Assessment Of Level Ii Fieldwork Performance (Alf): Development And Refinement Of A Level Ii Assessment Tool For Use In Occupational Therapy Curricula,
2026
St. Bonaventure University
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 First-Attempt Nbcot Success: A Multivariable Analysis Of Occupational Therapy Graduates,
2026
The University of St Augustine
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, …
Structuring Role-Emergent Level Ii Fieldwork Placements For Success: A Framework Grounded In Collaboration, Accountability, Supervision, And Site Integration (The Cass Framework),
2026
Colorado State University - Fort Collins
Structuring Role-Emergent Level Ii Fieldwork Placements For Success: A Framework Grounded In Collaboration, Accountability, Supervision, And Site Integration (The Cass Framework), Lisa A. Fyffe, Amy Van Camp
Journal of Occupational Therapy Education
We propose a framework for implementing role-emergent fieldwork grounded in four structural principles identified in the literature and refined through professional reflection: collaboration, accountability, supervision, and site integration. Occupational therapy students report positive experiences with role-emergent fieldwork placements, citing benefits such as professional development, increased autonomy, and opportunities for innovation. However, studies have found that role-emergent placements often lack the structure students need to develop traditional documentation skills, manage complex practice dynamics, and implement occupational therapy programs in a novel setting. Consequently, occupational therapy students describe challenges with role-emergent placements in defining their professional role, managing high levels of responsibility, …
Reliability And Generalizability Of An Occupational Therapy Fieldwork Assessment Tool In Japan,
2026
Seijoh University, Japan
Reliability And Generalizability Of An Occupational Therapy Fieldwork Assessment Tool In Japan, Keiko Takeuchi, Hirotaka Onishi
Journal of Occupational Therapy Education
Occupational therapists require high-quality clinical education to develop the skills needed for safe and effective practice. In Japan, the duration of occupational therapy education is shorter than in many other countries and the rapid expansion of training schools has created new challenges for assuring the quality of fieldwork. Assessment tools used in long-term clinical training must therefore provide sufficient reliability to support fair pass–fail decisions and meaningful feedback. This study examined the reliability of two conventional learner assessment tools used in one Japanese occupational therapy program: a 17-item supervisor rating form and a 10-item faculty rating form completed after debriefing …
Student And Recent Graduate Perceptions Of Single Versus Multiple Supervision Models In Occupational Therapy Level Ii Fieldwork: A Descriptive Survey Study,
2026
Baylor University
Student And Recent Graduate Perceptions Of Single Versus Multiple Supervision Models In Occupational Therapy Level Ii Fieldwork: A Descriptive Survey Study, Ricardo G. Altahif Jr., Kirsten Davin, Kelli Easley
Journal of Occupational Therapy Education
As occupational therapy programs increase in number, the need for increased fieldwork capacity has led to growing interest in alternative supervision models. Understanding how supervision structure influences student perception of the fieldwork experience is essential for ensuring quality educational experiences. This descriptive, cross-sectional study examined occupational therapy students’ and recent graduates’ perceptions of single versus multiple supervision models during Level II fieldwork. A 23-item online survey was developed and distributed nationally via professional networks and academic channels. Participants rated their experiences across three domains: satisfaction and mentoring quality, communication and feedback, and development of clinical and professional skills. Descriptive statistics …
The Influence Of Level I International Fieldwork Experiences On Subsequent Level Ii Fieldwork Performance,
2026
University of Central Arkansas
The Influence Of Level I International Fieldwork Experiences On Subsequent Level Ii Fieldwork Performance, Brittany N. Saviers, Deborah Gangluff
Journal of Occupational Therapy Education
This retrospective cohort study examined whether participation in a Level I international fieldwork placement was associated with differences in student performance during subsequent Level II fieldwork, as measured by the American Occupational Therapy Association’s Fieldwork Performance Evaluation (FWPE). A total of 136 entry-level occupational therapy doctoral students from a single U.S. university were included, with 46 students completing at least one international fieldwork placement in Costa Rica or Tanzania and 90 completing only domestic placements for Level I fieldwork. All students completed three Level I fieldwork experiences, with international placements representing one component of this sequence when applicable. Independent samples …
Faculty Perceptions Of Using Technology For Virtual Debriefing,
2026
Baylor University
Faculty Perceptions Of Using Technology For Virtual Debriefing, Kelly Layne, Deanne Otto, Elisabeth Mcgee
Journal of Occupational Therapy Education
Face-to-face simulation and debriefing have been widely used and researched in occupational therapy and physical therapy education to provide students with authentic learning experiences. However, technology acceptance of virtual debriefing has not been studied with occupational therapy and physical therapy faculty. This is an important area of study, as the use of technology to facilitate virtual debriefing became more common during the COVID-19 pandemic and has continued to increase in use post-pandemic. The purpose of this basic qualitative study was to explore faculty perceptions of using technology to facilitate virtual debriefing in graduate occupational therapy and physical therapy programs. The …
Scholarship Of Knowledge Discovery In Occupational Therapy Practice Model (Spot-M),
2026
Nova Southeastern University
Scholarship Of Knowledge Discovery In Occupational Therapy Practice Model (Spot-M), Nicole R. Quint, Penelope Cleveland
Journal of Occupational Therapy Education
The Scholarship of Knowledge Discovery in Occupational Therapy Practice model guides occupational therapists, especially those with professional doctorates, in conducting practice scholarship and informing capstone projects. This model shifts the capstone from an academic experience to meaningful practice scholarship, like the dissertation’s role in scientific inquiry. The model highlights collaboration across research, practice, and education, while describing the practice scholars’ unique contributions. As evidence-based practice, implementation science, and healthcare complexity evolve, the importance of practice scholars has grown. The expertise of occupational therapists as practice scholars is pivotal for translating research findings into real-world, often unpredictable contexts; and practice scholarship …
Advancing Interprofessional Communication: Preliminary Outcomes Of A Novel Collaboration Framework In A Student Head Injury Clinic,
2026
Rutgers University
Advancing Interprofessional Communication: Preliminary Outcomes Of A Novel Collaboration Framework In A Student Head Injury Clinic, Natalia Noce, Kelly Ann Pena, Susan Paparella, Andrew Lynch, Erin Keller, Aaron Dallman, Pamela Rothpletz-Puglia
Journal of Occupational Therapy Education
When healthcare providers practice interprofessional practice, care improves, and medical errors are reduced. Interprofessional Education Collaborative (IPEC) principles and the Team Strategies and Tools to Enhance Patient Performance and Safety (TeamSTEPPS®) frameworks are utilized in healthcare education to develop interprofessional collaborative practice skills, but there is little understanding of how these skills change over time. We sought to evaluate the development of interprofessional collaborative practice skills by examining graduate occupational therapy, physical therapy, and speech-language pathology students' first-hand reports of their experiences over time in an interprofessional head injury clinic. We employed an applied interpretive qualitative research approach longitudinally collecting …
Recalibrating Readiness: Pandemic Impact On Ot Admissions,
2026
Rush University Medical Center
Recalibrating Readiness: Pandemic Impact On Ot Admissions, Bridget J. Hahn, Kajol Patel, Jacquelyn A. Siegel, Jessica Rappaport, Michelle Mcfall-Johnsen, Kia A. Burks
Journal of Occupational Therapy Education
This study explored shifts in occupational therapy applicant characteristics across two distinct time periods: pre- and post-COVID-19, while also describing admissions policy changes implemented by an urban Midwestern Occupational Therapy Doctorate (OTD) program. Retrospective data from admissions records from 917 applicants (2017 – 2024) were grouped into pre-COVID (2017 – 2020) and post-COVID (2021 – 2024). Academic, pre-professional, interview, and underrepresented minority (URM) status was compared using independent t-tests and chi-square analyses. Cumulative grade point average (GPA) and research experience increased post-pandemic, while pre-professional experience and interview performance declined. The proportion of URM applicants rose significantly from 8.1% pre-COVID to …
Attribution Theory In Occupational Therapy Clinical Education: A Scoping Review,
2026
Creighton University
Attribution Theory In Occupational Therapy Clinical Education: A Scoping Review, Julia Shin, Anna Domina, Ashley Fecht, Lisa Bagby, Raigan Borsh
Journal of Occupational Therapy Education
Intrapersonal and interpersonal skills are essential for occupational therapy students’ professional development and fieldwork success. Despite their importance, these competencies are often ambiguously defined, inconsistently assessed, and underemphasized in curricula. Attribution theory, a well-established framework from social psychology, provides a valuable lens for examining how students’ causal attributions influence their motivation, behavior, and professional growth. This scoping review aimed to synthesize the application of attribution theory in health professions education by characterizing attribution-focused interventions, assessments, and student outcomes. Following Arksey and O’Malley’s (2005) five-stage framework and PRISMA-ScR guidelines, we conducted systematic searches across Academic Premier, CINAHL, ERIC, OTSeeker, and PubMed …
Building Self-Perceived Confidence Through Occupational Therapy And Nursing Student Peer Teaching,
2026
Touro University Department of Occupational Therapy
Building Self-Perceived Confidence Through Occupational Therapy And Nursing Student Peer Teaching, Jennifer A. Tokash, Melissa Nolan, Jamie Bittiger, Jessica Wagoner, John Damiao, Michelle Lopez
Journal of Occupational Therapy Education
Peer teaching, which is student-to-student instruction, has emerged as a promising pedagogical strategy in higher education, yet it remains underexplored in health professions curricula. While traditional professor-led instruction remains the predominant model, peer teaching may offer comparable or enhanced outcomes, particularly in fostering students’ self-perceived confidence and active learning. This study examined the impact of peer teaching on nursing students’ self-perceived confidence in applying ergonomic principles and performing safe patient handling techniques, as instructed by occupational therapy students. Additionally, the study assessed occupational therapy students’ self-perceived confidence in measuring vital signs following instruction provided by nursing students. Using a quasi-experimental …
Effective Teaching Behaviors Of Adjunct Faculty In Occupational Therapy Education: Perspectives Of Students, Adjuncts, And Core Faculty,
2026
Baylor University
Effective Teaching Behaviors Of Adjunct Faculty In Occupational Therapy Education: Perspectives Of Students, Adjuncts, And Core Faculty, Kayla Collins, Marian Gillard, Christine Davis, Kirsten Davin, Barbara M. Doucet, Bridget Scheidler
Journal of Occupational Therapy Education
Adjunct faculty constitute nearly half of the higher education workforce in the United States, yet they often receive limited preparation and institutional support for their teaching responsibilities. In occupational therapy education, where rapid program expansion has heightened reliance on adjunct instructors, understanding which teaching behaviors are most valued is critical to ensuring instructional quality, student success, and professional readiness. This study examined perceptions of effective adjunct teaching behaviors in a doctoral occupational therapy program using the Teaching Behavior Checklist (TBC), a validated 28-item measure of teaching effectiveness. Participants included students (n = 33), adjunct faculty (n = 19), and core …
Simulation In Occupational Therapy Graduate Programs,
2026
Abilene Christian University
Simulation In Occupational Therapy Graduate Programs, Donna Walls, Lillie Thomas, Melinda A. Underwood, Kendall Davis
Journal of Occupational Therapy Education
The purpose of this study was to identify the use of simulation in occupational therapy graduate programs. A national survey was analyzed from participants who were faculty members of graduate programs in the United States. The survey questions focused on the characteristics of the simulated experiences, student skills addressed, faculty collaboration efforts, and the debriefing process. Over 1,750 emails were sent to faculty of accredited graduate occupational therapy programs and yielded a response rate of approximately 9.5% from faculty of 80+ programs in 31 states that were included in the responses. Survey data were analyzed with cross-tabulation and statistical analyses, …
Faculty Perceptions Of Active Learning In Occupational Therapy Education: Strategies Utilized, Feasibility, And Student Outcomes,
2026
Massachusetts College of Pharmacy and Health Sciences
Faculty Perceptions Of Active Learning In Occupational Therapy Education: Strategies Utilized, Feasibility, And Student Outcomes, Heidi N. Robertson, Erin Westover
Journal of Occupational Therapy Education
This study utilized a concurrent mixed-methods approach using an online survey to examine occupational therapy and occupational therapy assistant faculty members' knowledge and use of active learning strategies, perceived barriers, and perceptions of student engagement and learning outcomes. The investigators developed a survey, including 22 closed and open-ended questions, capturing demographics, knowledge, barriers, strategy use, and student outcomes. Quantitative data analysis employed descriptive statistics, indicating that knowledge of active learning was most frequently gained through on-the-job experience. Findings also revealed differences in strategy use across course types: active learning was used more frequently in practice-based courses and less frequently in …
Exploring Microaggressions Experienced By Students Of Color In Occupational Therapy Programs: Fostering A Climate Of Belonging,
2026
Kean University
Exploring Microaggressions Experienced By Students Of Color In Occupational Therapy Programs: Fostering A Climate Of Belonging, Laurie Knis-Matthews Ph.D., Ot, Sara Frommer Otd, Otr/L, Jacquelyn Pierre Otd, Otr/L, Geena Santomo Otd, Otr/L, Corrine Pineda Msot, Otr/L, Jackeline Artiles Otd, Shaniqua Bradley Ph.D., Lcsw
Journal of Occupational Therapy Education
Microaggressions, which are subtle and often unintentional acts of bias, continue to shape the educational experiences of students from marginalized backgrounds, yet their nuanced nature makes them difficult to define and address. This phenomenological qualitative study investigated the lived experiences of occupational therapy graduate students of color regarding microaggressions within their academic programs. Using purposeful sampling, five occupational therapy graduate students from various United States institutions participated in individual, semi-structured interviews. Thematic analysis revealed four key themes: It’s Hard to Describe a Microaggression without Using Examples and Explaining the Emotions Behind It; These Microaggressions Had Immediate and Long-Term Consequences on …
Change In Perception Of Cultural Self-Efficacy Among Graduate Students In An Occupational Therapy Academic Program,
2026
Saint Louis University
Change In Perception Of Cultural Self-Efficacy Among Graduate Students In An Occupational Therapy Academic Program, Emma Edwards, Selena E. Washington, Zidong Zhang
Journal of Occupational Therapy Education
Culturally responsive care is essential to improving healthcare access and outcomes; however, the extent to which occupational therapy students are prepared to deliver such care remains unclear. Experiential learning embedded within occupational therapy curricula, including fieldwork, is considered a key pathway for developing cultural self-efficacy. This quantitative study examined changes in cultural self-efficacy among graduate occupational therapy students across didactic and experiential learning experiences within a Master of Occupational Therapy program. Using the Multidisciplinary Healthcare Provider version of the Transcultural Self-Efficacy Tool, perceived self-efficacy across the cognitive, practical, and affective domains was assessed across three cohort-based administration periods aligned with …
Equity-Oriented Mentoring For Occupational Therapy Students In Canada: A Narrative Assessment,
2026
Dalhousie University
Equity-Oriented Mentoring For Occupational Therapy Students In Canada: A Narrative Assessment, Kaarina Valavaara, Tara Pride, Chris Mcwilliam, Jaime Blenus, Stephanie R. Bizzeth, Brenda Beagan
Journal of Occupational Therapy Education
In the health professions, mentoring has emerged as a key strategy for reducing the isolation and exclusion of students from equity-denied groups – including students who identify as Indigenous, racialized, disabled and/or queer. Mentoring often focuses on academic and professional skills, which implies students from these groups are somehow lacking. In contrast, ‘equity-oriented’ mentoring focuses on learning in the context of on-going, everyday isolation, exclusion, discrimination and even hostility. Mentors from the profession, who are also members of the same equity-denied groups, provide role models for thriving in the face of oppression. They may provide psychosocial support while helping students …
Assessing Supports And Barriers To Equitable Participation In Occupational Therapy Fieldwork For Students From Minoritized Backgrounds: A Mixed Methods Analysis,
2026
Western Oregon University
Assessing Supports And Barriers To Equitable Participation In Occupational Therapy Fieldwork For Students From Minoritized Backgrounds: A Mixed Methods Analysis, Kristin M. Nxumalo, Coalition Of Occupational Therapy Advocates For Diversity Cotad, Alexia Rebne, Janis Yue, Ryan Thomure, Ricardo D. Ramirez
Journal of Occupational Therapy Education
Fieldwork experiences in occupational therapy (OT) and occupational therapy assistant (OTA) education introduce students to novel environments that they must successfully navigate. When examining the experiences of OT and OTA students from minoritized backgrounds, it is critical to understand their fieldwork experiences so that fieldwork educators and partners can create inclusive, supportive environments that promote success for all students. Within this study, a needs assessment was conducted to explore factors that impacted the OT and OTA fieldwork experiences of students from minoritized backgrounds. Using a mixed methods design, a cross-sectional survey was completed by non-faculty OT practitioners (n=48), Academic Fieldwork …
An Exploratory Study Of Occupational Therapy Students’ Use Of Coping Strategies On Fieldwork,
2026
University of Florida
An Exploratory Study Of Occupational Therapy Students’ Use Of Coping Strategies On Fieldwork, Heidi Horwitz, Sheila Moyle, Hannah Morse, Christine Myers
Journal of Occupational Therapy Education
This qualitative study explored how occupational therapy students applied coping strategies during Level II fieldwork after completing resilience-focused preparatory modules. Occupational therapy students often experience high stress during fieldwork, and resilience-building strategies may help mitigate these challenges. Participants (N=58) were second-year doctoral students who completed modules designed to increase awareness of personal stressors, enhance self-efficacy, and promote the use of coping strategies. Analysis of student reflections across twelve weeks of placement identified the types, frequency, and contexts of strategy use. Students most frequently reported using emotional regulation, breathwork, and positive self-talk. These strategies were typically employed daily or weekly, often …
