Open Access. Powered by Scholars. Published by Universities.®
- Discipline
-
- Education (192)
- Higher Education (98)
- Scholarship of Teaching and Learning (51)
- Curriculum and Instruction (47)
- Educational Methods (45)
-
- Educational Assessment, Evaluation, and Research (25)
- Medical Education (22)
- Adult and Continuing Education (17)
- Social and Behavioral Sciences (16)
- Physical Therapy (12)
- Educational Technology (9)
- Anatomy (8)
- Curriculum and Social Inquiry (8)
- Disability and Equity in Education (8)
- Online and Distance Education (7)
- Psychology (7)
- Teacher Education and Professional Development (7)
- Higher Education and Teaching (6)
- Mental and Social Health (6)
- Other Education (6)
- Educational Administration and Supervision (5)
- Health and Physical Education (5)
- Interprofessional Education (5)
- Other Medicine and Health Sciences (5)
- Other Rehabilitation and Therapy (5)
- Arts and Humanities (4)
- Accessibility (3)
- Keyword
-
- Occupational therapy (155)
- Occupational therapy education (89)
- Fieldwork (53)
- Education (46)
- Simulation (28)
-
- Occupational therapy students (27)
- Experiential learning (25)
- Clinical reasoning (21)
- Higher education (20)
- Curriculum (19)
- Interprofessional education (18)
- Fieldwork education (15)
- Students (14)
- Professionalism (12)
- Self-efficacy (12)
- Academic performance (11)
- Level II fieldwork (11)
- Mental health (11)
- Active learning (10)
- Occupational therapy assistant (10)
- Professional development (10)
- Service learning (10)
- Well-being (10)
- Clinical education (9)
- Qualitative research (9)
- Assessment (8)
- COVID-19 (8)
- Cultural humility (8)
- Evidence-based practice (8)
- Online education (8)
Articles 61 - 90 of 559
Full-Text Articles in Occupational Therapy
Integrating Service-Learning And Student-Led Research: Exploring Its Impact On Occupational Therapy Doctorate Students, Laura Bray, Camille Skubik-Peplaski, Shirley P. O'Brien
Integrating Service-Learning And Student-Led Research: Exploring Its Impact On Occupational Therapy Doctorate Students, Laura Bray, Camille Skubik-Peplaski, Shirley P. O'Brien
Journal of Occupational Therapy Education
The ability to communicate, critically think, and build confidence in delivering occupational therapy services is essential for occupational therapy students. Service-learning has been found to assist with translating abstract concepts to concrete interactions with real-life situations. A mixed-method pedagogical study was conducted to examine the student experience of leading a research project using service-learning pedagogy and changes in student confidence in their use of occupation. Qualitative themes of Confidence in Occupation; Communication to Build a Partnership; Thinking on Your Feet; and Service-Learning Promotes Growth were revealed. Additionally, student confidence pre-/post-ratings indicated a statistically significant increase in confidence, further supporting qualitative …
Development Of Soft Skills In Occupational Therapy Education: A Faculty Perspective, John Adkins, Alysha Skuthan
Development Of Soft Skills In Occupational Therapy Education: A Faculty Perspective, John Adkins, Alysha Skuthan
Journal of Occupational Therapy Education
Soft skills, such as communication, emotional intelligence, and response to feedback, are critical for the success of occupational therapy students but are often underemphasized in educational standards and curricula. This qualitative study examined how faculty perceived, defined, and facilitated the development of soft skills during the didactic phase of occupational therapy education. Using a phenomenological design, 12 faculty members from accredited occupational therapy programs participated in semi-structured interviews. Thematic analysis revealed six themes: Hidden Skills, Incorrect Assumptions, and What’s Trending addressed faculty perceptions, while What’s Developing, What’s On Us, and Why Does It Matter described faculty responsibilities and strategies to …
Primitive Reflex Integration Training For Occupational Therapy Students In India, Nalini Sripall, Samuel K. Durairaj, Arun Kumar, Suja A. Chandrasekaran
Primitive Reflex Integration Training For Occupational Therapy Students In India, Nalini Sripall, Samuel K. Durairaj, Arun Kumar, Suja A. Chandrasekaran
Journal of Occupational Therapy Education
Primitive Reflex Integration (PRI) is an important intervention for occupational therapists for the treatment of neurological, motor, and sensory processing issues in children. The topic is clinically relevant, yet there is scarce formal education available on the subject for occupational therapists in India. A needs assessment survey was developed and implemented to better understand the knowledge related to PRI of 40 postgraduate occupational therapy students in India. The needs assessment showed that most of the students were aware of PRI but were not consistently using PRI techniques to treat retained primitive reflexes. The participants also noted barriers, such as a …
Integrating Fieldwork Educators Into Didactic Coursework: Impact On Occupational Therapy Students’ Readiness For Level Ii Fieldwork, Tara Mansour, Victoria Denovellis
Integrating Fieldwork Educators Into Didactic Coursework: Impact On Occupational Therapy Students’ Readiness For Level Ii Fieldwork, Tara Mansour, Victoria Denovellis
Journal of Occupational Therapy Education
Level II fieldwork represents a critical transition from didactic learning to clinical practice in occupational therapy education, yet students frequently report challenges related to applying knowledge, managing expectations, and navigating complex clinical environments. Many of these challenges reflect aspects of the “hidden curriculum,” including implicit expectations related to communication, professional behaviors, and feedback that are often not explicitly addressed in coursework. This study examined the impact of integrating fieldwork educator–led sessions into a didactic seminar to support student readiness. A mixed-methods survey using a retrospective pre–post design was administered to 33 students (97% response rate). Quantitative analyses demonstrated significant improvements …
Factors Influencing The Access To Activity Resources Of Occupational Therapy Students During Work-Integrated Learning: A South African Perspective, Karin Van Niekerk, Mischa Viviers, Sunike Nel, Thandi Pelebese Takalo, Reitumetse Georgia Mofutsana, Yi-Fang Chen, Carla Faber
Factors Influencing The Access To Activity Resources Of Occupational Therapy Students During Work-Integrated Learning: A South African Perspective, Karin Van Niekerk, Mischa Viviers, Sunike Nel, Thandi Pelebese Takalo, Reitumetse Georgia Mofutsana, Yi-Fang Chen, Carla Faber
Journal of Occupational Therapy Education
Activities are the backbone of occupational therapy intervention. In order to effectively use activities during Work-Integrated Learning (WIL) placements, occupational therapy students require access to appropriate activity resources. This study explored the factors influencing the access to activity resources of South African occupational therapy students from the University of Pretoria during their undergraduate education and how this potentially affected student learning. A qualitative descriptive design was used. Fourteen participants with WIL experience were selected through purposive and quota sampling to ensure diversity in living situations and WIL experience. Data were collected through one-on-one semi-structured interviews and were analyzed thematically. Six …
Assessment Of Level Ii Fieldwork Performance (Alf): Development And Refinement Of A Level Ii Assessment Tool For Use In Occupational Therapy Curricula, Suzanne Marasco, Karen Weis, Zachary A. Myers
Assessment Of Level Ii Fieldwork Performance (Alf): Development And Refinement Of A Level Ii Assessment Tool For Use In Occupational Therapy Curricula, Suzanne Marasco, Karen Weis, Zachary A. Myers
Journal of Occupational Therapy Education
The Assessment of Level II Fieldwork Performance (ALF) is a new tool developed for use in occupational therapy programs to evaluate students’ performance during Level II fieldwork. The present study reports on the development of the ALF and revisions of the tool based on two rounds of expert review utilizing a modified Delphi methodology. An expert panel of sixteen occupational therapists who had previously utilized the tool while serving as fieldwork educators was recruited to review the ALF and complete online surveys related to the tool’s content, pragmatics, and clinical value. Based on expert consensus, the ALF was modified and …
Predictors Of Academic Success, Fieldwork Performance, And Licensure Examination Outcomes In Occupational Therapy Students: A Scoping Review, Sabina Khan, Leila Gojraty, Karen Park, Lesley Khan-Farooqi, Rayya Ibrahim-Muzaffarr, Sade Harris, Janay Jones, Llonique Jackson, Christianah Edema
Predictors Of Academic Success, Fieldwork Performance, And Licensure Examination Outcomes In Occupational Therapy Students: A Scoping Review, Sabina Khan, Leila Gojraty, Karen Park, Lesley Khan-Farooqi, Rayya Ibrahim-Muzaffarr, Sade Harris, Janay Jones, Llonique Jackson, Christianah Edema
Journal of Occupational Therapy Education
Declining first-attempt National Board for Certification in Occupational Therapy pass rates and concerns regarding student retention underscore the need to identify factors associated with occupational therapy student success. This scoping review aimed to map the current evidence on predictors of academic success, fieldwork performance, and licensure examination outcomes in occupational therapy programs. MEDLINE, Embase, CINAHL, and OTSeeker were searched for peer-reviewed studies published between January 2016 and January 2026. Empirical studies examining predictors of occupational therapy student outcomes were included. Predictors were mapped using Astin’s Input-Environment-Output model and grouped into subthemes. Of 3,402 records, 25 studies met the inclusion criteria. …
Predictors Of First-Attempt Nbcot Success: A Multivariable Analysis Of Occupational Therapy Graduates, Kristina Hartsook, Sean Brim, Arlenys Loffredo
Predictors Of First-Attempt Nbcot Success: A Multivariable Analysis Of Occupational Therapy Graduates, Kristina Hartsook, Sean Brim, Arlenys Loffredo
Journal of Occupational Therapy Education
First-time pass rates on the National Board for Certification in Occupational Therapy (NBCOT) examination have declined in recent years, highlighting the need to better understand factors associated with licensure readiness. This study examined academic, internal, and external predictors of first-attempt NBCOT success among occupational therapy graduates. A retrospective, cross-sectional survey design was used with a sample of 40 graduates from a single institution. Participants completed a post-examination survey assessing academic performance (graduate grade point average [GPA]), self-management skills (time management), external demands (workload, stress, support), study behaviors, and engagement with preparation resources, including the Occupational Therapy Knowledge Examination (OTKE). Descriptive, …
Exploring And Enhancing The Accommodations Process For Disabled Students In Occupational Therapy Education: An Action Research Study, Danbi Lee, Emma Gregg, Keri Degroot
Exploring And Enhancing The Accommodations Process For Disabled Students In Occupational Therapy Education: An Action Research Study, Danbi Lee, Emma Gregg, Keri Degroot
Journal of Occupational Therapy Education
The study aimed to explore barriers and supports to the accommodations process for disabled occupational therapy students from the perspectives of disability resource professionals, faculty, and students; identify actionable recommendations; and implement actions to better support students with disabilities. This action research study, guided by the Look-Think-Act Action model, recruited students, faculty, and staff from one Master of Occupational Therapy program. Focus groups, individual interviews, and a priority survey were conducted. Data were analyzed using thematic analysis. Action steps were discussed in the action planning group and the research team implemented feasible recommendations. Twenty-four students, disability resources professionals, and faculty …
Teaching Crisis Co-Regulation In Occupational Therapy: A Pilot Study Of A Simulation-Based Role-Play, Carli Dimeo, Allen Keener, Elizabeth G. Hunter
Teaching Crisis Co-Regulation In Occupational Therapy: A Pilot Study Of A Simulation-Based Role-Play, Carli Dimeo, Allen Keener, Elizabeth G. Hunter
Journal of Occupational Therapy Education
Health professions educators have identified a need for tools to assess student competence in de-escalation and co-regulation. Despite the importance of proficiency with these clinical skills, there is little evidence examining effective approaches for teaching and assessing these skills in occupational therapy students. This pilot study utilized a simulation-based role-play experience to determine the feasibility of a teaching method for occupational therapy students to apply these skills in psychosocial scenarios. Activities were conducted as a required component of a Psychosocial and Community Practice course. Prior to the simulation, students completed instruction addressing emotional regulation and co-regulation. Students then practiced these …
Maladaptive Mindsets In Occupational Therapy Education: A Scoping Review, Steven D. Taff, Lauren Werning, Kim L. Lipsey, Gregory O. Costas, Maribeth Clifton
Maladaptive Mindsets In Occupational Therapy Education: A Scoping Review, Steven D. Taff, Lauren Werning, Kim L. Lipsey, Gregory O. Costas, Maribeth Clifton
Journal of Occupational Therapy Education
In educational settings, maladaptive mindsets refer to negative and counterproductive thoughts or beliefs that can adversely impact one’s ability to learn, engage, and respond to challenges. This scoping review aimed to examine how maladaptive mindsets are represented in occupational therapy education literature and their reported impacts on student learning, mental health, and well-being. Following PRISMA-ScR and established scoping review methodologies, a comprehensive search of six databases yielded 497 unique articles from the last two decades. Only four of the articles met inclusion criteria after screening and full text review. Data was extracted from the four selected articles and analyzed using …
Students’ Perceptions Of The Value And Challenges Of Oral Assessment In An Undergraduate Occupational Therapy Programme, Alexa M. Andrew, Rachel Sayers, Kristy Richards
Students’ Perceptions Of The Value And Challenges Of Oral Assessment In An Undergraduate Occupational Therapy Programme, Alexa M. Andrew, Rachel Sayers, Kristy Richards
Journal of Occupational Therapy Education
Oral assessments are used in undergraduate occupational therapy programs to facilitate students’ ability to articulate their professional reasoning in relation to a case scenario. Oral assessments are seen by assessors/lecturers as crucial preparation for fieldwork placement. Oral assessments are known to provoke anxiety among students. The aim of this research was to explore students’ perspectives of the value and challenges of the oral assessment. The method was qualitative and focus groups and individual interviews were used to collect data. Thematic analysis of the transcripts was conducted using a semantic approach. Four themes emerged as a result of the data analysis: …
Professional Identity Building Scale (Pibs) Development: Measuring Self-Authorship And Dimensions Of Professional Identity In Graduate Students, Anne M. Haskins, Sarah Nielsen, Nicole C. Harris, Adrienne M. Salentiny, Marilyn G. Klug
Professional Identity Building Scale (Pibs) Development: Measuring Self-Authorship And Dimensions Of Professional Identity In Graduate Students, Anne M. Haskins, Sarah Nielsen, Nicole C. Harris, Adrienne M. Salentiny, Marilyn G. Klug
Journal of Occupational Therapy Education
Grounded professional identity is needed for individuals to function successfully within their professions. The purpose of this study was to develop and test a new instrument intended to measure the professional identity of graduate students. Within a recursive methodological design, we developed a 71-item Professional Identity Building Scale (PIBS) based on a new conceptualized combination of Baxter Magolda’s Epistemological Reflection Model phases and Villanueava and Nadelson’s dimensions of professional identity. We pilot tested 129 occupational therapy graduate students at two sites in two states, adjusted the instrument and then retested the PIBS with data from 347 respondents in the same …
Implementing Entrustable Professional Activities: Evaluation And Insights From Undergraduate Occupational Therapy Clinical Practice Education In Singapore, Heidi, Siew Khoon Tan, Gabriel, Wu-Xin Kwek, Corrine, Kar Ling Hoo, Florence, Wai Fong Cheong, Muhammad Rahizan Zainuldin
Implementing Entrustable Professional Activities: Evaluation And Insights From Undergraduate Occupational Therapy Clinical Practice Education In Singapore, Heidi, Siew Khoon Tan, Gabriel, Wu-Xin Kwek, Corrine, Kar Ling Hoo, Florence, Wai Fong Cheong, Muhammad Rahizan Zainuldin
Journal of Occupational Therapy Education
Competency-based education is widely adopted in occupational therapy programs, yet translating broad competency frameworks into authentic clinical assessment remains challenging. Entrustable Professional Activities (EPAs) offer an outcome-oriented approach by integrating multiple competencies into observable clinical tasks. This study evaluated the implementation of a nationwide EPA framework alongside an established competency-based assessment tool within an undergraduate occupational therapy clinical practice education program in Singapore. Guided by the 2018 Ottawa Consensus Framework for Good Assessment, this qualitative evaluation study conducted seven focus group discussions with 18 occupational therapy clinical educators and 12 students who experienced the integrated EPA and competency-based assessment system. …
Occupational Therapy Assistant Students’ Perceptions Of Level I Fieldwork Instructional Methods: A Mixed Methods Study, Tiffany L. Benaroya, Susan M. Higgins
Occupational Therapy Assistant Students’ Perceptions Of Level I Fieldwork Instructional Methods: A Mixed Methods Study, Tiffany L. Benaroya, Susan M. Higgins
Journal of Occupational Therapy Education
Level I fieldwork is a cornerstone of occupational therapy assistant (OTA) education. Placement shortages have prompted OTA programs to expand instructional methods beyond traditional methods to include standardized patients, faculty-led site visits, simulated and virtual environments, and non-traditional placements. Limited research has examined OTA student perceptions of these instructional methods. Therefore, this study explored OTA student preferences, recommendations for future use, and perceived strengths and challenges of Level I fieldwork instructional methods. Nineteen OTA students completed surveys in Fall 2023 and Fall 2024 in this retrospective mixed methods study. Students ranked instructional methods directly experienced in Level I fieldwork: traditional …
Nbcot First-Time Pass Rates At A Hispanic-Serving Institution: The Role Of Academic Metrics And Primary Language, Timothy Tu
Journal of Occupational Therapy Education
This retrospective study examined academic and demographic predictors of first-time success on the National Board for Certification in Occupational Therapy (NBCOT) exam among graduates (N = 82) from the classes of 2019 through 2022 at a Hispanic-Serving Institution. Despite demographic growth, Hispanic and linguistically diverse practitioners remain underrepresented in the profession. Analyzed variables included self-reported primary language, undergraduate GPA (UGPA), prerequisite GPA (PGPA), Graduate Record Examination (GRE) scores, and Occupational Therapy Knowledge Exam (OTKE) performance. Univariate and multivariate logistic regression analyses were conducted using SPSS 31. Three factors significantly predicted first-time NBCOT pass status: UGPA (p = .010), OTKE scores …
Sustaining A High-Fidelity Simulation Assessment For Fieldwork Readiness: A Process Description And Quality Assurance Process, Mary K. Thelander, Sue Iliff, Geneva L. Nolan, Heidi M. Sanders
Sustaining A High-Fidelity Simulation Assessment For Fieldwork Readiness: A Process Description And Quality Assurance Process, Mary K. Thelander, Sue Iliff, Geneva L. Nolan, Heidi M. Sanders
Journal of Occupational Therapy Education
Occupational therapy students often report feeling underprepared for the complex and integrative demands of Level II fieldwork, prompting increased use of simulation-based approaches to support clinical readiness. This process description outlines the design, implementation, and sustained quality assurance of the Occupational Therapy Student Performance Assessment (OTSPA), a multimodal, high-fidelity simulation required before fieldwork in a Southwestern occupational therapy graduate program. Grounded in a problem-based learning framework, the OTSPA integrates multiple levels of simulation fidelity and requires students to complete a full-cycle clinical experience, including referral review, interaction with a standardized patient, documentation, and intervention planning. Faculty evaluate performance using structured, …
Reimagining Level I Fieldwork: A Virtual Home-Based Observation Model In Occupational Therapy Education, Tara Mansour, Colleen Muse, Nicole Williams, Rachel Pittmann
Reimagining Level I Fieldwork: A Virtual Home-Based Observation Model In Occupational Therapy Education, Tara Mansour, Colleen Muse, Nicole Williams, Rachel Pittmann
Journal of Occupational Therapy Education
Fieldwork is essential to occupational therapy education, yet placement demand and constraints on clinician capacity require programs to consider innovative approaches to practice-based learning. Home-based practice is especially difficult to offer as a traditional Level I placement because of travel and space constraints inherent to how services are delivered. This educational innovation describes and evaluates a structured virtual home-based Level I fieldwork model implemented through a partnership between an entry-level occupational therapy program and a national rehabilitation provider. Students completed five live virtual observations of services delivered in clients' living environments. The model, now in its fifth year, incorporated prebriefing, …
Exploring The Influence Of A Longitudinal Small-Group Mentorship Course On Occupational Therapy Graduates’ Professional Identity Formation, Tosh Whitley, Lovejot Mangat, Susan G. Rappolt, Daniela Testani, Siobhan Donaghy, Lynn Cockburn, Sylvia Langlois, Ruheena Sangrar, Eric Lee, Rachel Roby, Erin Knobl, Susan Hannah, Anne Fourt, David Gerstle, Naomi Davids-Brumer, M. Shone Joos
Exploring The Influence Of A Longitudinal Small-Group Mentorship Course On Occupational Therapy Graduates’ Professional Identity Formation, Tosh Whitley, Lovejot Mangat, Susan G. Rappolt, Daniela Testani, Siobhan Donaghy, Lynn Cockburn, Sylvia Langlois, Ruheena Sangrar, Eric Lee, Rachel Roby, Erin Knobl, Susan Hannah, Anne Fourt, David Gerstle, Naomi Davids-Brumer, M. Shone Joos
Journal of Occupational Therapy Education
Professional identity formation is a critical aspect in facilitating the transition of healthcare professionals into entry-level practice. Previous literature has highlighted the benefits of mentorship in shaping professional identity formation among healthcare learners. However, few studies have explored longitudinal small-group mentorship courses on professional identity formation in entry-level occupational therapists. The aim of this study was to explore the perspectives of graduates on whether pre-certification mentorship influenced their professional identity formation. Online surveys, comprising open-ended and fixed-choice questions, were collected from graduates of a professional Master of Science in Occupational Therapy (MScOT) program across four cohorts (2020-2023) who completed a …
Perceptions Of Occupational Therapy Student Fieldwork Readiness In The Acute Care Setting, Jackie Dusing, Lisa Borrero, Elizabeth Horrall Stith, Kristina Watkins
Perceptions Of Occupational Therapy Student Fieldwork Readiness In The Acute Care Setting, Jackie Dusing, Lisa Borrero, Elizabeth Horrall Stith, Kristina Watkins
Journal of Occupational Therapy Education
Occupational therapy student readiness for Level II fieldwork is necessary for preparing novice clinicians and is challenging to assess, as it requires applying didactic knowledge in real-world clinical settings. There is currently a gap in the literature regarding student perceptions of their readiness for Level II fieldwork, especially in the acute care setting. The aim of this qualitative study is to better understand Doctor of Occupational Therapy (OTD) students’ perceptions of readiness for Level II fieldwork in an acute care setting. This basic interpretive qualitative research study utilized a purposeful sampling with students completing their Level II fieldwork in various …
Improving Self-Regulated Learning Among Occupational Therapy Students, Pola Ham
Improving Self-Regulated Learning Among Occupational Therapy Students, Pola Ham
Journal of Occupational Therapy Education
Many occupational therapy students, particularly first-generation students, face significant academic and social challenges in higher education that affect their self-regulated learning (SRL). SRL involves goal setting, self-monitoring, strategy implementation, and reflection. The rigorous academic demands, combined with the unique challenges experienced by many first-generation students, exacerbate these difficulties, particularly in developing SRL skills, which are essential for academic and professional success. While first-generation students often lack these skills due to a variety of factors, many occupational therapy students also struggle to develop these skills, regardless of background. This narrative review examines the role of SRL in occupational therapy education and …
Evidence-Informed Teaching Practices Across Faculty Terminal Degree Categories, Steven D. Taff, Meredith Gronski, Yejin Lee, Ashley Stoffel, Theresa Carlson Carroll, Jenica Lee, Carolyn M. Baum
Evidence-Informed Teaching Practices Across Faculty Terminal Degree Categories, Steven D. Taff, Meredith Gronski, Yejin Lee, Ashley Stoffel, Theresa Carlson Carroll, Jenica Lee, Carolyn M. Baum
Journal of Occupational Therapy Education
Many faculty spend a considerable proportion of their time and effort in teaching, yet intentional preparation for this important responsibility is rare. Currently, there exists no standard guidance for which content areas or competencies are necessary for quality educator development as they perform the various faculty roles. In this descriptive study, we surveyed 334 occupational therapy/ occupational therapy assistant (OT/OTA) faculty from across the United States using a 53-item instrument that explored to what degree do OT/OTA faculty use and document evidence-informed teaching practices and if the use of evidence-informed teaching practices differs across faculty terminal degree category (entry-level occupational …
Student Psychosocial Well-Being And Burnout During Level Ii Fieldwork: An Explanatory Mixed Methods Analysis, Grace V. Perry, Katherine F. Varughese, Yongyue Qi, Cary Moore, Vanessa D. Jewell
Student Psychosocial Well-Being And Burnout During Level Ii Fieldwork: An Explanatory Mixed Methods Analysis, Grace V. Perry, Katherine F. Varughese, Yongyue Qi, Cary Moore, Vanessa D. Jewell
Journal of Occupational Therapy Education
The purpose of this study was to explore the influence fieldwork educator support has on stress, burnout, and self-efficacy, and examine how both students and fieldwork educators support student psychosocial well-being and protective factors during Level II fieldwork (FWII). An explanatory sequential mixed method design was used, including a student cross-sectional survey (n=129) followed by one student (n=5) and two fieldwork educator focus groups (n=12). Outcome measures utilized for the cross-sectional survey included the Perceived Stress Scale, self-developed Perceived Fieldwork Educator Support Questionnaire, Oldenburg Burnout Inventory, and New General Self-Efficacy Scale. Results showed that statistically significant correlations existed among perceived …
Evaluating Entry-Level Occupational Therapy Education And Practice: A Qualitative Swot Study In The Philippines, Paolo Miguel P. Bulan, Janice A. Rojas, John Ray O. Suerte, Nikki Y. Pestaño, Maria Menierva G. Lagria, Cristito P. Dimitiman Jr., April Grace A. Chiongbian, Frances Vince E. Dimitiman, Martina Nicole A. Ligutom, Debbie Rose D. Cabañero, Jay Arr M. Sale
Evaluating Entry-Level Occupational Therapy Education And Practice: A Qualitative Swot Study In The Philippines, Paolo Miguel P. Bulan, Janice A. Rojas, John Ray O. Suerte, Nikki Y. Pestaño, Maria Menierva G. Lagria, Cristito P. Dimitiman Jr., April Grace A. Chiongbian, Frances Vince E. Dimitiman, Martina Nicole A. Ligutom, Debbie Rose D. Cabañero, Jay Arr M. Sale
Journal of Occupational Therapy Education
Occupational therapy education plays a pivotal role in equipping professionals to meet the dynamic demands of healthcare systems. This study evaluated the Bachelor of Science in Occupational Therapy (BSOT) program at Velez College in the Philippines, utilizing a qualitative analysis framework to explore its strengths, weaknesses, opportunities, and threats (SWOT) as perceived by educators, students, alumni, and practitioners. Findings highlight the program’s robust generalist curriculum, strong community-based partnerships, and interprofessional collaboration opportunities. However, challenges such as limited access to standardized assessment tools, high educator turnover, and insufficient specialization opportunities were identified. Notably, emerging demands in mental health and holistic care …
Barriers And Facilitators Of A Sense Of Belonging Among Occupational Therapy Students And Faculty: A Qualitative Study Using The Ecology Of Human Performance Framework, Sabina Khan, Elizabeth Deluca-Berg, Kersten Laughlin, Jacqueline Achon, Khalil Mrabe, Christianah Edema
Barriers And Facilitators Of A Sense Of Belonging Among Occupational Therapy Students And Faculty: A Qualitative Study Using The Ecology Of Human Performance Framework, Sabina Khan, Elizabeth Deluca-Berg, Kersten Laughlin, Jacqueline Achon, Khalil Mrabe, Christianah Edema
Journal of Occupational Therapy Education
A sense of belonging significantly influences both student engagement and faculty motivation. The objective of this study was to identify the barriers and facilitators of a sense of belonging among students and faculty of an occupational therapy department. A qualitative descriptive study was conducted with fifty-one students and ten faculty recruited via non-random purposeful sampling. Data were collected through focus group discussions with students and semi-structured interviews with faculty. Both the focus group discussions and interviews were audio-recorded and transcribed by a professional transcription service. Inductive coding was used to identify initial themes, which were then deductively mapped to the …
Identifying, Organizing, And Prioritizing Ideas On How To Support The Entangled Relation Between Theory And Practice In Occupational Therapy Education: A Group Concept Mapping Study, Rina Juel Kaptain, Jacob Østergaard Madsen, Anna Marie Lassen, Kristina Tomra Nielsen
Identifying, Organizing, And Prioritizing Ideas On How To Support The Entangled Relation Between Theory And Practice In Occupational Therapy Education: A Group Concept Mapping Study, Rina Juel Kaptain, Jacob Østergaard Madsen, Anna Marie Lassen, Kristina Tomra Nielsen
Journal of Occupational Therapy Education
Transfer of learning from an academic setting to clinical practice and vice versa represents a challenge. The aim of this study was therefore to identify, organize, and prioritize ideas on how to support the entangled relation between theory and practice in occupational therapy (OT) education. To gain broad perspectives on the topic, Group Concept Mapping (GCM) was applied among OT students, lecturers, and fieldwork educators. GCM included six phases: Preparing (formulating a focus prompt), Generating ideas (brainstorming based on focus prompt: “To support the relation between theoretical and practical elements in the OT program there is a need for.. …
Pitch It Big: Cultivating Entrepreneurism Through Use Of An Innovative Competitive Business Plan And Presentation, Margaret (Peggy) Grill, Erin Epley
Pitch It Big: Cultivating Entrepreneurism Through Use Of An Innovative Competitive Business Plan And Presentation, Margaret (Peggy) Grill, Erin Epley
Journal of Occupational Therapy Education
This educational innovation aimed to explore the effectiveness of a student assignment titled ‘Pitch it Big,’ designed to enhance understanding of the business aspects outlined in the accreditation standards for occupational therapy programs. Limited research evidence exists for business education related to occupational therapy. Working in self-chosen groups based on their targeted area of interest, students collaboratively wrote a business plan for a fictitious occupational therapy business or product invention. Students then participated in a competition modeled after the popular television program Shark Tank, where they pitched their business proposals to a panel of experts acting as judges. The panel …
Professionalism…What Is It Anyway? Researching And Communally Defining An Elusive Social Construct In Occupational Therapy Programs, Carol Lambdin-Pattavina
Professionalism…What Is It Anyway? Researching And Communally Defining An Elusive Social Construct In Occupational Therapy Programs, Carol Lambdin-Pattavina
Journal of Occupational Therapy Education
For its entirety, the profession of occupational therapy’s understanding of and approach to the development of professionalism in occupational therapy students (OTS) has remained relatively static and based largely on a White, Western, and male-dominated understanding of professionalism and how it manifests in academic environments. This understanding and approach are highly problematic in that it does not take into account the kaleidoscope of cultural differences that require occupational therapy practitioners to show up in different ways based on the needs and preferences of clients, communities, and populations. This research qualitatively analyzed existing documents containing references to professionalism utilized in one …
Exploring The Teaching Methods And Approaches Used By Australian Educators To Teach Occupation, Melanie J. Roberts, Barb Hooper, Bernadette Sebar, Jim Woodburn
Exploring The Teaching Methods And Approaches Used By Australian Educators To Teach Occupation, Melanie J. Roberts, Barb Hooper, Bernadette Sebar, Jim Woodburn
Journal of Occupational Therapy Education
Occupational therapy education standards for teaching occupation are inconsistently applied and there is a lack of evidence to inform teaching practice in Australia. This qualitative study explored what teaching methods and approaches Australian occupational therapy educators used in their classroom, and why those methods were used. The research was completed in two phases: narrative inquiry guided Phase I where educators were interviewed about the methods and approaches used to teach occupation. In Phase II video-reflexive ethnography was implemented, where a video recording of teaching was used as a prompt for a reflexive discussion about the educator’s teaching approaches. The interviews …
Play’S The Thing: How Do Occupational Therapy Programs Teach About The Occupation Of Play?, Lisa Raymond-Tolan
Play’S The Thing: How Do Occupational Therapy Programs Teach About The Occupation Of Play?, Lisa Raymond-Tolan
Journal of Occupational Therapy Education
Engaging in play constitutes a fundamental theoretical concept and skill set emphasized in occupational therapy (OT) education. According to the American Occupational Therapy Association (AOTA), play is a key occupation and a core context for development and learning. However, there is a paucity of evidence about if and how entry-level OT programs are effectively teaching students about play as a central occupation, and the demands of OT education can make it difficult for OT students to observe children in real life play during their didactic coursework, particularly in unstructured play environments. This pilot descriptive study surveyed 59 pediatric faculty, program …