Open Access. Powered by Scholars. Published by Universities.®

Occupational Therapy Commons™

Open Access. Powered by Scholars. Published by Universities.®

Journal of Occupational Therapy Education

Discipline
Keyword
Publication Year

Articles 271 - 300 of 540

Full-Text Articles in Occupational Therapy

Use Of Metacognitive Techniques In Occupational Therapy Education: A Scoping Review, Monica L. Robinson, Christine Kroll, Emma Sabransky Jan 2022

Use Of Metacognitive Techniques In Occupational Therapy Education: A Scoping Review, Monica L. Robinson, Christine Kroll, Emma Sabransky

Journal of Occupational Therapy Education

Efficient and effective occupational therapy curricular and course design is essential to develop competent and reflective practitioners. The intentional use of metacognitive strategies could improve the development of higher-order thinking and learning outcomes. The study explored the use of metacognitive strategies to improve learning and higher-order thinking in students within occupational therapy higher education. A targeted search for occupational therapy journals only was the primary method to identify studies. Arskey and O’Malley’s (2005) five-stage framework guided this scoping review. All studies demonstrated some aspects of metacognition, this included thinking about their learning, reflection, self-assessment, or sense-making. Through the PRISMA process, …

Go to article

Changes In Epistemic And Ontological Cognition Of Occupational Therapy Students During Fieldwork: A Qualitative Study, Anita W. Mitchell, Lauren Woods Jan 2022

Changes In Epistemic And Ontological Cognition Of Occupational Therapy Students During Fieldwork: A Qualitative Study, Anita W. Mitchell, Lauren Woods

Journal of Occupational Therapy Education

The purpose of this study was to represent occupational therapy students’ perspectives of their beliefs about knowledge and knowing, or epistemic and ontological cognition (EOC), before and after their first level 2 fieldwork experience. Twenty participants from four classes of entry-level Master of Occupational Therapy (MOT) students who had successfully completed 18 months of didactic coursework provided written explanations of self-ratings on the modified Four-Quadrant Scale of Ontology and Epistemology and written responses to four open-ended questions. Four major themes emerged: 1) Concrete knowledge may have a specific right or wrong answer, 2) Knowledge can change depending on the client, …

Go to article

Short-Term Program On Three-Dimensional Printed Self-Help Devices For Occupational Therapy Students: A Pre-Post Intervention Study, Yusuke Harada, Yuki Sawada, Jun Suzurikawa, Rie Takeshima, Tomoko Kondo Jan 2022

Short-Term Program On Three-Dimensional Printed Self-Help Devices For Occupational Therapy Students: A Pre-Post Intervention Study, Yusuke Harada, Yuki Sawada, Jun Suzurikawa, Rie Takeshima, Tomoko Kondo

Journal of Occupational Therapy Education

Despite the increasing importance of digital fabrication, of which three-dimensional printing is an important aspect, educational programs in this area have not been fully developed. To utilize three-dimensional printing optimally, occupational therapists need to be familiar with this new technology, understand its scope of application, and possess certain levels of skills for producing. The purpose of this study was to examine the effectiveness of a short-term program for occupational therapy students to increase the acceptance of three-dimensional printed devices by acquiring the basic knowledge and skills of making three-dimensional printed self-help devices. The research involved an intervention study with a …

Go to article

Student Self-Efficacy Levels For Performing Clinical Skills Learned Virtually During A Pandemic, Brittany Nash, Anita W. Mitchell, Jian Jones, Jeffery Etheridge Jan 2022

Student Self-Efficacy Levels For Performing Clinical Skills Learned Virtually During A Pandemic, Brittany Nash, Anita W. Mitchell, Jian Jones, Jeffery Etheridge

Journal of Occupational Therapy Education

The purpose of this study was to explore student self-efficacy for performance of clinical skills learned virtually, the effectiveness of teaching clinical skills online, the relationships between students’ feelings of self-efficacy and the performance of clinical skills, and the students’ perspectives of learning clinical skills virtually. This is a one-group mixed methods study that included twenty-one Master of Occupational Therapy students. Self-efficacy was measured using the Learning Self-Efficacy Scale (L-SES), performance was measured using an instructor-created rubric, and qualitative data was collected using open-ended questions. Students presented with higher levels of self-efficacy for range of motion (ROM) than manual muscle …

Go to article

Perceived Value & Usefulness Of The Entry-Level Occupational Therapy Doctoral Capstone, Erika L. Kemp, Anna Domina, Sara Stephenson, Amanda Start Jan 2022

Perceived Value & Usefulness Of The Entry-Level Occupational Therapy Doctoral Capstone, Erika L. Kemp, Anna Domina, Sara Stephenson, Amanda Start

Journal of Occupational Therapy Education

The doctoral capstone is the culminating experiential learning component of the entry-level occupational therapy doctorate degree, however there is limited literature regarding its usefulness or value as perceived by graduates. This qualitative descriptive study used focus groups with a semi-structured interview guide to ask participants about the value and usefulness of their doctoral capstones. A total of 200 recent occupational therapy doctorate (OTD) graduates from three OTD programs in the Midwest and Southwest were contacted and 21 consented to participate. Researchers identified several themes that were relevant to both occupational therapy practitioners and occupational therapy programs. The four themes that …

Go to article

Exploration Of A Short-Term Learning Community Focused On Evidence-Based Occupational Therapy Interventions For Children And Youth With Autism, Christine T. Myers, Sandra Brown, Ashley Parigian Jan 2022

Exploration Of A Short-Term Learning Community Focused On Evidence-Based Occupational Therapy Interventions For Children And Youth With Autism, Christine T. Myers, Sandra Brown, Ashley Parigian

Journal of Occupational Therapy Education

Continuing education (CE) for occupational therapists typically takes place in workshops, seminars, or webinars with little support for practice change after the event concludes. Continuing education that occurs over an extended time with opportunities for social learning and competence assessment may improve knowledge translation. This study explored how pediatric occupational therapists who participated in a short-term, online learning community acquired new knowledge about evidence-based interventions from learning activities and how they applied this new knowledge to practice. Weekly modules with facilitated discussions, competency self-assessment, and peer-reviewed journal article readings occurred over a six-week period. An exploratory design included content analysis …

Go to article

Development Of Learning Materials To Address Social And Medical Factors Impacting A Minoritized Population, Whitney Lucas Molitor, Moses N. Ikiugu, Ranelle Nissen, Mejai Avoseh, Denyelle Kenyon, Sabina Kupershmidt Jan 2022

Development Of Learning Materials To Address Social And Medical Factors Impacting A Minoritized Population, Whitney Lucas Molitor, Moses N. Ikiugu, Ranelle Nissen, Mejai Avoseh, Denyelle Kenyon, Sabina Kupershmidt

Journal of Occupational Therapy Education

Health outcomes are multi-factorial. Health professionals must weigh all factors when making recommendations and providing intervention, however, limited learning materials which describe the health of minoritized populations exist for students in health science educational programs, necessitating the development of content for interprofessional learning that address the health factors experienced by underserved populations. This study used a descriptive design. Eleven expert content reviewers from eight health science and medical professions were recruited and provided feedback on the quality and content of a developed case study that described the lifestyle and health status of an individual from an ethnic minoritized population. Participants …

Go to article

Relating The Makerspace Movement To Diy Adaptive Equipment In An Online Intervention Course For Adults With Physical Disabilities, Rose Mcandrew, Amanda L. Wilson Jan 2022

Relating The Makerspace Movement To Diy Adaptive Equipment In An Online Intervention Course For Adults With Physical Disabilities, Rose Mcandrew, Amanda L. Wilson

Journal of Occupational Therapy Education

Many occupational therapy programs use hybrid instruction methods that include virtual learning. To ensure active learning techniques, instructors must alter and adapt traditional instruction methods to the virtual environment. This article explores the use of a virtual Makerspace to create adaptive equipment used throughout online intervention course experiences. Thirty-seven first year occupational therapy students participated in an exclusively online, synchronous course focusing on interventions for adults with physical disabilities. A Makerspace was created to allow students to have access to adaptive equipment (AE) and teach students how to fabricate low-cost AE for future clients. During class, guided instruction was provided …

Go to article

Occupation-Centered Anatomy And Applied Biomechanics Courses: Design And Outcomes, Rose Mcandrew, Vicki K. Kaskutas Jan 2022

Occupation-Centered Anatomy And Applied Biomechanics Courses: Design And Outcomes, Rose Mcandrew, Vicki K. Kaskutas

Journal of Occupational Therapy Education

Occupation-centered course design allows occupational therapy (OT) educators to differentiate ourselves from other professions while communicating the distinct value of occupation to our students. While there have been numerous calls to action for centering occupation in the OT classroom and proposed models to approach course design, there is limited literature on occupation-centered course design in specific courses, notably foundational science courses like anatomy and applied biomechanics. In this study, we outline our course design process in two courses taught concurrently, as well as our prospective study to determine if an occupation-centered course design allowed students to meet objectives and the …

Go to article

Improving Empathy Of Occupational Therapy Students Through Reading Literary Narratives, Cavenaugh Kelly Jan 2022

Improving Empathy Of Occupational Therapy Students Through Reading Literary Narratives, Cavenaugh Kelly

Journal of Occupational Therapy Education

This study explored the impact of teaching empathy to occupational therapy students through the close reading of literary narratives. The study defined empathy as a dynamic process involving Theory of Mind (ToM), emotional resonance, and empathy as a willful act. Empathy is an espoused value of occupational therapy challenged by the modern demands of the market-driven health care system, and research suggests reading literary narratives, or stories with qualities of literature, facilitates greater empathy. Prior studies have also indicated that practicing with greater empathy improves health outcomes and makes occupational therapy sessions more client centered. In this study, a quasi-experimental …

Go to article

Exploring The Perspectives Of Community Mentors In Occupational Therapy Education, Julia Jansen-Van Vuuren, Nicole Bobbette, Rosemary Lysaght Jan 2022

Exploring The Perspectives Of Community Mentors In Occupational Therapy Education, Julia Jansen-Van Vuuren, Nicole Bobbette, Rosemary Lysaght

Journal of Occupational Therapy Education

Involving people with disabilities in the education of occupational therapy students is important for improving knowledge, skills, and attitudes that promote client-centered practice. At Queen’s University in Ontario, Canada, community mentors with disabilities are involved in an occupational therapy course designed to enhance student understanding and empathy for the lived experience of disability. With the onset of the COVID-19 pandemic, the course required adjustment to adhere to health and safety precautions. We explored the perspectives of community mentors with disabilities who participated in the course during the pandemic to better understand how pandemic-related restrictions affected the mentoring experience, their relationships …

Go to article

Development And Content Validity Of The Personal-Professional Development Tool For Occupational Therapy Students During Community-Based Service Learning, Michaela Fraser, Pat Precin Jan 2022

Development And Content Validity Of The Personal-Professional Development Tool For Occupational Therapy Students During Community-Based Service Learning, Michaela Fraser, Pat Precin

Journal of Occupational Therapy Education

As community-based service-learning becomes more widely used in occupational therapy (OT) education, valid and reliable outcome measures are needed to ensure that student learning outcomes are meaningfully and consistently measured. Currently, educators may use instructor-developed questionnaires that have not been validated or employ narrowly focused or overly prescriptive surveys borrowed from other disciplines that may not fully capture the skills that are necessary for competent entry-level practice. Grounded in the Occupational Adaptation Model, the Personal-Professional Development Tool (PPDT) was developed to meet this need. The PPDT was designed as a non-normative, self-referential rating scale that OT students use to set …

Go to article

Factors Impacting Ot And Ota Student Feedback Use During Level Ii Fieldwork Experiences, Beth Ann Hatkevich, Emily R. Pottkotter, Nicole Stotz Jan 2022

Factors Impacting Ot And Ota Student Feedback Use During Level Ii Fieldwork Experiences, Beth Ann Hatkevich, Emily R. Pottkotter, Nicole Stotz

Journal of Occupational Therapy Education

Feedback is used in experiential learning to help occupational therapy (OT) and occupational therapy assistant (OTA) students develop the specific knowledge and skills needed to become entry-level practitioners. However, many students do not use the feedback given by fieldwork (FW) educators or perceive it as helpful in improving performance. Therefore, this study aimed to identify factors impacting the integration of feedback for OT/OTA students during Level II FW experiences. An invitation email was sent to 102 students from two OT and two OTA education programs in Ohio to participate in a survey regarding their Level II FW experiences. The survey …

Go to article

Exploring Evidence Based Practice Implementation By Occupational Therapists: Implications For Fieldwork, Angela Benfield, Helen Jeffery Jan 2022

Exploring Evidence Based Practice Implementation By Occupational Therapists: Implications For Fieldwork, Angela Benfield, Helen Jeffery

Journal of Occupational Therapy Education

A fieldwork education model is used in occupational therapy to develop competency of professional skills, including evidence-based practice (EBP) and clinical reasoning. This quantitative study explored factors influencing implementation rates of EBP in New Zealand registered occupational therapists to better understand students’ experience of evidence-based practice while on fieldwork. An online survey exploring beliefs and practices related to clinical competence, professional reasoning and EBP was conducted. The survey included questions about related beliefs, the measure of Evidence Informed Professional Thinking (EIPT; Benfield & Johnston, 2020), and the Implementation Climate Scale (ICS; Ehrhart et al., 2014). The mean scores on the …

Go to article

Evaluating Course Design For Significant Learning Among A Blended Cohort Of Occupational Therapy Students, Diana R. Feldhacker, Bobbi S. Greiner Jan 2022

Evaluating Course Design For Significant Learning Among A Blended Cohort Of Occupational Therapy Students, Diana R. Feldhacker, Bobbi S. Greiner

Journal of Occupational Therapy Education

Occupational therapy (OT) school is where learning begins as students prepare to become future professionals. Thus, effective course design is imperative in professional formation. This study examined the effectiveness of a course designed around andragogical and active learning principles in combination with Fink’s (2013) taxonomy of learning for a blended cohort of face-to-face and hybrid OT students. The study used a mixed methods explanatory sequential design with pre/post surveys, end-of-course evaluations, and focus groups to explore student perceptions and preferences toward learning to create significant learning experiences. One hundred six students completed pre and post testing of the redesigned course, …

Go to article

Anti-Racism And Occupational Therapy Education: Beyond Diversity And Inclusion, Julia Sterman, Janet Njelesani, Shanteria Carr Jan 2022

Anti-Racism And Occupational Therapy Education: Beyond Diversity And Inclusion, Julia Sterman, Janet Njelesani, Shanteria Carr

Journal of Occupational Therapy Education

There is a pressing need to address racism within healthcare education; however, occupational therapy educators lack a compilation of discipline-specific knowledge of anti-racist actions. The objective of this study was to examine anti-racist instructional practices for educators to employ in occupational therapy education. We conducted a scoping review and systematically searched six electronic databases to identify and synthesize anti-racist educational practices within the occupational therapy literature. The 20 included articles identified that educators should: use collaborative, anti-racist teaching strategies throughout the curriculum; engage in reflexivity including how intersecting identities impact occupational engagement; decolonize curricula through including Indigenous content and non-Western …

Go to article

“I Had To Adapt To Continue Being A Student To The Best Of My Ability”: Identifying Occupational Therapy Students’ Processes Of Adapting To Academic Disruption, Laura H. Vanpuymbrouck, Linda M. Olson Jan 2022

“I Had To Adapt To Continue Being A Student To The Best Of My Ability”: Identifying Occupational Therapy Students’ Processes Of Adapting To Academic Disruption, Laura H. Vanpuymbrouck, Linda M. Olson

Journal of Occupational Therapy Education

In the wake of COVID-19, practitioners, educators, and students had to shift to virtual interactions while experiencing significant unknowns and valid fears. This project describes the lived experiences of 37 occupational therapy students who lived through this international pandemic examining their reflections of how occupational therapy theories and models of practice could inform approaches to adapt to the changing context of their lives. Narratives of students collected as part of routine educational assessments in an introduction to occupational therapy theory course were examined using methods of content analysis to understand the perspectives of students’ needs, supports, and mechanisms of adaption …

Go to article

Self-Care: An Occupational Therapy Student Perspective, Isabelle Laposha, Stacy Smallfield Jan 2022

Self-Care: An Occupational Therapy Student Perspective, Isabelle Laposha, Stacy Smallfield

Journal of Occupational Therapy Education

Health professional students, including occupational therapy students, report increasing rates of stress, anxiety, depression, and burnout while completing their academic programs of study. Self-care is one potential solution to this crisis, as engagement in evidence-based self-care practices has been found to improve the health and well-being of various student populations; however, the self-care practices of occupational therapy students have not been well studied. Therefore, this study explored how occupational therapy students understand and practice self-care, and how self-care correlates to perceived stress. Twenty participants engaged in a focus group and completed a 72-hour time diary. Focus group results indicated that …

Go to article

Addressing Sexuality: The Comfort And Preparedness Of Occupational Therapy Students, Claire Lynch, Annette V. Joosten Jan 2022

Addressing Sexuality: The Comfort And Preparedness Of Occupational Therapy Students, Claire Lynch, Annette V. Joosten

Journal of Occupational Therapy Education

Undergraduate sexual health education has the potential to increase confidence and the likelihood that healthcare professionals address sexual health in practice. This study explored Australian final year occupational therapy students’ perceptions about their education, and their preparedness and comfort to address sexuality in their final practice placements and into their future careers. An online questionnaire with three sections for (a) demographics; (b) the students' attitudes towards sexual health (SA-SH) questionnaire, which is a 22-item Likert scale about student attitudes toward sexual health issues in their future profession; and (c) nine open questions regarding students’ comfort and preparedness to address sexuality …

Go to article

Telehealth Vs Face To Face Pediatric Screenings: A Pilot Study, Katherine S. Ryan-Bloomer, Joan Ziegler Delahunt Jan 2022

Telehealth Vs Face To Face Pediatric Screenings: A Pilot Study, Katherine S. Ryan-Bloomer, Joan Ziegler Delahunt

Journal of Occupational Therapy Education

The global pandemic heightened the importance of occupational therapy (OT) education programs to prepare students for telehealth practice. The objective was to examine the following research questions: 1. Does self-assessment of pediatric competency skills improve following participation in pediatric screenings? 2. Is there a difference in self-assessment of pediatric competency skills between those students who perform pediatric screenings via telehealth versus face-to-face? 3. What is the lived experience for students who perform telehealth and face-to-face pediatric screenings? A mixed method- quasi-experimental design and phenomenological tradition were employed. The study utilized online surveys, focus groups, telehealth screenings with an urban preschool, …

Go to article

Professional Behavior Attributes: A Survey Of Occupational Therapy Faculty Perspectives, Taylor A. Gurley, Kate E. Decleene Huber, Angella Chen, Kristen Dyson, Hannah Hackman, Paige Mcintire, Erika Wilson Jan 2022

Professional Behavior Attributes: A Survey Of Occupational Therapy Faculty Perspectives, Taylor A. Gurley, Kate E. Decleene Huber, Angella Chen, Kristen Dyson, Hannah Hackman, Paige Mcintire, Erika Wilson

Journal of Occupational Therapy Education

Professionalism in occupational therapy has been challenging to define due to differing values and behaviors across contexts and professions. There is a difference between how occupational therapy students and faculty view and comprehend professionalism suggesting that occupational therapists may not have an established sense of professionalism when entering the health care field for the first time. The study's purpose was to examine occupational therapy faculty’s perceptions of essential professional behavior attributes that students should possess to succeed in occupational therapy practice. This study utilized a survey methodology to anonymously collect opinions from 150 occupational therapy faculty members across the United …

Go to article

Perceptions On Non-Traditional Models Of Fieldwork Supervision, Michelle Forfa, Christine Helfrich, Rebecca Simon Jan 2022

Perceptions On Non-Traditional Models Of Fieldwork Supervision, Michelle Forfa, Christine Helfrich, Rebecca Simon

Journal of Occupational Therapy Education

Occupational therapy fieldwork education has historically followed the traditional apprenticeship model, which pairs one student with one fieldwork educator for supervision and guidance through the transformational process from student to entry-level clinician. There is an absence of high-level evidence to support this model as best practice in fieldwork education. Despite data published to endorse alternative supervision models, fieldwork educators (FWEs) appear hesitant to embrace these approaches. The purpose of this investigation was to explore occupational therapy practitioners’ views on the value and challenges associated with the implementation of non-traditional models of supervision during Level II fieldwork education. The study specifically …

Go to article

Level Ii Fieldwork Educators' Perceived And Experienced Challenges With Using The Collaborative Fieldwork Supervision Model, Oaklee Rogers, Cherie Graves, Tamara Turner, Debra J. Hanson, Marilyn G. Klug Jan 2022

Level Ii Fieldwork Educators' Perceived And Experienced Challenges With Using The Collaborative Fieldwork Supervision Model, Oaklee Rogers, Cherie Graves, Tamara Turner, Debra J. Hanson, Marilyn G. Klug

Journal of Occupational Therapy Education

Fieldwork shortages have been noted in the literature for some time. With the ever-changing healthcare system and an increasing number of students in occupational therapy programs, the scarcity of fieldwork placements is dire. Rooted in adult learning principles, the collaborative fieldwork supervision model is one approach to fieldwork education that may alleviate the shortage of placements, while also supporting student learning. This model is designed to have one fieldwork educator supervising two or more students throughout a fieldwork experience. The strengths and challenges of this model are well documented, although it is unclear if the identified challenges are the same …

Go to article

Exploring Fieldwork Educator Development: Preparation Methods And Support Tools, Pamela Karp, Kelly A. Lavin, Tara Collins Jan 2022

Exploring Fieldwork Educator Development: Preparation Methods And Support Tools, Pamela Karp, Kelly A. Lavin, Tara Collins

Journal of Occupational Therapy Education

Fieldwork education is a critical piece to professional development and competency in occupational therapy. As part of their core curriculum, all students enrolled in accredited occupational therapy programs must complete full-time fieldwork experiences under the direct supervision of a licensed occupational therapy practitioner. This component of the student’s education relies on the skills and training of the fieldwork educator. Academic programs are expected to support occupational therapy practitioners in their role as fieldwork educators in the form of resource provisions to enhance supervisory skills. However, there are no clear standards that describe how to vet, effectively disseminate, or implement the …

Go to article

An Exploration Of The Occupational Therapy Doctoral Capstone: Perspectives From Capstone Coordinators, Graduates, And Site Mentors, Anne F. Kiraly-Alvarez, Autumn Clegg, Whitney Lucas Molitor, Danielle Friberg Jan 2022

An Exploration Of The Occupational Therapy Doctoral Capstone: Perspectives From Capstone Coordinators, Graduates, And Site Mentors, Anne F. Kiraly-Alvarez, Autumn Clegg, Whitney Lucas Molitor, Danielle Friberg

Journal of Occupational Therapy Education

Few studies have investigated entry-level doctoral capstone outcomes regarding how the experience and project relate to employment opportunities. This descriptive study reports various stakeholders’ perspectives regarding the entry-level occupational therapy doctoral (OTD) capstone in relation to employment opportunities and awareness of the profession. Authors disseminated a nationwide survey to doctoral capstone coordinators, entry-level OTD graduates, and capstone site mentors. Ten doctoral capstone coordinators, 68 OTD graduates, and 22 capstone site mentors responded to the survey. Collectively, doctoral capstone coordinators reported that 117 OTD graduates obtained employment in a setting related to the focus of their doctoral capstone and gave examples …

Go to article

The Intentional Fieldwork Education Model: Guiding Fieldwork Educators Toward Intentionality And Competency To Enhance Student Learning, E. Joy Crawford, Nadine Hanner Jan 2022

The Intentional Fieldwork Education Model: Guiding Fieldwork Educators Toward Intentionality And Competency To Enhance Student Learning, E. Joy Crawford, Nadine Hanner

Journal of Occupational Therapy Education

Fieldwork education is an essential component of occupational therapy education. The level of competency and preparedness of fieldwork educators may vary substantially and may significantly impact student learning outcomes. The availability of an evidence-based comprehensive fieldwork model to guide the fieldwork educator, clarify issues related to teaching-learning, and provide insightful solutions to issues the educator may encounter, is warranted but is not currently available. The intentional fieldwork education model, introduced in this article, was developed to provide a framework to enhance fieldwork educator competency, self-efficacy, and student learning outcomes. In addition, the model emphasizes the significance of intentionality in the …

Go to article

Use Of The Subject-Centered Integrated Learning Model And The Occupational Experience Profile To Promote Students' Connections Among Occupation, Self, And The Profession, Adele Breen-Franklin, Karen Atler Jan 2022

Use Of The Subject-Centered Integrated Learning Model And The Occupational Experience Profile To Promote Students' Connections Among Occupation, Self, And The Profession, Adele Breen-Franklin, Karen Atler

Journal of Occupational Therapy Education

Recent research related to occupational therapy education identified the need for a conceptual model to help guide the design and implementation of occupation-centered education. Spurred by this research, the Subject-centered Integrative Learning Model-Occupational Therapy (SCIL-OT) emerged as a model to enable educators and learners to keep the concept of occupation at the center of all occupational therapy education and learning. That work, largely focused on teaching students to connect non-occupation content to occupation (Hooper et al., 2020). However, teaching students about occupation directly can also benefit from using the SCIL-OT model to design learning experiences. The purpose of this paper …

Go to article

Evaluation Of An Innovative Student-Led Work Disability Prevention Program, Amanda U. Davis, Rebekah Lewis, Sara Saunders Jan 2022

Evaluation Of An Innovative Student-Led Work Disability Prevention Program, Amanda U. Davis, Rebekah Lewis, Sara Saunders

Journal of Occupational Therapy Education

A university-based, role-emerging fieldwork placement for occupational therapy students has been developed to provide work disability prevention services for university managers and workers. Over five years, 24 students have provided holistic interventions across 18 departments. The purpose of this project was to formally evaluate the perceptions of the program and the impact of services on managers and workers and to examine the experience of participating students. A utilization-focused evaluation approach was used as the guiding framework for this project. Methods included a retrospective review of reports and educational materials, a manager and worker survey, and a review of results from …

Go to article

Exploring The Experiences Of Black/African American Students In Entry Level Occupational Therapy And Occupational Therapy Assistant Programs: A Survey Study, Riqiea F. Kitchens, Amber B. Armstead, Karthik Mani, Lima Ghulmi, Diane M. Collins Jan 2022

Exploring The Experiences Of Black/African American Students In Entry Level Occupational Therapy And Occupational Therapy Assistant Programs: A Survey Study, Riqiea F. Kitchens, Amber B. Armstead, Karthik Mani, Lima Ghulmi, Diane M. Collins

Journal of Occupational Therapy Education

Black/African American students account for 6.5% of the enrollment in entry-level occupational therapy (OT) and occupational therapy assistant (OTA) programs (AOTA, 2019). OT and OTA programs serve as the entry point to increasing diversity in the profession and contribute to a diverse healthcare workforce. Limited research exists that offers insight into the experiences of minority students enrolled in OT and OTA programs. The purpose of this study was to explore the academic experiences of Black/African American students enrolled in entry-level OT and OTA programs to identify supports and barriers in the educational experience. Eligible participants were asked to complete an …

Go to article

“We Weren’T Taught How To Recover From A Pandemic:” Recent Occupational Therapy Graduates’ Reflections On Covid-19, Laura H. Vanpuymbrouck, Carli Friedman Jan 2022

“We Weren’T Taught How To Recover From A Pandemic:” Recent Occupational Therapy Graduates’ Reflections On Covid-19, Laura H. Vanpuymbrouck, Carli Friedman

Journal of Occupational Therapy Education

In the spring of 2020, graduates from occupational therapy (OT) programs across the globe were entering a world of clinical unknowns. The students from this graduating cohort likely had little to no education or training on how to deliver OT in the wake of COVID-19. How well prepared did these new graduates perceive themselves to be to enter a healthcare climate in a pandemic and what were their biggest concerns? The objective of this study was to understand new graduates’ perspectives of the impact of COVID-19 on their future as occupational therapy practitioners (OTPs), and their sense of preparedness to …

Go to article

First Prev Next Last