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Full-Text Articles in Medicine and Health Sciences
Exploring Professional Behavior Development In Entry-Level Occupational Therapy Students, Courtney J. Taylor, Kate G. Barlow, Christine Helfrich
Exploring Professional Behavior Development In Entry-Level Occupational Therapy Students, Courtney J. Taylor, Kate G. Barlow, Christine Helfrich
Journal of Occupational Therapy Education
Professional behaviors are critical for fieldwork success and entry-level competency. A convergent mixed-methods institutional case study was utilized as a means to enhance professional behavior outcomes. The Philadelphia Region Fieldwork Consortium (PRFC) Level I Fieldwork Student Evaluation (2nd ed.) was implemented as a pretest posttest measure, in the didactic context, to track one cohort of entry-level Master of Occupational Therapy (OT) students’ professional behavior development during their last academic semester. Students (n=46) and academic professors (n=5) completed pre and posttest ratings across one semester. Paired t-tests demonstrated significant differences between student and faculty ratings and within group difference among …
A Process Framework For The Education-Focused Capstone: Supporting Expansion And Sustainable Outcomes, Sierra Clair, Sarah Corcoran, Emily Bubel, Debbie Amini
A Process Framework For The Education-Focused Capstone: Supporting Expansion And Sustainable Outcomes, Sierra Clair, Sarah Corcoran, Emily Bubel, Debbie Amini
Journal of Occupational Therapy Education
This article aims to share a process framework created to guide entry-level occupational therapy doctoral programs in operationalizing and expanding the scope of the education-focused capstone described by the Accreditation Council for Occupational Therapy Education (ACOTE®).The impetus for this work was the completion of a professional development, education-focused capstone that proved to be novel, sustainable, and transformative for the capstone team, including the student, faculty mentor, site mentor, and doctoral capstone coordinator. This capstone ultimately created a professional development course covering the social determinants of health for occupational therapy practitioners, now offered through the American Occupational Therapy Association. …
Evaluating Impact Of An Online Leadership Course For Newly Graduated Occupational Therapists, Gobika Sithamparanathan, Meera Premnazeer, Andrea Duncan
Evaluating Impact Of An Online Leadership Course For Newly Graduated Occupational Therapists, Gobika Sithamparanathan, Meera Premnazeer, Andrea Duncan
Journal of Occupational Therapy Education
Leadership has been established as a key competency for occupational therapists, however the literature on how occupational therapists conceptualize leadership is limited. Additionally, there is a dearth of literature on best practices to develop occupational therapists’ leadership skills and there is yet to be an evaluation of an online educational approach. This study aimed to understand if an online educational platform contributed to the development of leadership skills among occupational therapists. Participants were newly graduated occupational therapists who participated in a four-week Leadership Skills Development massive open online course (MOOC). This study used a mixed methods quasi-experimental design with two …
Implementation And Outcomes Of An Education Focused Professional Development Series For Occupational Therapy Practitioners, Oaklee Rogers, Sara Stephenson, Gina Buban
Implementation And Outcomes Of An Education Focused Professional Development Series For Occupational Therapy Practitioners, Oaklee Rogers, Sara Stephenson, Gina Buban
Journal of Occupational Therapy Education
As new educational programs emerge and student enrollment increases, the demand for new academicians, fieldwork educators, and capstone mentors is growing rapidly within the occupational therapy (OT) profession. Academic programs must prepare practitioners to teach and supervise their students who will become OTs and occupational therapy assistants (OTA). In conjunction with the state OT association, one university doctoral OT program created and implemented a free education-focused professional development series for community partners who were interested in developing their teaching knowledge and skills. The series covered unique aspects of OT and OTA education: fieldwork, the doctoral capstone experience and project, and …
The Development Of Theory- And Evidence-Based Educational Workshops For Occupational Therapists, Sungha Kim, Rebecca E. Gewurtz, Ilana Bayer, Nadine Larivière, Lori Letts
The Development Of Theory- And Evidence-Based Educational Workshops For Occupational Therapists, Sungha Kim, Rebecca E. Gewurtz, Ilana Bayer, Nadine Larivière, Lori Letts
Journal of Occupational Therapy Education
The Do-Live-Well (DLW) framework is a health promotion approach developed by Canadian occupational therapists (OTs). As the DLW framework is relatively new, it has not been widely adopted by OTs. In order to facilitate OTs to incorporate the DLW concepts in their practice, there should be more learning opportunities, and online and in-person workshops have been chosen to be a specific interest of this study. The purpose of this project was to develop theory- and evidence-based in-person and online educational workshops for OTs as a pre-implementation study to increase the knowledge of the DLW framework among OTs. In order to …
Career Goals And Student Perceptions Of A Post-Professional Occupational Therapy Doctoral Experiential Component, Angela Lampe, Vanessa D. Jewell, Rebecca Dunn, Thomas Lawson, Erin Stewart, Jordane Linhart
Career Goals And Student Perceptions Of A Post-Professional Occupational Therapy Doctoral Experiential Component, Angela Lampe, Vanessa D. Jewell, Rebecca Dunn, Thomas Lawson, Erin Stewart, Jordane Linhart
Journal of Occupational Therapy Education
Clinical doctoral education for occupational therapy includes the acquisition of advanced clinical reasoning skills, leadership capacity, and opportunities for professional development and career achievement. Post-professional students represent motivated individuals seeking to enhance their education, experiences, and explore professional growth opportunities. While not required, the final semester of a clinical doctoral program typically includes a doctoral experiential component (DEC), or culminating project. The purpose of this retrospective, mixed-methods study was to examine the DEC goals and experiences of post-professional occupational therapy doctoral (POTD) students. A total of 49 student DEC proposals, each including multiple personal goals, were categorized according to one …
Self-Reflection And Measurement Of Professional Behavior Growth In Entry-Level Occupational Therapy Students, Brenda S. Howard, Rebecca Barton
Self-Reflection And Measurement Of Professional Behavior Growth In Entry-Level Occupational Therapy Students, Brenda S. Howard, Rebecca Barton
Journal of Occupational Therapy Education
Occupational therapy (OT) educators have recognized the need to facilitate student professional development along a continuum of behavior that leads them toward professionalism. Reflection has often been a tool assisting in that process. The teaching of professional behavior has been a curricular thread throughout entry-level OT programs. Few studies exist, however, that have measured use of a self-assessment tool for reflection and development of professional behaviors. The purpose of this study was to examine how self-perception of professional behaviors changed in two cohorts of an entry-level occupational therapy program. Investigators compared two cohorts of students at two points in time …