stress), occupations, pain, family life/connection (Relationships), sleep and alcohol/ substance abuse. Currently there is no one assessment at the WBAMC IMC that looks to assess all of these areas in a reactive way. This project was to develop a reactive assessment to address these domains of need.

Supporting The Parents Of Transition Aged Students With Autism, Miguel Duran

OT Doctoral Capstones

The present capstone project sought to develop and implement an 8-week parent support program for the parents of transition aged youths diagnosed with autism spectrum disorder residing within the Socorro Independent School District. The parent support group included the topics of preparing for the transition process, state and local resources, and identifying caregiver strain for the first half of the program. The latter half of the program consisted of self-care and leisure activities for the parents to address levels of caregiver strain. The goal of the program was to identify potential changes in three areas: caregiver strain, perceived levels of …

Bright Futures: A Transitional Resource Guide​, Leslie Ayala

OT Doctoral Capstones

Bright Futures: A Transitional Resource Guide (BF) is a caregiver-informed collection of personal narratives shared by 15 caregivers of children with Down syndrome (DS), designed to promote preparedness, advocacy, and connection through storytelling and peer-recommended resources during key life transitions, including starting school and entering adulthood. Professionally published on the DS Coalition for El Paso website, BF was developed in collaboration with a software developer and funded by a grant from the College of Health Sciences at the University of Texas at El Paso, ensuring long-term, public accessibility.

Goals of BF:

• Disseminate trusted resources and lived experiences among caregivers of …

The Role Of Occupational Therapy In Postnatal Mental Health: An Eight-Week Postpartum Program, Paola Quiroz

OT Doctoral Capstones

Postpartum mental health includes various conditions such as postpartum anxiety and postpartum depression amongst others (Barbic Skye et al., 2021). Rates of postpartum depression (PPD) have been increasing in recent years, impacting mothers, children and entire families by changing the way a mother interacts with others (WHO, 2024). Postpartum mothers face unique challenges when transitioning into motherhood resulting in increased maternal stress and ultimately leading to PPD or PPA. Although rates of PPD and PPA are increasing, there is limited research involving non-pharmaceutical treatment options for new mothers.

Occupational therapy (OT) plays a vital role in maternal mental health because …

Reclaiming Control: A Self-Management Education Program For Cancer Survivors, Monica Elisa Gutierrez

OT Doctoral Capstones

Cancer survivors face physical, emotional, and cognitive side effects after cancer treatment which negatively affects their quality of life (QOL).

A remote 6-week self-management program was implemented to educate survivors on how to manage these challenges. Comparison of pre- and post-program surveys demonstrated increased confidence in managing side effects after participation in the program, indicating that self-management interventions can effectively enhance survivors’ symptom management skills. The Self-Management Program is effective in empowering cancer survivors, improving self-efficacy, and enhancing QOL.