Understanding Graduate Occupational Therapy Educators’ Use of Trauma-Informed Approaches in the Classroom

To prepare practitioners and researchers who are well equipped to deal with the inevitable myriad changes in health care and in society coming in the 21st century, a new focus is needed in occupational therapy education. In addition to proficiency in clinical skills and technical knowledge, occupational therapy graduates will need outcome competencies underlying the skills of critical reflection. In this article, the author presents (a) the rationale for the need for change in occupational therapy education, (b) key concepts of clinical reasoning and critical reflection pertaining to the outcome such change in occupational therapy education should address, (c) problem-based learning as a process and educational method to prepare occupational therapists in these competencies, and (d) the experience of the Program in Occupational Therapy at Shenandoah University in Winchester, Virginia, in implementing a problem-based learning curriculum.

Background: Occupational therapy graduates are expected to deliver service in public health facilities using a primary healthcare approach (PHC) during their community service year. There is limited literature available about their experiences in this context.Objective: This study explored the experiences of novice occupational therapy graduates and the extent to which their curriculum had prepared them for practice in PHC settings.Methods: This qualitative exploratory study used purposive sampling to recruit thirty nine novice occupational therapy graduates. Using audio-recorded semi-structured interviews and a focus group discussion data were collected to explore participants' experience of work and the extent to which their undergraduate programme had prepared them for primary healthcare practice. The data was analysed thematically.Findings: Occupational therapy graduates expressed challenges in applying the PHC approaches for practice in resource-rrestricted rural settings. They required additional skills to communicate in the local indigenous language, to understand the various beliefs of the local communities and to manage change in these settings. They were well prepared for basic clinical skills as a need for urban-based ethical practice.Relevance to clinical practice: Curriculum planners need to review the teaching of communication skills and introduce students to strategies for change management. More inter-professional collaboration and service-learning in rural primary healthcare settings will prepare them better for rural and PHC settings. Key words: Occupational therapy education, Primary health care, rural practice , community service

Background: Occupational therapy graduates are expected to deliver service in public health facilities using a primary healthcare approach (PHC) during their community service year. There is limited literature available about their experiences in this context.Objective: This study explored the experiences of novice occupational therapy graduates and the extent to which their curriculum had prepared them for practice in PHC settings.Methods: This qualitative exploratory study used purposive sampling to recruit thirty nine novice occupational therapy graduates. Using audio-recorded semi-structured interviews and a focus group discussion data were collected to explore participants' experience of work and the extent to which their undergraduate programme had prepared them for primary healthcare practice. The data was analysed thematically.Findings: Occupational therapy graduates expressed challenges in applying the PHC approaches for practice in resource-rrestricted rural settings. They required additional skills to communicate in the local indigenous language, to understand the various beliefs of the local communities and to manage change in these settings. They were well prepared for basic clinical skills as a need for urban-based ethical practice.Relevance to clinical practice: Curriculum planners need to review the teaching of communication skills and introduce students to strategies for change management. More inter-professional collaboration and service-learning in rural primary healthcare settings will prepare them better for rural and PHC settings. Key words: Occupational therapy education, Primary health care, rural practice , community service

BackgroundIn a research-based learning environment, students learn how to become critical thinkers and lifelong learners, and to generate discipline-enriching knowledge. Research training is important for all healthcare professionals and the integration of research in education can be one approach to improve evidence-based practice among future professionals. The purpose of this scoping review was to identify studies reporting on research-based education in undergraduate occupational therapy and physiotherapy curricula to document the current state of knowledge and to map factors that reflect and support the implementation of research-based education in undergraduate occupational therapy and physiotherapy programmes.MethodsA scoping review was used to systematically select and summarize existing literature. The search was conducted using a combination of keywords and MeSH terms in the following databases: EBSCO (Academic Search Elite, CINAHL, ERIC), MEDLINE, Embase, Education Source and grey literature. A thematic analysis identified strategies used to implement and promote research-based education in occupational therapy and physiotherapy bachelor programmes.ResultsThe database search identified 3068 records. 75 were eligible for full-text assessment and 27 studies were included. The studies were published between 1999 and 2021 and were conducted in Norway, Canada, South Africa, Australia, the United Kingdom, the United States, New Zealand, Ireland, Taiwan, Italy, and Iran. The study designs were mainly quantitative and qualitative, and studies included primarily occupational therapy and physiotherapy students. We identified the following four strategies: ‘student engagement in research’, ‘curriculum improvement regarding EBP’, ‘EBP teaching’ and ‘journal club’, where ‘EBP teaching’ was most frequently identified.ConclusionsFindings from this scoping review suggest that ensuring students’ competence in research methods is necessary for students to be able to read and understand research articles, which are important as foundational skills in undergraduate research training. Journal clubs can be a foundation for student engagement with research literature, and students’ basic research skills may be facilitated through their involvement in research projects and by conducting systematic reviews. Further, cooperation with clinical practice is important, and the awareness of research-based education should be increased among both faculty members and students.

Lack of consideration of intersectionality by occupational therapy practitioners, faculty, and researchers can result in inequities experienced by students and clients served. To determine how intersectionality is represented in the scholarly literature used to inform occupational therapy practice, research, and education. A comprehensive database that includes CINAHL, MEDLINE, and PsycINFO. Inclusion criteria were peer-reviewed articles published between 2013 and 2023, written in English, and pertinent to the research question. The review used Covidence database and Preferred Reporting Items for Systematic reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR) guidelines, resulting in 36 articles identified as meeting all criteria. Any discrepancies were resolved through discussion among the authors. A data abstraction chart was developed, and analysis resulted in themes of education, practice, and research with specific subthemes. Findings revealed that the lack of an intersectional approach in education is often viewed negatively by diverse students, who experience a lack of belonging. Suggested strategies focused on reducing isolation and revising curricula to reflect student diversity. Intersectional issues in practice showed access disparities and a lack of occupational participation for diverse clients. Suggested strategies included consideration of the multilayered identities of clients using cultural humility and consideration of context. Strategies for research focused on using a collaborative approach to represent the intersectional lived experience of diverse populations. Despite limited studies, intersectionality was identified as a lens for occupational therapy educators, practitioners, and researchers and as an important strategy to address issues faced by diverse students, resulting in more effective client-centered care. Plain-Language Summary: This study reviewed literature from occupational therapy and other health professions to determine how the concept of intersectionality is used to inform practice, education, and research. The study is needed because common Western-based practice is based on an individual, White, upper-middle class, able-bodied, cisgender perspective, which does not match the demographics or needs of clients. Results show that the intersectional identities of students and clients are often not being considered. Literature is emerging to provide educational, practice, and research strategies to address the diverse needs of occupational therapy students and clients by identifying and considering multiple and intersectional identities and the effect of context. The results challenge occupational therapy educators, practitioners, and researchers to consider the use of intersectionality moving forward to provide holistic, client-centered care. Positionality Statement: Diane Smith is a cisgender, White, able-bodied occupational therapy professor with a graduate degree and numerous publications regarding disability rights and intersectionality. Alesia Ford is a cisgender, Black, neurodivergent occupational therapy practitioner with a graduate degree and publications focused on increased diversity within the profession. Helina Samson is a cisgender, Black, able-bodied occupational therapy practitioner with a graduate degree. These lenses influence and may potentially bias our interpretation regarding critique of current strategies in education, practice, and research. For the purposes of this review, please note that LGBTQIA+ is not a standardized term, and the term used by the original researchers will be used (e.g., LGBTQ, LGBT).

Background: Artificial intelligence (AI) has increasingly been integrated into healthcare education to support problem-solving, provide timely feedback, diversify assessment approaches, and assist academic writing. Although literature on AI in education continues to grow, evidence remains limited regarding its application in occupational therapy (OT) education, particularly in the Philippine context. Objectives: This study protocol aims to explore the perceptions of OT educators in the Philippines regarding the use of AI in OT education and to identify perceived facilitators and barriers to its implementation in OT educational settings. Methods: A qualitative descriptive design will be employed using purposive sampling. Approximately 10–12 OT educators from a higher education institution in Metro Manila, Philippines, will be recruited. Data will be collected through a focus group discussion to elicit in-depth perspectives on AI use in OT education. Thematic analysis will be conducted to identify recurring patterns and overarching themes related to AI integration.Expected Results: The study protocol includes its expected results, which are to provide context-specific insights into the opportunities and challenges associated with integrating AI in OT education in the Philippines. Findings may inform instructional strategies, curriculum development, institutional policies, investment in technological infrastructure, and faculty development initiatives related to AI adoption.

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BackgroundDigital learning is a rapidly advancing method for teaching and learning in professional health education. Although various digital learning designs have been tried in OT education, studies on digital learning designs are still limited.MethodsWe conducted a scoping study that aimed to identify the digital learning designs used in occupational therapy (OT) education and review the effectiveness, learner perceptions, clinical skills integrated, and technology-based learning strategies used to facilitate learning. Four databases were searched using subheadings and terms relating to digital learning, occupational therapy, and education. The included studies were mapped according to the types of digital learning design, subjects, key clinical skills, and outcomes.ResultsTwenty-two studies were included in this review, most of which were qualitative, observational, or mixed studies of the two designs. The digital learning designs identified in OT education were flipped, blended, hybrid, and distance learning, including e-learning and massive open online courses (MOOC). Among the components of clinical skills, professional reasoning and procedural knowledge were the most integrated into digital learning, and covered various OT subjects. Digital learning designs were reported to be equivalent to or more effective than the traditional face-to-face (F2F) class in learning outcomes of knowledge and skill acquisition, enhancing learning participation, reflection, and collaboration between learners. Various technologies have been used to promote synchronous or asynchronous active learning, providing learning strategies such as thinking, reflection, discussion, peer learning-group activity, and gamifying online learning.ConclusionsIn OT digital learning, appropriate learning subjects, the arrangement of clinical skill components that can be well integrated into digital learning, and the selection of appropriate technologies for effective learning are important. The results should be confirmed within an experimental study design.

ABSTRACTThis case study illustrates the emerging role of occupational therapy in Mongolia. As a result of limited resources and staff, clients living outside of the city are particularly isolated from receiving rehabilitation services. Occupational therapy assessment, treatment, education and training were provided to improve the situation of the client. An additional benefit of the occupational therapist’s intervention was the use of this case study to educate carers, students and medical professionals about the concepts and value of occupational therapy. With international training and clinical education, and new occupational therapy graduates, understanding of the profession will increase and occupational therapy will continue to advance in Mongolia.

The rapid digitalization of society has transformed occupational therapy practice, introducing both opportunities and challenges. As occupational therapists increasingly rely on electronic documentation, telehealth, and assistive technologies, cybersecurity is emerging as a critical concern. This position paper argues that occupational therapy is a vital domain for the integration of cybersecurity education, emphasizing the need to safeguard sensitive patient information, enhance digital literacy, and address the unique vulnerabilities faced by occupational therapy clients. The paper outlines the key intersections of occupational therapy and cybersecurity education, highlighting the impact of cyber threats on healthcare, the importance of digital literacy, and the role of occupational therapy in educating and protecting vulnerable populations. Recommendations are provided for integrating cybersecurity education into occupational therapy curricula and fieldwork education to better prepare practitioners for the evolving digital landscape. By integrating cyber safety principles into occupational therapy education, the field can fulfill its mission of enhancing individuals’ participation in meaningful activities by equipping practitioners with the skills necessary to protect patient data, manage evolving digital risks, and ensure safe, effective care in a technology-driven world.

The objective of this scoping review was to map research in the use of digital technologies in occupational therapy and physiotherapy education in terms of the type of digital technology used, how the digital technology is applied, and the author-reported outcomes of digital technology use. The ubiquitous nature of digital technology has influenced higher education, offering benefits of integrating digital technologies into curricula. However, the extent of the application of digital technologies in higher education in occupational therapy and physiotherapy warrants investigation. This scoping review mapped the reported applications of digital technology in both undergraduate and postgraduate occupational therapy and physiotherapy education. Research studies on the use of digital technology in undergraduate and/or postgraduate education in occupational therapy and/or physiotherapy were considered for inclusion in this scoping review. A comprehensive search strategy using multiple databases was employed to find relevant studies. Keywords and the derivatives of "digital technology," "education," "occupational therapy" and "physiotherapy" were used. The databases searched included MEDLINE via PubMed, the Cochrane Central Register of Controlled Trials, Physiotherapy Evidence Database (PEDro), EBSCOhost Education Research Complete, EBSCOhost ERIC, EBSCOhost MasterFILE Premier, EBSCOhost CINAHL Complete, OT Database, OT Seeker and Scopus. Google Scholar was also searched. The filter "humans" was applied, where possible. Peer-reviewed qualitative and quantitative research studies were considered for inclusion. Owing to the rapid development of technologies, studies that were published from January 2013 to April 2019 were included. This review only included papers available in English. The relevant studies and their reported outcomes were organized and analyzed thematically. The initial search yielded 2853 articles. Title, abstract and full-text review yielded 52 suitable papers meeting criteria. The final data set represented 4038 participants. Data were analyzed according to three main categories, namely, type of technology used, application of digital technology and author-reported outcomes. The review showed that occupational therapy and physiotherapy educators have used a wide variety of digital technologies, including quizzes, videos, social media, learning management systems and content repositories. Digital technologies have been applied in a range of learning and teaching contexts, including feedback and assessment, clinical skills and techniques, professional behaviors, clinical reasoning and fieldwork supervision. Author-reported outcomes varied between studies and were associated with student factors (e.g. anxiety, self-efficacy), technical difficulties when implementing digital technology, as well as financial costs. A wide variety of digital technologies can support learning and teaching across many contexts in occupational therapy and physiotherapy education. Technology should not be used in isolation and must be aligned to the proposed learning outcomes. Studies highlight the need for face-to-face contact with lecturers and fellow students in addition to the use of digital technology.

ABSTRACTFieldwork is an integral part of occupational therapy (OT) education that provides opportunity for students to develop and demonstrate essential competencies to practice. This paper describes an introductory fieldwork experience in a Masters level OT programme that utilized Kolb’s learning cycle as a framework for its design. The 2-week experience incorporates peer-assisted learning and combines clinical placement, labs, didactic presentations, simulation exercises and reflection sessions to facilitate student progression through the learning cycle. Formal feedback from students, preceptors and university faculty over 2 years reveals that this novel and purposeful approach was effective in introducing students to important principles of OT practice and fieldwork learning early in their OT education. Students gained an enhanced understanding of client-centred care and the role of the OT within different practice contexts and acquired a solid foundation for enriched learning in academic and fieldwork courses that follow.

IntroductionIn an increasingly interconnected world, there is a pressing need for occupational therapy students to graduate as culturally responsive and socially responsible global citizens. However, little is known about the extent in which global citizenship is understood by occupational therapy educators and if it is embedded in Australian occupational therapy education.MethodsAn interpretive, phenomenographic approach was adopted, to identify the qualitatively different ways that occupational therapy educators understand global citizenship in occupational therapy education and its perceived importance in preparing graduates for professional practice. Twenty Australian educators were interviewed. Analysis of interview transcriptions generated four distinct ‘categories of description’ grounded in participants' awareness and experience of global citizenship and its relationship to internationalisation of the curriculum in occupational therapy education.Consumer and Community InvolvementNo consumer/community were involved in this research.FindingsThe four categories revealed global citizenship and internationalisation of the curriculum was perceived by participants as either institutionally imposed and irrelevant, locally mandated and important, values driven and desirable, or professionally essential and aspirational. While some participants described it as lacking relevance to occupational therapy education, others felt that it was essential to preparing students for professional practice and therefore should be in curriculum.ConclusionGlobal citizenship in occupational therapy education was understood in various ways. Becoming a global citizen was considered by most participants as necessary for developing a strong professional identity. Further research related to student perceptions of global citizenship and how this contributes to the development of professional identity is called for.

Date Presented 3/31/2017 The study examined current academic issues and trends in occupational therapy (OT) education from the direct perspective of OT faculty. The study highlighted many different avenues that might enhance the quality of OT education and possibly affect the current OT educational workforce. Primary Author and Speaker: Grace Fisher Additional Authors and Speakers: Wilfredo Dones, Naromie Petit-Frere, Katlyn Dillow, Trevor Behler

Level I fieldwork in occupational therapy is coming under close scrutiny by fieldwork sites and schools as accountability in health care becomes increasingly significant. The Wisconsin Council on Education (Wiscouncil) has been examining the problems encountered in implementing Level I fieldwork at both the technical and professional levels since fall 1982. A survey of 169 occupational therapy clinicians and educators was conducted in Wisconsin to address the following: objectives, assessment, scheduling, cost-effectiveness, and areas of responsibility. Results of this survey indicated that the concerns identified within the state may exist at a broader level. Two members of Wiscouncil expanded the project to look at Level I fieldwork issues nationwide. The nationwide survey results indicate a strong concern among clinicians about the cost-effectiveness of implementing Level I fieldwork. There appear to be different beliefs about the overall objectives of Level I among clinicians, occupational therapy educators, and occupational therapy assistant educators. The majority of clinicians felt that uniform objectives and a uniform evaluation for Level I fieldwork would help facilitate the experience for them.