Standardized Patient Encounter: An Innovative Curricular Design To Enhance Fieldwork Readiness,
2020
The University of Findlay
Standardized Patient Encounter: An Innovative Curricular Design To Enhance Fieldwork Readiness, Lisa M. Sakemiller, Susan Toth-Cohen
Journal of Occupational Therapy Education
Occupational therapy (OT) educators are challenged to utilize instructional strategies that ensure student preparedness for Level II fieldwork. Standardized patient encounters (SPEs) offer students a low risk simulation opportunity to develop clinical skills and improve fieldwork readiness while enhancing OT students’ confidence. Yet, despite the benefits and perceived value of simulation among educators and students, SPEs are not used as frequently as other instructional methods. The purpose of this educational innovation paper is to describe the curriculum development process of an overall SPE experience embedded within a synthesis course that prepared students for Level II fieldwork and to evaluate the …
Identifying Essential Competency Areas For Occupational Therapy Education: A Scoping Review,
2020
Washington University School of Medicine in St. Louis
Identifying Essential Competency Areas For Occupational Therapy Education: A Scoping Review, Irene Chun, Steven D. Taff, Anusha Mehta, Chih-Hung Chang
Journal of Occupational Therapy Education
This scoping review aims to explore the essential areas of competency in occupational therapy as the ability to acquire the necessary knowledge, skills, and values for the profession is not easily quantifiable. The objectives of this study were two-fold: (1) identify the key competency areas of occupational therapy and (2) identify assessments that measure the competency areas. The review was conducted by a team of a librarian and two independent reviewers to systematically search the peer-reviewed literature. The search yielded 296 articles and 52 articles that met the inclusion criteria. These articles were categorized under four overarching themes: (1) professional …
Professional Identity Of Undergraduate Occupational Therapy Students,
2020
The University of Queensland, Australia
Professional Identity Of Undergraduate Occupational Therapy Students, Harrison Gray, Kay Colthorpe, Hardy Ernst, Louise Ainscough
Journal of Occupational Therapy Education
Throughout the development of an individual, their identity, or how they see themselves, frequently changes. An important part of identity formation in adolescents is the development of professional identity, which is how they perceive themselves in a professional context. The establishment of a strong professional identity has been linked to life satisfaction, psychological well-being and success in one’s chosen career. The aim of this study was to identify the extent of professional identity development in second year undergraduate occupational therapy students. As part of an assessment task, students were asked to describe why they chose occupational therapy, how they saw …
Designing Interprofessional Education Curriculum To Maximize Collaborative Competency,
2020
University of South Dakota
Designing Interprofessional Education Curriculum To Maximize Collaborative Competency, Whitney Lucas Molitor, Allison Naber
Journal of Occupational Therapy Education
Interprofessional collaboration improves health outcomes through enhanced efficiency and communication among team members. Professional educational standards call for interprofessional education (IPE) to develop the collaborative competencies necessary for transition from didactic learning to clinical practice. Variability exists regarding methods of IPE implementation, so efficacy of curricula needs to be described in a manner which allows for replication and utilization of these methods with occupational therapy students. A pre/post design with convenience sampling of students from occupational therapy, physical therapy, and physician assistant programs was completed to determine the effectiveness of an IPE module and to discover if differences in IPE …
Prevalence And Types Of Incivility In Occupational Therapy Fieldwork,
2020
San José State University
Prevalence And Types Of Incivility In Occupational Therapy Fieldwork, Deborah J. Bolding, Travis Dudley, Adrienne Dahlmeier, Lauren Bland, Aimee Castro, Adrianna Covarrubias
Journal of Occupational Therapy Education
Civility between health professions students and fieldwork educators enhances positive learning outcomes, while incivility can lead to stress, loss of confidence, mistakes, disengagement, and decreased patient outcomes. A survey of recent graduates of occupational therapy programs (N = 247) explored the prevalence and types of incivility and bullying experienced during their Level II fieldwork experiences. Respondents reported that incivility in fieldwork education was widespread, with more severe experiences of bullying reported by 16% of respondents. Occupational therapy programs and fieldwork educators must take an active role in prevention and management of uncivil behaviors, and promote positive academic and patient …
Exploration Of Self-Perceived Leadership Practices Of Entry-Level Doctoral Students During The Doctoral Capstone Experience,
2020
Thomas Jefferson University
Exploration Of Self-Perceived Leadership Practices Of Entry-Level Doctoral Students During The Doctoral Capstone Experience, Tracey E. Recigno, Sara Benham, Adele Breen-Franklin
Journal of Occupational Therapy Education
There is limited literature reporting the methodology of leadership advancement in entry-level Doctoral-Degree-Level Educational Programs through the Capstone Experience. The purpose of this study was to explore if self-perceived leadership practices increase after the Capstone Experience utilizing a one group, pretest-posttest design. Sixteen students completed the Student Leadership Practices Inventory (SLPI) from pretest to posttest. Self-perceived leadership practices of the fourth-year cohort of doctoral students increased significantly, t (15) = 5.42, p= 0.00007, with a large effect size (d= 1.355). Students enrolled in the community-based track were 31.25% of the sample, compared to 68.75% enrolled in the …
Characteristics Of Occupation-Based Education Within Entry-Level Occupational Therapy Programs: Professional Leaders' Perspectives,
2020
North and West Remote Health, Queensland, Australia
Characteristics Of Occupation-Based Education Within Entry-Level Occupational Therapy Programs: Professional Leaders' Perspectives, Georgia Canty, Melanie J. Roberts, Matthew Molineux
Journal of Occupational Therapy Education
Occupational therapy is a profession concerned with promoting health and well-being through occupation, and accordingly occupation should permeate all aspects of the profession. Entry-level education is the primary means by which new members of the profession become educated about occupation and its place in occupational therapy practice. Therefore, it is essential that education reflects the core concept of the profession. To date there have been individual opinions about occupation-based education but no studies have documented the characteristics that demonstrate this approach from the perspective of professional leaders. A qualitative descriptive study was conducted to explore professional leaders’ views on, and …
Survey Of Occupational Therapy Students' Attitudes, Knowledge And Preparedness For Treating Lgbt Clients,
2020
San Jose State University
Survey Of Occupational Therapy Students' Attitudes, Knowledge And Preparedness For Treating Lgbt Clients, Deborah J. Bolding, Vivian Rodriguez, Helen Nguyen, Laurie A. Drabble
Journal of Occupational Therapy Education
Members of lesbian, gay, bisexual and transsexual (LGBT) populations are sexual and gender minorities and are at risk for significant health disparities compared to heterosexual populations. This study examined occupational therapy students’ and recent graduates’ (n=435) basic knowledge, clinical preparedness and attitudinal awareness for working with LGBT clients using the Lesbian, Gay, Bisexual, and Transgender Development of Clinical Skills Scale (LGBT-DOCSS; Bidell, 2017). Students in the study generally rated themselves low (between three and four on a seven-point scale) on questions related to clinical preparedness, indicating they felt they did not have adequate training relative to working with LGBT clients. …
Learning Strategies And Academic Difficulty In Occupational And Physical Therapy Online Education,
2020
University of St. Augustine for Health Sciences
Learning Strategies And Academic Difficulty In Occupational And Physical Therapy Online Education, Evan M. Pucillo, Erica Kiernan, Mary P. Shotwell, Jackie Crossen-Sills
Journal of Occupational Therapy Education
As occupational therapy (OT) and physical therapy (PT) programs expand across the United States to address a shortage in the health workforce there is a limited understanding of the relationship between learning strategies and academic success in these professions. The purpose of this study was to explore the Learning and Study Strategies Inventory (LASSI) in relation to hybrid-online clinical neuroscience course outcomes in OT and PT students. Thirty-four students (n=14 OT; n=20 PT) self-administered the LASSI during the spring of 2019. The scales of Information Processing (r = -0.43; p<0.01), Self-Testing (r = -0.36; p<0.05), and Test Strategies (r = 0.32; p<0.05) displayed modest statistically significant relationships to final neuroscience grade and cumulative professional grade point average (r = -0.43; p<0.01), (r = -0.30; p<0.05), (r = 0.29; p<0.05), respectively. Some scales of the LASSI appeared to be modestly related to academic difficulty in this sample, however scales were not significantly related to academic achievement. Students who scored highly on the LASSI scale of Test Strategies tended to have higher course performance compared to their peers. Students who rely on certain learning strategies may be at risk for academic difficulty in hybrid-online coursework. Those who scored highly on the LASSI scales of Information Processing and Self-testing tended to have lower course performance compared to their peers. The LASSI may provide OT and PT students a better understanding of learning and study strategies that are related to academic difficulty in online learning.
Correlation Between Simulation And Fieldwork Performance In Adult Physical Rehabilitation,
2020
University of South Dakota
Correlation Between Simulation And Fieldwork Performance In Adult Physical Rehabilitation, Whitney Lucas Molitor, Ranelle Nissen
Journal of Occupational Therapy Education
The purpose of this study was to explore the relationship between performance in simulation used as a learning method in an adult physical rehabilitation and Level II fieldwork. A retrospective cohort research design was utilized to analyze data gathered from occupational therapy student cohorts between 2011-2017 enrolled in an entry-level Masters (MS) and Doctor of Occupational Therapy (OTD) program located in the Midwest United States. Course performance on skills checks, which utilized simulation methods, as well as final exam and course grades were analyzed and compared to performance scores on the FWPE. The overall course exam performance is the strongest …
High Fidelity Simulation With Peer Debriefing: Influence Of Student Observation And Participation Roles On Student Perception Of Confidence With Learning And Feedback,
2020
Chatham University
High Fidelity Simulation With Peer Debriefing: Influence Of Student Observation And Participation Roles On Student Perception Of Confidence With Learning And Feedback, Jodi Schreiber, Theresa Delbert, Laura Huth
Journal of Occupational Therapy Education
High fidelity simulation (HFS) has been used successfully to prepare students in a range of health professions for the acute care setting. HFS consists of three phases, with debriefing identified as most important. Instructor-led debriefing has been the most documented form of providing feedback. This pilot study looked at the relationship between the use of peer debriefing in HFS on graduate occupational therapy students’ perceived level of confidence with giving and receiving performance related feedback. Students in an entry-level Master of Occupational Therapy program engaged in both an observational role and an active participation role in HFS followed by peer …
Utilizing Student Consultation To Promote Incorporation Of Occupational Therapy In A Pediatric Behavioral Health Unit,
2020
Indiana University Purdue University Indianapolis
Utilizing Student Consultation To Promote Incorporation Of Occupational Therapy In A Pediatric Behavioral Health Unit, Victoria G. Wilburn, Hannah B. Stoll, Jill C. Fodstad, Anthony Chase, Christina M. Douglas
Journal of Occupational Therapy Education
This advanced graduate elective was designed for second year Master of Occupational Therapy students to provide opportunities for students to act as consultants of the profession and collaborators within the community utilizing community engaged learning methods. This elective helped to detail components of evidence-based practice, primary needs of integration, and future opportunities within an urban pediatric behavioral health unit. The practice area of mental health was chosen specifically as the collaborating site due to the decline of occupational therapist recognition as qualified mental and behavioral health providers. This lack of recognition may limit reimbursement and funding, and decrease employment opportunities, …
Career Goals And Student Perceptions Of A Post-Professional Occupational Therapy Doctoral Experiential Component,
2020
Creighton University
Career Goals And Student Perceptions Of A Post-Professional Occupational Therapy Doctoral Experiential Component, Angela Lampe, Vanessa D. Jewell, Rebecca Dunn, Thomas Lawson, Erin Stewart, Jordane Linhart
Journal of Occupational Therapy Education
Clinical doctoral education for occupational therapy includes the acquisition of advanced clinical reasoning skills, leadership capacity, and opportunities for professional development and career achievement. Post-professional students represent motivated individuals seeking to enhance their education, experiences, and explore professional growth opportunities. While not required, the final semester of a clinical doctoral program typically includes a doctoral experiential component (DEC), or culminating project. The purpose of this retrospective, mixed-methods study was to examine the DEC goals and experiences of post-professional occupational therapy doctoral (POTD) students. A total of 49 student DEC proposals, each including multiple personal goals, were categorized according to one …
What Drives Engagement In Professional Associations? A National Survey Of Occupational Therapy Students,
2020
Regis University
What Drives Engagement In Professional Associations? A National Survey Of Occupational Therapy Students, Suzanne E. Holm, Patricia Stutz-Tanenbaum, David Greene
Journal of Occupational Therapy Education
Exploring the factors that influence occupational therapy (OT) and occupational therapy assistant (OTA) students to join and participate in professional associations is critical to determine how to extend engagement after graduation. Previous research on health care student participation in professional associations has not included OT or OTA students. The researchers conducted an online quantitative national pilot survey to explore the perceptions of OT/OTA students and to identify supports and challenges for membership. The purposive sampling of currently enrolled students took place over three months in 2017, resulting in 251 responses representing all geographic regions in the United States. The researcher-developed …
Challenges In Transitioning From Clinician To Educator For Occupational Therapy Assistant Program Faculty Members,
2020
Seattle University
Challenges In Transitioning From Clinician To Educator For Occupational Therapy Assistant Program Faculty Members, Tiffany J. Sparks-Keeney, Tracy Jirikowic
Journal of Occupational Therapy Education
There is a transitional process that occurs when an occupational therapy (OT) practitioner assumes the role of an educator. Various challenges have been reported, though few directly address occupational therapy assistant (OTA) education. This study aimed to identify challenges faced by OT practitioners when they transition from working in a clinical setting to working as OTA faculty members. A 29-item online survey was developed covering three key areas of new OTA faculty members’ responsibilities: a) Learning the Educator Role, b) Curriculum and Class Development, and c) Interacting with Students. The survey was distributed through the American Occupational Therapy Association Program …
Conceptualizing Occupational Therapists’ Change Agent Role To Support Entry-Level Pedagogical Activities: Results From A Scoping Study,
2020
Université de Sherbrooke
Conceptualizing Occupational Therapists’ Change Agent Role To Support Entry-Level Pedagogical Activities: Results From A Scoping Study, Annie Carrier, Michaël Beaudoin
Journal of Occupational Therapy Education
Entry-level programs are expected to support occupational therapy students in developing knowledge and skills pertaining to the change agent role. To do so, a detailed, multidimensional conceptualization of this role is necessary. To date, in the occupational therapy profession, there is no such conceptualization, which might impact educators’ ability to conduct relevant pedagogical activities. Our study aimed to explore the dimensions of the change agent role for occupational therapy practitioners. We undertook a scoping study of the scientific and grey literature up to August 31, 2018 to “map” what is known about the change agent role. We searched nine databases, …
Student Engagement In Peer Dialogue About Diversity And Inclusion,
2020
University of Toronto, Department of Occupational Science and Occupational Therapy
Student Engagement In Peer Dialogue About Diversity And Inclusion, Barry L. Trentham, Sylvia Langlois, Ruheena Sangrar, Jill Stier, Lynn Cockburn, Deb Cameron, Rebecca Renwick, Chantal Dsouza
Journal of Occupational Therapy Education
Student engagement in peer dialogue is a key aspect of a transformative learning process. However, the dynamics of peer dialogue become more complex when applied to concepts of diversity and inclusion, due to increased risk of student vulnerability and exclusion. This study examined how curricular content and contextual features in educational settings facilitate peer dialogue by analyzing the learning narratives of eleven occupational therapy graduate students. Considered within a transformative approach to learning, findings suggest the need to consider how students experience and name diversity. Critical questions are raised about the value of and potential caveats about exposing students to …
Comparing Moral Reasoning Across Graduate Occupational And Physical Therapy Students And Practitioners,
2020
University of Indianapolis
Comparing Moral Reasoning Across Graduate Occupational And Physical Therapy Students And Practitioners, Brenda S. Howard, Cheyenne Kern, Olivia Milliner, Lindsey Newhart, Sarah K. Burke
Journal of Occupational Therapy Education
Practicing clinicians must use moral reasoning to solve ethical problems and combat moral distress. Development of moral reasoning in occupational therapy (OT) and physical therapy (PT) students has been significantly under researched. The purpose of this study was to analyze the differences in moral reasoning between first year and second year OT and PT students and between students and OT and PT practitioners. Investigators utilized a cross-sectional study design with a convenience sample of University of Indianapolis OT and PT students and a combination of convenience and snowball sampling to recruit licensed OT and PT practitioners. One hundred and fifty-four …
Implementing The Same Site Model In Occupational Therapy Fieldwork: Student And Fieldwork Educator Perspectives,
2020
American International College
Implementing The Same Site Model In Occupational Therapy Fieldwork: Student And Fieldwork Educator Perspectives, Kate G. Barlow, Michael Salemi, Courtney Taylor
Journal of Occupational Therapy Education
The Same Site Model of fieldwork service delivery provides the opportunity for the occupational therapy student to complete their Level I and Level II fieldwork at the same site. Due to limited research on the Same Site Model, a survey study was conducted to explore fieldwork educator and student perceptions on using the model. A 10-question survey, with 8 Likert questions and 2 open ended questions was designed by 2 Academic Fieldwork Coordinators. A total of 116 surveys were completed by occupational therapy students (N=45) and fieldwork educators (N=71) on their preference of the Same Site Model, along with their …
Pre-Entry Selection Assessment Results And Final Degree Outcomes Of Occupational Therapy Students: Are There Relationships?,
2020
University of Southampton
Pre-Entry Selection Assessment Results And Final Degree Outcomes Of Occupational Therapy Students: Are There Relationships?, Sarah Louise Mcginley
Journal of Occupational Therapy Education
Occupational therapy (OT) admissions tutors are tasked with ensuring the recruitment of high-quality candidates who can demonstrate both academic and professional skills throughout their education and subsequently into practice. While standardized admissions criteria do not exist, it is widely accepted that both cognitive and non-cognitive characteristics should be assessed to establish academic and professional qualities of applicants. Pre-admission qualifications are generally classed as a reliable assessment of academic (cognitive) ability, with literature supporting positive but variable relationships between academic qualifications and degree classifications. Evidence to support trusted assessments of pre-admission professional (non-cognitive) skills is lacking, with ambiguity surrounding relationships between …
