Artificial intelligence (AI) use is rapidly emerging in health care and health professions education; there is limited literature to guide its use in occupational therapy (OT) education. Understanding OT students' current knowledge and usage of AI in their education programs may offer insights for curriculum development. To explore how OT students in Canada are using AI to support their learning. An exploratory qualitative descriptive design was used. OT students (N = 12) from Master's level programs in Canada participated in semi-structured interviews. Data was analyzed using conventional content analysis. Two main themes emerged: (1) "I use [AI] to get the ball rolling," which describes how students used AI for course content navigation and administrative tasks to improve efficiency, organization and reduce cognitive load; (2) "It's not good or bad, it's hard to say," which reflects the tension that students experience recognizing AI's potential, but also hesitancy with concerns about its accuracy, wariness due to their self-perceived knowledge limitations, and potential for academic misconduct. OT students are integrating AI into their academic routines with hesitancy and caution, suggesting the need for AI literacy and guidance within OT their professional education.

BackgroundType 1 diabetes (T1D) is a lifelong condition affecting all aspects of life. Although Lifestyle Redesign® interventions support diabetes self-management, little is known about which intervention exposure and engagement indicators are associated with changes in glucose outcomes, quality of life (QoL), and diabetes-related distress.PurposeTo explore intervention exposure and engagement indicators associated with pre-post changes in glucose, QoL, and diabetes-related distress among individuals receiving the REAL-Telehealth (REAL-T) intervention.MethodUsing an as-treated analytic approach, data from the REAL-T randomized controlled trial were analyzed. Outcomes included changes in A1c, glycemic risk index (GRI), QoL, and diabetes-related distress. Intervention factors included the number of goals, the number of occupational therapy sessions, goal attainment, and changes in occupational performance. Hierarchical regression analyses were conducted.FindingsIn models adjusted for baseline values and relevant demographic covariates, baseline A1c and a higher proportion of goals met were associated with greater reductions in A1c. Higher baseline GRI, non-Hispanic White race/ethnicity, a higher proportion of goals met, and greater improvements in occupational performance were associated with better improvements in GRI scores. Changes in QoL and diabetes-related distress were primarily explained by baseline levels, with limited additional contribution from intervention exposure and engagement indicators.ConclusionsThis exploratory, process-focused analysis identified a limited number of intervention exposure and engagement indicators associated with outcome changes. Findings highlight the importance of process-level analyses to better understand how Lifestyle Redesign® interventions operate in real-world contexts and to inform future intervention refinement.

Background. Recovery after traumatic brachial plexus injury (BPI) involves complex interactions between injury, physical, psychosocial, and environmental factors that affect occupational performance and participation in life roles. This study examined the interrelationships between these outcomes. Method. This cross-sectional, mixed-methods study included 41 adults one-year postsurgical BPI repair. Quantitative measures included the Disabilities of the Arm, Shoulder, and Hand Questionnaire (QuickDASH) (upper-extremity disability), the Canadian Occupational Performance Measure (COPM: performance, satisfaction), and the Participation Behaviour Questionnaire (PBQ). Qualitative data from semistructured COPM interviews were thematically analyzed (interpretive description) and linked to International Classification of Functioning Disability and Health categories using standard linking rules. Results. Self-care (88%) and productivity (68%) were the most frequently reported challenges. The mean QuickDASH score was 38.40/100 (SD = 22.70); COPM performance and satisfaction scores averaged 4.6/10 (SD = 1.61) and 4.0/10 (SD = 1.80); COPM performance showed a moderate, nonsignificant negative correlation with QuickDASH scores (r = -.32, P = 0.093) and a strong positive correlation with satisfaction (r = .90, P < 0.001). The QuickDASH scores were strongly correlated with PBQ participation restriction (r = .84, P < 0.001). Qualitative findings revealed a capacity-performance gap and psychosocial impacts, emotional regulation difficulties, altered identity, and existential concerns, that were not captured by quantitative measures. Implications. One year after BPI, participants showed partial functional recovery but continued to face personal and environmental barriers to real-world participation. Qualitative interviews identified areas of concern not sufficiently revealed by quantitative outcomes. Rehabilitation should incorporate physical restoration, environmental adaptation, and psychosocial support to rebuild occupational competence, identity, and participation.

IntroductionThe perception of occupational therapists is essential to the improvement of universal accessibility projects. However, there is little evidence on the involvement of occupational therapists in this field.AimTo explore occupational therapists' perceptions of their professional experience and training in universal accessibility, and its integration into their practice.MethodologyThis study adopts a interpretative descriptive qualitative methodology. Semi-structured individual interviews were conducted with nine participants in Quebec, Canada. Thematic analysis was done.ResultsInterviews revealed three main themes: 1) knowledge of universal accessibility, 2) the accessibility project process, and 3) the occupational therapist's contribution to universal accessibility. Each theme also includes sub-themes: The main findings related to a lack of training in universal accessibility, the engagement and roles of occupational therapists in accessibility projects, and the added value of this professional's contribution to projects.ConclusionThese results can help occupational therapists and other professionals in the field of universal accessibility better understand the role of occupational therapists in this field and can guide occupational therapy programs in improving academic training in this area. This could help define the occupational therapist's role in this field and optimize their contribution.

Background. Numerous risk factors for stroke are modifiable and are associated with lifestyle and daily habits. An occupational perspective in prevention, which emphasizes habits and routines, can facilitate sustainable and healthy lifestyle changes. Additionally, lifestyle changes generally take place within a social context, making family involvement indispensable. Purpose. This study aims to explore family support from the perspective of persons with risk for stroke (PWRS) who participated in an occupation-based stroke prevention program, and their family members. Method. Explorative qualitative design using interviews was conducted with 10 PWRS who participated in the Make My Day intervention and 10 family members of intervention participants, including both married and nonmarried partners and adult children. Data were analyzed using an inductive semantic approach and reflexive thematic analysis. Findings. Family support depends on the nature of relationships, the family's willingness to accept support, and expectations. Three themes were generated through the analysis: (a) shared perspectives on lifestyle influence support, (b) balancing support and individual responsibility, and (c) generating tensions from different views on health and lifestyle habits. Conclusion. Family support encourages lifestyle changes by sharing activities, offering encouragement, and providing positive reinforcement. Nonetheless, difficulties can occur in maintaining a balance between supporting family members and respecting their personal responsibility, particularly when family members have varying levels of understanding regarding health.

Background: The 2021 competencies for occupational therapists in Canada require therapists to promote equity, work to reduce power inequities, and engage in anti-oppressive practice. This means not only examining how we may be reproducing oppression and privilege within workplaces and therapeutic spaces, but also working to transform harmful social conditions in the world around us. While advocacy is well-established in the profession, activism may be less familiar. Purpose: The authors reflect on experiences and relevant literature to examine how advocacy, activism, and agitating may be part of a spectrum of justice-oriented change-making efforts in occupational therapy. Key concepts: All require careful analysis and mobilization of power, identifying the roots of inequities and potential strategies for change. There are multiple ways to engage in this work, but it has often been construed as "unprofessional." The authors argue that it is in fact professional, demanding nuanced, ethical commitment, and moral courage. Implications: Arguably, confronting social inequities is an essential part of a professional duty to the public. Collective action is most effective for change-making, building solidarity with others around a clear analysis of power and processes for social transformation.

Background: Many postsecondary Canadian healthcare students report mental health challenges. Meaningful participation may reduce stress and enhance well-being. While participation encompasses both attendance and involvement, little is known about how involvement relates to emotional well-being (EWB) in occupational and physical therapy (OT/PT) students. Purpose: Using Experience Sampling Method, this study examined the association between momentary ratings of involvement in outside-of-school activities and EWB among OT/PT students, and whether this association differed by program. Method: Thirty-eight students (87% female) participated. Using the m-Path app, participants completed a set of five questions several times daily over a period of two weeks, reporting current activity, involvement level, and three emotional states. Pearson correlations and mixed-effect models were used. Findings: Of the 957 observations, non-academic activities were most common (80%). Involvement was most strongly associated with happiness and cheerfulness (0.4 > r > 0.9), seen in 53% of the participants. These associations were significant in both programs, with greater effects among OT students (0.52 >β > 0.59). Conclusion: Involvement in outside-of-school activities, captured in real-time, is important to students' well-being, particularly happiness and cheerfulness. Findings may interest OT/PT students and directors seeking to support well-being through occupation.

BackgroundOccupational therapists use standardized scales to assess how individuals process and respond to sensory information. Currently, there is limited evidence about the convergent validity between the Adult/Adolescent Sensory History (ASH) and the Sensory Processing Measure 2-Adult Form (SPM-2-Adult).PurposeThe study examined the convergent validity of the ASH and SPM-2-Adult when completed by young adults.MethodsFifty Australian adults aged 21-35 completed the ASH and SPM-2-Adult. Spearman's rho correlations were used to analyze the data.ResultsMost ASH and SPM-2-Adult subscales were significantly associated with correlations ranging from rho = 0.301 to 0.858 (p < .033-.001). Statistically significant correlations were obtained between the SPM-2-Adult Vision subscale and every ASH subscale (rho = 0.322-0.841, p < .023-.001) while the SPM-2-Adult Taste and Smell subscale yielded the most non-significant correlations with the ASH. Most of the statistically significant correlations between the ASH and SPM-2-Adult were in the moderate range.ConclusionPromising evidence of convergent validity between the ASH and SPM-2-Adult sensory subscales and total scales was demonstrated, whereas the convergent validity findings between the ASH Functional-Problems subscales and the SPM-2-Adult sensory subscales were less robust. This adds to the psychometric body of concurrent validity evidence between the two scales.