Occupational Therapy Commons^™

Culturally Sensitive Mentorship In Occupational Therapy Education, Janet Njelesani, Shanteria Watson, Amanda Gahlot, Ayesha Ahmed, Grace Kim

Journal of Occupational Therapy Education

Mentorship provides crucial support and guidance for students, significantly influencing their academic and professional success. Mentorship experiences can vary considerably, with students from historically underrepresented groups facing racism, discrimination, and a lack of opportunities in their professional development. Despite the recognized need for culturally sensitive mentorship, there is a lack of literature within occupational therapy that focuses on the mentoring experiences of students from historically underrepresented groups. This study aimed to address this gap by exploring occupational therapy students’ mentoring needs and experiences to inform the future development of culturally sensitive mentoring programs. Utilizing a cross-sectional survey, the study collected …

Temporal Occupational Patterns Amidst Covid-19: A Comparative Analysis Of Occupational Therapy Graduate Students’ Self-Reports, Amanda C. Jozkowski, Julie M. Werner, Meagan Downey

Journal of Occupational Therapy Education

This study employed a qualitatively-driven mixed method approach to exploring temporal occupational patterns among occupational therapy graduate students in the United States during the COVID-19 pandemic. Data collected from cohorts in 2021 and 2022 were contrasted with those previously reported for 2019 and 2020, highlighting how these patterns evolved over time. Notable changes in time use were identified between the 2021 and 2022 cohorts. In 2022, students reported increased time spent in class and in driving/community mobility, while their time dedicated to physical activity, health maintenance, and family interactions declined. The analysis revealed the complexity of students' time use due …

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 …

Predictors Of Nbcot Examination Pass Rates: The Role Of Gpa, Gre, And Otke Scores In Occupational Therapy Education, Sherri Powers, Lori Eggers Saxby, Christopher Mecklin

Journal of Occupational Therapy Education

Given the critical role of National Board for Certification in Occupational Therapy (NBCOT) certification in occupational therapy (OT) practice, this study examined predictors of NBCOT examination success to inform program improvement. Analyzing data from 59 Master of Science in Occupational Therapy (MSOT) graduates at a single institution over the course of three years (2020–2022), a retrospective design with logistic regression assessed undergraduate grade point average (GPA), prerequisite GPA, within-program GPA, Graduate Record Examination (GRE) scores, and pre- and post- Occupational Therapy Knowledge Examination (OTKE) scores as predictors of first-attempt NBCOT pass rates. Of 58 students with reported outcomes, 56% passed …

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 …

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 …

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 …

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 …

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 …

Navigating The Future Of Ot Education: Student Insights On Integrating Course-Specific Ai Chatbots, Laura E. Landon, Nicole Grames, Maggie Gannon, Addison Jarus, Annie Trezza

Journal of Occupational Therapy Education

The integration of artificial intelligence (AI) in higher education has garnered much attention, prompting educators to thoughtfully examine its implementation within their curricula. This study explores the perceptions of occupational therapy (OT) students regarding the future integration of a novel, course-specific Anatomy AI chatbot: an innovative tool uniquely developed by our internal team to provi¬¬¬de personalized support and resources tailored specifically to the anatomy curriculum. The researchers sought to understand the desired features of a course-specific Anatomy AI chatbot and the factors that influenced student willingness to adopt this technology in their learning experience. Findings revealed that 79% of participants …

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 …

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 …

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.

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 …

Assessing The Impact Of High-Fidelity Simulation Experiences On Student Confidence In A Controlled Academic Environment, Jillian K. Pindar, Peyton Belton, Madison Griffin, Abbi Hancock, Lucero Limones, Kristi Self, Elizabeth K. Schmidt

Journal of Occupational Therapy Education

A quasi-experimental one group pretest-posttest design was utilized with 19 first-and-second-year doctoral occupational therapy students at a university in Tennessee to evaluate confidence, performance, benefits, challenges, and recommendations from an acute care simulation experience. Student confidence was evaluated using a researcher-developed survey immediately before and after a high-fidelity simulation using a pre-programmed mannequin and standardized script. A performance assessment evaluated students' skills during the simulation. The post-test survey included open-ended questions on perceived benefits, challenges and recommendations. Overall, students demonstrated increased confidence in vital sign monitoring and modification (heart rate, blood pressure, respiratory rate), medical equipment identification, and safe patient …

Enhancing Intraprofessional Collaboration In Occupational Therapy: Evaluation Of An Online Course For Canadian Ot And Ota Students, Teresa R. Avvampato, Dianna Fong-Lee, Mark Hall, Marcia Finlayson

Journal of Occupational Therapy Education

An environmental scan conducted in 2022 highlighted a need for enhanced preparation for collaboration between occupational therapists (OTs) and occupational therapist assistants (OTAs) in Ontario, Canada. In response, an online course was developed to disseminate knowledge needed for effective OT-OTA intraprofessional collaboration (IntraPC) in the Canadian context. The objective of this study was to evaluate the effectiveness of the online course to improve perceived preparedness among Canadian OT and OTA students for OT-OTA IntraPC. Participants were Master’s-level OT students and diploma-level OTA students studying in Canada (N = 136), who were invited to complete the course by their program instructors. …

Current Practices In Implementing The Occupational Therapy Doctoral Capstone Needs Assessment: A National Survey, Laurie D. Stelter, Kaitlyn Cremer, Lou Rutigliano, Leslye Morris, Lima Ghulmi, Ana Allegretti

Journal of Occupational Therapy Education

Entry-level occupational therapy doctorate (OTD) programs navigate curricular decisions related to designing, implementing, and refining doctoral capstone processes. One of the complex requirements is the doctoral capstone needs assessment (DCNA) which each student completes prior to the implementation of the doctoral capstone project. The researchers aimed to contribute to the specificity of DCNA-related understanding, informing quality decision-making, via a national, cross-sectional survey of current DCNA practices. Purposive sampling resulted in a 24.3% (n=54) response rate of mostly Doctoral Capstone Coordinators (DCCs; 98.1%) representing programs across doctoral capstone experience levels. The timing of DCNA processes trended toward the latter half of …

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 …

Regulation & Resilience: A Toolkit To Promote Pediatric Mental Health Within An Outpatient Setting, Aysia Crumbie

Occupational Therapy Doctorate Capstone Posters

The purpose of this doctoral ALE/Capstone project was to develop a pediatric mental health toolkit for clinicians to utilize at my site, the Georgetown Pediatric Therapy Center in Georgetown, Kentucky. The primary ACOTE areas of focus were education, advocacy, and program development. I collaborated with the two occupational therapists at the site to achieve the goals of 1) developing a pediatric mental health toolkit grounded in evidence, clinical use, and clinician feedback, 2) supporting clinician consistency and confidence when addressing mental health in sessions, and 3) providing accessible caregiver resources to support strategy carryover at home. A needs assessment was …

Improving Dementia Care Practices In The Swing Bed Program, Grace Donahue

Occupational Therapy Doctorate Capstone Posters

For my capstone/ALE, I partnered with the therapy team at CHI St. Joseph Berea’s Swing Bed Program to improve communication and care strategies for patients with dementia or cognitive impairments. My project focused on ACOTE areas of program development, education, and advocacy in an acute care setting. The goal was to implement dementia-friendly communication practices and promote meaningful engagement through activity toolboxes.The Swing Bed Program supports patients recovering from acute hospital stays who are not yet ready to return home. During my time there, I observed a lack of structured, personalized activities for patients, despite regulatory expectations for enrichment. My …

Beyond The Clinic: Developing An Animal-Assisted Therapy Program For School-Based Ot, Shelby R. Frazier

Occupational Therapy Doctorate Capstone Posters

This capstone project was created to equip Pineville Independent Schools, located in rural Kentucky, with the tools and strategies needed to implement and sustain an Animal-Assisted Therapy (AAT) program within their occupational therapy services. Although the district uniquely employs both a licensed occupational therapist and a veterinarian who teaches animal care and vocational skills to students, neither professional had experience with AAT or knowledge of its potential integration within the school system. This revealed a significant gap and an opportunity for innovative program development in a rural educational setting. The primary goals were to design a school-based AAT framework that …

Meaningful Participation Matters: Evaluating Resident Engagement In A Senior Living Activity Program, Mary C. Caudill

Occupational Therapy Doctorate Capstone Posters

This capstone project evaluated and improved the life enrichment program at Dominion Senior Living, an assisted living facility serving older adults, including those in memory care. Centered on the ACOTE focus area of program development, the project aimed to promote meaningful, accessible engagement through an occupational therapy lens.

Goals included assessing current activity effectiveness, identifying participation barriers, and developing evidence-based recommendations to improve variety, inclusivity, and therapeutic value. A needs assessment—using resident surveys, staff feedback, and structured observations—revealed low engagement among memory care and male residents, limited activity variety, and insufficient opportunities for meaningful social interaction. A literature review supported …

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 …

Fieldwork Supervision, Motivation And Competency Among Norwegian Community-Based Occupational Therapists, Even E. Edvardsen, Tore Bonsaksen, Sissel Horghagen, Cathrine Arntzen, Unni Sveen, Astrid Gramstad, Ruca E. K. Maass, Linda Stigen

Journal of Occupational Therapy Education

Occupational therapists’ supervision of students remains a critical component during occupational therapy education. This study aimed to examine supervision practice, motivation, and competency among community-based occupational therapists in Norway, exploring organizational and personal factors associated with formal and perceived supervision competency, willingness to serve as fieldwork educators, and collaboration with educational institutions. A cross-sectional survey was distributed among occupational therapists in community-based practice in Norway. A total of 617 occupational therapists participated in the study. Free-text responses were thematically analyzed and interpreted. Differences between fieldwork educators and non-fieldwork educators’ training, recency of being fieldwork educators, willingness to assume the role …

Naming The Invisible: Exploring Implicit Design Thinking In Occupational Therapy Curricula, Dominique C. Sherratt, Mary Butler, Shoshannah Kiriam, Ben Sellar

Journal of Occupational Therapy Education

Occupational therapy inherently involves the application of design and co-design skills within professional practice, yet there is limited evidence about how these skills are taught to students. This study used a qualitative descriptive design to explore the perspectives of occupational therapy educators in Australia and New Zealand on how and where design and co-design skills are integrated within occupational therapy curricula. Educators were purposively sampled from the Australian and New Zealand Council of Occupational Therapy Educators (ANZCOTE), with additional participants recruited through snowball sampling. Eight semi-structured interviews were conducted with occupational therapy educators. Interviews were conducted and analyzed using the …

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, …

How Identities Shape Belonging In Occupational Therapy Education: A Phenomenological Exploration Of Student Belonging, Quinn P. Tyminski, Rowhea Elmesky

Journal of Occupational Therapy Education

Belonging is defined in a variety of ways but most often refers to an individual’s feelings of acceptance, inclusion, support, and respect within a certain environment. Belonging is an innate human need and contributes to success in academic and professional settings. Within occupational therapy (OT) education, minimal attention has been paid to the specific concept of belonging with no research focused on long-term qualitative explorations of student belonging for students with historically minoritized identities (HMIs). Thus, the goal of the present study was to better understand how students with multiple HMIs experienced the phenomenon of belonging in OT education. Utilizing …

Impact Of A Virtual Support Program On Student Success In Neuroscience And Neuroanatomy Courses: Opportunities And Challenges, Abbigail Kubiak, Sue A. Sisto, Janice Tona

Journal of Occupational Therapy Education

We investigated the outcomes of a novel neuroscience and neuroanatomy support program (NSP) developed and implemented in the pre-professional phase of an accredited Bachelor of Science/ Master of Science occupational therapy (OT) program. This research demonstrates the potential of targeted small group tutoring as an effective means to promote student success and retention. Modeled after Response to Intervention programs, we used a three-tiered approach to support student success. All students received standard lecture content (Tier 1). Students who desired extra help attended an optional recitation (Tier 2) and students who received a score of 70% or lower on one or …