Exploring Wellness Interventions for Graduate Students: A Pilot Study.

The purpose of this study was to examine the existence of preprofessional stereotypes in physical therapy (PT) and occupational therapy (OT) students at an urban midwestern university. Forty-two junior PT students and 42 junior OT students completed the Health Team Stereotyping Scale (HTSS) as a self-administered survey questionnaire. The students' total and individual word-pair scores on the HTSS were then compared. The first comparison, between the PT students' and the OT students' views of the PT profession, indicated that the PT students' assessment of the PT profession was more positive than that of the OT students. The second comparison, between the OT students' and the PT students' views of the OT profession, indicated that the OT students' perception of the OT profession was more positive than that of the PT students. Each student group chose both positive and negative descriptors for the other group. Some positive adjectives chosen by the OT students to describe PT students were "proud," "passive," and "precise." The PT students chose "casual" and "intentional" to positively describe OT students. Some negative adjectives chosen by the OT students to describe PT students were "overrated," "competitive," and "strict." The PT students described OT students as "passive," "dull," and "narrow." Both groups thought the other group was conventional and conservative. Awareness of the existence of positive and negative stereotypes may influence behaviors in preprofessional and professional environments.

Intergenerational learning activities benefit both older and younger participants. The Whyalla Men's Shed (WMS) not only meets many of the needs of its older participants but has recently become involved in several initiatives that foster intergenerational collaboration and learning. An agreement between the University of South Australia (UniSA) and the WMS has resulted in the WMS hosting several projects led by senior Occupational Therapy (OT) students aimed at improving health literacy and promoting healthy lifestyle choices in older men. WMS placements undertaken by the OT students have enabled the students to better understand the enablers and barriers to healthy lifestyle choices in this target group and how to adapt classroom-based knowledge to best engage a disparate group of older men. Initiatives have included informal 'teaching sessions' focusing on improving dietary knowledge and skills, and on physical activity and exercise, augmented by informal cooking and exercise sessions suited to the attitudes, skills and abilities of the shed members. Students reported changes in the men's knowledge, attitude, and behaviours and activities that demonstrated active engagement with the concepts promoted. The student experience was enhanced by working on small projects allowing them to develop basic woodworking and construction skills. Shed members reported enjoying the opportunity to share life stories, skills, and experience while 'learning by doing'. It is to be hoped that such intergenerational engagements will continue to provide enrichment for both younger and older learners, building mutual respect and enhancing the self-esteem of all concerned.

A core tenet of occupational therapy is that practitioners should use evidence in their practice. Nevertheless, many occupational therapy practitioners feel limited in their evidence-based practice (EBP) knowledge. Conceivably, improving EBP knowledge in students would facilitate their greater knowledge as practitioners. Other researchers have modified teaching methods and content to enhance knowledge in students but did not empirically evaluate the acquisition of knowledge. To empirically evaluate EBP knowledge acquisition. Descriptive, mixed-methods pilot study. A graduate occupational therapy program. Fifty-one second-year occupational therapy students. We used the Adapted Fresno Test of Competence in Evidence-Based Practice to measure evidence-based practice knowledge. We also qualitatively assessed students' perceptions of what influenced their development of EBP knowledge and how they felt after completing the posttest. We found significant improvements in EBP knowledge. We also found the following qualitative themes regarding influences on students' EPB knowledge development: helpful supports, learning activities, and the context of doing with others. We observed significant gains in EBP knowledge, as measured by the Adapted Fresno Test, after occupational therapy students completed an EBP course. We theorize that students' gains in EBP knowledge will support their ability to successfully use evidence in their future occupational therapy practice. Our findings on the Adapted Fresno Test indicate that our course successfully promoted acquisition of EBP knowledge. We theorize that students' gains in evidence-based practice knowledge will support their ability to successfully use evidence in their future occupational therapy practice.

This pilot study was designed to assess the perceptions of physical therapy (PT) and occupational therapy (OT) students regarding the use of computer-assisted pedagogy and prosection-oriented communications in the laboratory component of a human anatomy course at a comprehensive health sciences university in the southeastern United States. The goal was to determine whether student perceptions changed over the course of a summer session regarding verbal, visual, tactile, and web-based teaching methodologies. Pretest and post-test surveys were distributed online to students who volunteered to participate in the pilot study. Despite the relatively small sample size, statistically significant results indicated that PT and OT students who participated in this study perceived an improved ability to name major anatomical structures from memory, to draw major anatomical structures from memory, and to explain major anatomical relationships from memory. Students differed in their preferred learning styles. This study demonstrates that the combination of small group learning and digital web-based learning seems to increase PT and OT students' confidence in their anatomical knowledge. Further research is needed to determine which forms of integrated instruction lead to improved student performance in the human gross anatomy laboratory.

Background The COVID-19 pandemic continues to impact mental health by exacerbating anxiety, fear, and substance use worldwide. Several studies have demonstrated increased substance use and declining mental health in students abroad, but no investigation has assessed the COVID-19 pandemic’s effects on mental health and substance use in graduate and healthcare students in the United States. Objective Researchers sought to quantify and qualify the ongoing COVID-19 pandemic’s impacts on Colorado graduate and healthcare students’ mental health and substance use, hypothesizing that greater COVID-19-related fear would correlate with higher substance use rates across metrics. Methods Investigators utilized an online, institutionally-distributed, mixed-methods survey to assess quantitative and qualitative changes in various mental health metrics and substance use in Colorado healthcare and graduate students during the COVID-19 pandemic from June 2020 to February 2021. An augmented Fear of COVID-19 Scale (FCV-19S) academic survey served as the primary data collection vessel. Results Students who reported higher levels of depression, exhaustion, loneliness, nervousness, and anger had significantly higher FCV-19S scores. Higher FCV-S19 scores were also significantly associated with increased levels of alcohol consumption, binge drinking, and cannabis use. Qualitative analysis elucidated recurring themes regarding use frequency, substances used, and the reasons underlying use. Further qualitative analysis revealed three common student concerns: worries regarding the length of the pandemic, its social impact, and educational/financial impact. Conclusions The COVID-19 pandemic has negatively affected the well-being of Colorado healthcare and graduate students, directly increasing substance use while simultaneously exacerbating feelings of fear, anxiety, and helplessness.

Poor mental health of healthcare students is a cause for concern in many universities. Though previous research has identified mental health shame and self-compassion as critical in this student group, how these variables differ across different healthcare disciplines remains to be evaluated. Healthcare students (n = 344; counselling, occupational therapy, social work and nursing) completed measures regarding these variables. MANOVA and regression analyses were performed. (1) Counselling and nursing students were more depressed than occupational therapy students; (2) nursing students were more anxious than occupational therapy and social work students; (3) occupational therapy students had more positive attitudes towards mental health than the others; and (4) nursing students worried about their own reputation associated with their family more than counselling students. Self-compassion was the strongest predictor of mental health in all groups; however, the effect sizes varied: largest in nursing and smallest in social work students. Findings will help inform effective interventions for students in each healthcare discipline.

Introduction Disruptive behavior problems are the most common referral reason to behavioral health professionals among preschool-age children. Parent management training (PMT) is the prima...

Introduction. The Commission on Accreditation in Physical Therapy Education and the Accreditation Council for Occupational Therapy Education require the integration of interprofessional education (IPE) into their respective educational programs. This follows reports from the Institute of Medicine and the World Health Organization that highlight the importance of IPE to prepare professionals for interprofessional collaborative practice. However, information related to practical strategies to incorporate learning experiences into the curriculum is sparse. The purpose of this study was to examine the impact of an interprofessional simulation on the self-efficacy of physical therapy (PT) and occupational therapy (OT) students and to explore student perceptions of the IPE experience to better understand their engagement in learning. Methods. The study sample included 51 first-year PT students and 36 third year OT students, all enrolled in a case-based class, respectively. A quasi-experimental pretest–posttest design was used to examine changes in self-efficacy for interprofessional learning among participants after an interprofessional simulation activity. Participants completed the Self-Efficacy for Interprofessional Experiential Learning (SEIEL) survey 1 week before the simulation activity (pretest) and 1 week after (posttest.) Qualitative methods were used to gather feedback from participants about the learning activity. Results. Self-efficacy scores for OT students and PT students on each SEIEL subscale were calculated. For the interprofessional interaction subscale, there was a significant main effect between pretest and posttest scores, with posttest scores higher than pretest scores. There was no difference based on whether they were an OT or PT student. Similarly, there was a significant main effect between pretest and posttest scores on the interprofessional team evaluation and feedback subscale, whereas there was no significant effect based on student discipline. Both OT and PT students reported they gained knowledge about the other profession's role, scope of practice, goals, and evaluation and treatment activities and described the opportunity to plan and problem solve as the most helpful aspect of this learning activity. Their responses indicated that they perceived the greatest learning through the direct hands-on time with the standardized patients and the rest of the time was not valuable as they were just watching. Discussion and Conclusion. Occupational therapy and PT students benefited equally with improved self-efficacy and positive learning outcomes. In a time with many uncertainties in IPE, this study provides evidence that a single, brief learning activity can be beneficial.

IntroductionBurnout syndrome has been characterized as a process of chronic responses to occupational stress in certain employee groups. However, this phenomenon has also been reported in other participant groups including university students. The Maslach Burnout Inventory-Student Survey (MBI-SS), composed of the Exhaustion, Cynicism and Efficacy subscales, was used to evaluate burnout in this sample group while the Utrecht Work Engagement Scale (UWES) was used to gather data related to engagement, a positive psychology construct composed of the three factors, namely vigor, dedication, and absorption. To date, no studies considered these factors in relation to occupational therapy students. This begs the question, is there a relationship between occupational therapy students’ self-reported levels of burnout and engagement?ObjectivesThe study objectives are to (1) ascertain the self-reported levels of burnout and engagement in a sample of Australian Occupational undergraduate therapy students, and (2) analyze the sociodemographic, occupational and academic characteristic associated with these levels.MethodsParticipants were 225 Australian undergraduate occupational therapy students from Monash University completed the MBI-SS and the UWES for students. Descriptive, bivariate and multiple linear regression analyses were performed.ResultsRegarding MBI-SS burnout dimensions, exhaustion was associated with age, year level of enrolment and hours of direct time spent working on occupational therapy studies, explaining 15% of its variance. Cynicism and efficacy were associated with age, year level of enrolment and hours of indirect time, accounting for 16% of its variance. For the UWES engagement dimensions, year level of enrolment and hours of indirect time spent working on occupational therapy studies were significant predictors of vigor, explaining 27% its variance while while age, gender, year level of enrolment, hours of indirect time spent working on occupational therapy studies, and hours spend per week engaged in self-care activities accounted for 23% of the variance of dedication. Finally, age, year level of enrolment, and hours of indirect time spent working on occupational therapy studies explained 27% of the variance of absorption.ConclusionThe results indicate that a number of demographic and academic study variables are significantly associated with burnout syndrome and education engagement reported by undergraduate occupational therapy students.

Purpose: Interprofessional collaboration is recognized as a healthcare practice paradigm that may decrease overall costs and minimize errors. Yet it remains common for practitioners to provide care within silos, inadequately considering the impact of their decisions on other providers and overall costs, which ultimately may negatively impact the patient. Integrating interprofessional collaboration in school curricula can establish the importance of this approach to healthcare. For optimal efficacy, every professional in the healthcare team must recognize their unique role and the roles of others, to allow for seamless interprofessional collaboration. Simulation is a teaching tool that provides students with the opportunity to experience and reflect upon their responses to real-world clinical encounters in an environment that is safe to them and to patients. The purpose of this pilot study was to investigate the effect of interprofessional simulation on occupational therapy and physical therapy students’ role clarity and perceived readiness for collaborative practice. Method: A mixed methods study design was used with occupational and physical therapy students matriculated in the same college. Two surveys were given to the participants pre- and post-interprofessional simulation: the Readiness for Interprofessional Learning Scale (RIPLS; evaluates student readiness for interprofessional learning) and the Interdisciplinary Education Perception Scale (IEPS; evaluates student perceptions of interprofessional training). Focus groups followed the interprofessional simulation to explore the subjects’ experience. Results: Statistically significant changes were noted in the RIPLS pre-post simulation. Five themes emerged from the focus groups including: students value simulation; students value interprofessional education; interprofessional experience facilitates an understanding of role clarity; teamwork has value and challenges; and, students value providing patient centered care. Conclusion: Simulation is a teaching resource that may prepare occupational therapy and physical therapy students for interprofessional collaboration in patient care. The results of this study can inform interprofessional curricular development for both occupational therapy and physical therapy programs.

Introduction: Many universities switched to distance learning in response to the COVID-19 pandemic. As universities move to a post-COVID-19 normal, it is important for educators to be aware of what factors influence learners’ face-to-face lecture attendance. This study investigated what factors impacted nursing-midwifery, pharmacy and occupational therapy students’ pre-COVID-19 lecture attendance. Methods: Using a positivist mixed-methods approach, third-year nursing-midwifery (n = 350), pharmacy (n = 24) and occupational therapy (n = 42) students completed a survey with quantitative and open-ended questions that asked students about what factors influenced them to attend and not attend face-to-face lectures. T-tests and Spearman correlations were used to analyse the quantitative data. A qualitative inductive approach was used to code the open-ended questions response data into themes. Results: Occupational therapy and pharmacy students were more positive about the lectures in their programs than nursing-midwifery students. They also valued lecture quality and style more than nursing-midwifery students, who valued a convenient schedule. All three student cohorts valued engaging and enthusiastic lecturers and reported similar reasons for lecture attendance regarding the physical learning environment, other life- and work-related time commitments and the commuting distance to campus. Conclusions: While there was agreement on many factors affecting lecture attendance across the three student cohorts, occupational therapy and pharmacy students placed more value on lecture style and presentation, whilst nursing-midwifery students placed more importance on when lectures were scheduled. These results have and will inform factors to consider regarding on campus lecture attendance post-COVID.

Purpose: Notetaking is a critical skill for higher-level thinking and information integration in graduate students, including occupational therapy students. Though there is a growing body of literature about notetaking modalities, strategies utilized, and self-perceptions of skills in college students, studies about occupational therapy (OT) students’ notetaking preferences have been absent from the literature. This study examines how OT students take notes and their perceptions of their notes. Method: This descriptive study of students in a Master of Occupational Therapy program (n=57) completed the Notetaking Abilities and Strategies of University Students (NASUS) questionnaire which captures the constructs of notetaking methods, reasons for taking notes, students’ opinions of their notes, satisfaction with notetaking and usefulness of notes, students’ desires to change their notetaking methods, and organization and review of notes after class. Results: Study found that students utilized both handwritten and digital forms of notetaking, as expected, and took notes in class primarily as a resource to study for assessments and complete assignments as well as to remember information. Overall, students had a moderate degree of confidence and satisfaction with the usefulness of their notes and expressed a desire to improve their notetaking. Conclusions: Understanding the notetaking preferences of OT students can facilitate OT programs’ ability to support these students’ learning.

Laptop computers are used more often than desktop computers, especially among graduate students. Many common laptop habits can have severe physiological effects on the user ranging from eye strain, poor posture, upper extremity pain, and overuse injuries. Thus, it is important to educate students on the best ergonomic position to use laptops. This study investigates the efficacy of a laptop ergonomic education session and its effects on graduate students’ knowledge and behaviors regarding proper laptop use. A convenience sample of control and experimental groups was used and consisted of 83 occupational therapy (OT), 63 physical therapy (PT), and 26 nurse anesthesia (NA) graduate students. The sample size was 172, with 94 graduate students in the control group and 78 graduate students in the experimental. All study participants completed an initial ergonomics questionnaire. The experimental group was given an ergonomics education session following the questionnaire. Approximately 4 weeks after both groups completed the initial questionnaire; a follow up questionnaire was administered. Results showed that subjects demonstrated a statistically significant improvement in ergonomics knowledge after they completed the ergonomic educational session. Some participants reported making adaptations to laptop positioning and equipment use following the educational session. Thus, participating in ergonomic education can positively influence awareness of body mechanics relative to laptop workstation design.

Introduction Conflicts related to hierarchy are a known barrier to interprofessional (IP) practice among healthcare teams. While these barriers between physicians and nurses are well established in the literature, studies on power dynamics between allied health professions and physicians are lacking. The aim of this study was to explore the prevalence of role claiming and identify negative perceptions towards occupational therapy (OT), physical therapy (PT), and physician assistant (PA) professions among first-semester OT, PT, and PA students as well as 4th-year medical (MD) students. Methods In an IRB-approved study, MD, OT, PT, and PA students were asked to complete a role knowledge survey consisting of 33 questions before and after OT, PT, and PA students completed an IP anatomy course where MD students served as near-peer mentors. The survey asked students to identify which profession (OT, PT, or PA) was best suited to aid the patient in a clinical vignette and included three open-ended questions asking for descriptions of these professions' roles. The rates at which OT, PT, and PA students claimed a role as their own professions' were assessed using Kruskal-Wallis and Wilcoxon Signed Rank tests. Perceptions of each profession were examined through thematic analysis of free responses. Results The average rate of roles students in OT, PT, and PA programs identified as their own exceeded the expected rate, 33.3%, and ranged from 38.1% (OT) to 44.2% (PT). PT students demonstrated a significant decrease, 3.9%, in role claiming following the IP course (p=.003), while OT and PA rates changed marginally. Qualitative themes included perceived limitations to each profession's scope of practice and language with belittling connotations. MD, PA, and PT students utilized verbs insinuating less power to describe OT roles (i.e. help, aid, assist) compared to verbs with authoritative connotations to describe PA and PT roles (i.e. perform, enhance, strengthen). OT and PT students emphasized an exaggerated power disparity between PAs and MDs, portraying PAs in a more subordinate light than MD students did. Inaccurate limitations to scopes of practice of OTs, PTs, and PAs were frequently found in the descriptions from students outside that profession. Preliminary comparisons of pre- and post-free responses indicate fewer inaccuracies regarding limitations to each profession's scope of practice following the IP course. Conclusions Even at the onset of their professional programs, students exhibited role claiming and negative, often inaccurate, perceptions about the roles of other health professions. The power conflict demonstrated by both quantitative and qualitative measures can impede IP collaboration. While this early IP course had a positive influence on role claiming and resolving some misconceptions about scopes of practice, several obstinate hierarchical barriers remained, particularly towards OTs and PAs. Furthermore, the inaccurate and limited views of OT, PT, and PA scopes of practice demonstrated by students outside those professions that persisted have the potential to hinder patient care. Circumventing these obstructive power dynamics is pertinent for improving IP practice between physicians and allied health professionals.

Purpose: This study sought to assess attitudes, mutual perceptions, and knowledge of each other’s professional roles as obtained from occupational therapy (OT) and physiotherapy (PT) students. Method: A cross-sectional study was carried out among OT and PT students in a Nigerian university. Fifty-six copies of a revised questionnaire were used as the survey instrument, all of which were returned fully completed. The data obtained were analyzed using descriptive statistics of mean and standard deviation, frequencies, and inferential statistics of chi-square tests. Alpha level was set at p<0.05. Results: Fewer PT students (16.7%) demonstrated good knowledge of the scope of OT, while 64.3% of OT students showed good knowledge of PT. There was a 100% positive attitude from both sets of students towards each other’s profession. 11.9% of the PT and 28.6% of the OT students perceived the two professions as being in direct competition. There was a significant difference between the PT and OT students surveyed in the knowledge of the other profession (χ2 = 11.842, p = 0.001). Conclusion: More OT students were familiar with PT than PT students with OT. Both OT and PT students declared positive attitudes towards the other profession, with a minority in either group representing the view that the two professions are in direct competition.