Do Beliefs About Knowledge Predict Occupational Therapy Students’ Critical Thinking? A Longitudinal Correlational Study,
2020
University of Tennessee Health Science Center
Do Beliefs About Knowledge Predict Occupational Therapy Students’ Critical Thinking? A Longitudinal Correlational Study, Anita W. Mitchell, Walter Stevens, Vikki G. Nolan
Journal of Occupational Therapy Education
Beliefs about knowledge and knowing, or epistemic and ontological cognition (EOC), are potential influences on critical thinking, yet little research exploring these relationships has been published in educational literature or in occupational therapy (OT). This study examined the association between domain-general and OT-specific EOC and critical thinking in OT students. The Epistemological Beliefs Inventory, modified Four-Quadrant Scale, and Watson-Glaser Critical Thinking Appraisal were administered to a convenience sample of 102 OT students, before and after the didactic portion of an OT program. Results of logistic regression indicated that only the general belief in an omniscient authority as a source of …
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 …
Long-Term Impact Of International Service Learning: Cultural Competence Revisited,
2020
Huntington University
Long-Term Impact Of International Service Learning: Cultural Competence Revisited, Nathan Short, Heather Y.Z. St. Peters, Thomas Almonroeder, Grace Bolomope, Kelli Daller, Kayla Deaton, Madeline Kreill
Journal of Occupational Therapy Education
As cultural diversity continues to rise globally, there is an evident need for culturally competent care, especially within the client-centered field of occupational therapy. Previous research has shown that occupational therapy doctoral (OTD) students who participated in international service-learning demonstrated an immediate positive impact on their cultural competence. The current study revisits these same doctoral students to examine the long-term impact of international service-learning experiences at six-month, one-year, two-year, and three-year intervals following the initial experience. The researchers conducted a mixed methods study with a pre-test post-test design, utilizing the Cultural Intelligence Scale (CQS), as well as qualitative responses in …
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 …
Student Perceptions Of Research In An Occupational Therapy Doctoral Program: A Cross-Sectional Survey,
2020
Gannon University
Student Perceptions Of Research In An Occupational Therapy Doctoral Program: A Cross-Sectional Survey, Kristin A. Valdes, Stephanie Dalton, Deandra Modeste, Jacqueline J. Moskalczyk, Troy Olmo, Jacklynn M. Smith
Journal of Occupational Therapy Education
Student perceptions of research in graduate programs play a role within the Occupational Therapy Doctorate (OTD) curriculum and how future clinicians value Evidence Based Practice and research. The Student Perception of Research Integration Questionnaire (SPRIQ) was utilized to examine students’ perceptions of research in their graduate coursework. Participants included in this study were all students enrolled in an occupational therapy doctorate program. All items were scored on a 5-point Likert scale. Mean scores were calculated for each item on the respondents’ submissions. The items were further categorized into subscales. The mean score of all items of the SPRIQ was 4.44 …
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 …
The Subject-Centered Integrative Learning Model: A New Model For Teaching Occupational Therapy’S Distinct Value,
2020
Duke University
The Subject-Centered Integrative Learning Model: A New Model For Teaching Occupational Therapy’S Distinct Value, Barb Hooper, Matthew Molineux, Wendy Wood
Journal of Occupational Therapy Education
The concept of occupation-centered education has been used to describe what programs do when they infuse occupation throughout an occupational therapy curriculum. In describing occupation-centered education, educators often describe the strategies they use to help students learn occupation, including courses about occupation, direct experience with occupation, cases and questions that connect biomedical sciences and health conditions to occupation, assignments that require students to infuse occupation into therapy, curriculum threads related to occupation, and many others. While each of these strategies is important, no conceptual model exists that defines occupation-centered education, elaborates its concepts and principles, and guides the development of …
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.
The Use Of An Embedded Librarian To Enhance Student Information Literacy Skills: A Pilot Study,
2020
Samuel Merritt University
The Use Of An Embedded Librarian To Enhance Student Information Literacy Skills: A Pilot Study, Elaina J. Dalomba, Elizabeth Kavanaugh, Kaitlin Manbeck, Samantha O'Neill, Kyle Soldevilla, Melanie Watson, Ellen Mclaughlin
Journal of Occupational Therapy Education
This pilot study explored an embedded librarian (EL) intervention to enhance occupational therapy student information literacy skills development. The EL provided computer laboratory and in-class instruction, online presence in the classroom website, and extensive office hours to assist students in the identification of information needed, determination of how and where to find scholarly information needed, and assessment and utilization of information retrieved to meet assignment requirements. Participants were 46 third-year (junior) occupational therapy students. Three tools were used to assess skills pre and post intervention: the Student Assessment of Information Literacy Skills, the Student Perception of Literacy Skills-Q (SPIL-Q), and …
The Critical Friend: Development Of A Peer Supervision Training For A Student-Run Occupational Therapy Clinic,
2020
Washington University School of Medicine
The Critical Friend: Development Of A Peer Supervision Training For A Student-Run Occupational Therapy Clinic, Anne Murphy-Hagan, Lauren E. Milton
Journal of Occupational Therapy Education
An occupational therapy program at a research institution in the Midwest offers a student-run outpatient stroke clinic to prepare learners for the student-to-clinician transition. Notably, the students practice peer supervision in which participants with roughly the same level of training monitor, evaluate, and support one another. This project details the development of The Critical Friend, an evidence-based peer supervision training program implemented in a student-run occupational therapy clinic. The ADDIE Model of Instructional Design, which classifies five phases of instruction implementation (analyze, design, development, implementation, and evaluation) was utilized to translate research knowledge into a learning deliverable. This paper …
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 …
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 …
What Does The Evidence Say About Student, Fieldwork Educator, And New Occupational Therapy Practitioner Perceptions Of Successful Level Ii Fieldwork And Transition To Practice? A Scoping Review,
2020
Nova Southeastern University
What Does The Evidence Say About Student, Fieldwork Educator, And New Occupational Therapy Practitioner Perceptions Of Successful Level Ii Fieldwork And Transition To Practice? A Scoping Review, Blakeney Patterson, Mariana D'Amico
Journal of Occupational Therapy Education
This study explored occupational therapy (OT) student, fieldwork educator, and new practitioner perceptions of successful Level II fieldwork experiences and how those experiences related to transitioning into practice. A scoping review was conducted where articles related to OT fieldwork experiences were analyzed using key terms and databases. A total of 14 articles related to OT fieldwork experiences and transitions into practice were critically analyzed. Three studies explored student perceptions of fieldwork experiences and perceived self-efficacy, two studies investigated student perspectives of fieldwork educators, four studies explored transition to practice of recently graduated OT students, two studies investigated student perceptions of …
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 …
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 …
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 …
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 …
Effect Of A Gamification Model On A Graduate Level Occupational Therapy Course,
2020
Florida Gulf Coast University
Effect Of A Gamification Model On A Graduate Level Occupational Therapy Course, Edwin Myers
Journal of Occupational Therapy Education
Gamification in education refers to the immersion of game elements and game mechanics to enhance student engagement. Elements of gamification include the use of reward systems, leader boards, social activities, badges, missions, challenges, and aspects of free choice in course design. The aim of this study was to assess the effect of applying a gamification model to a graduate level occupational therapy course in assistive technology (AT). This mixed methods study followed two consecutive cohorts of students (N=63 students, 55 females) in a graduate level occupational therapy program as they participated in a gamified course allowing the students to “choose …
