Entry-level Occupational Therapy Programs Research Articles

Evidence-Based Practice in Occupational Therapy Curricula

ABSTRACTThe purpose of this study is to describe currently used educational strategies for teaching evidence-based practice (EBP) in entry-level master's degree occupational therapy programs in the United States. Fifty-eight entry-level occupational therapy program directors completed a survey. Results showed that occupational therapy programs consistently use a wide variety of EBP resources for teaching EBP including database searches, literature reviews, and the development of a research proposal. Less commonly used strategies include the use of case stories and journal clubs. The current study provides a baseline of existing strategies taught in entry level programs that may be built upon to gather more information about the content of EBP coursework, and determine ways to foster implementation of EBP in practice.

Considering College?: Adolescents With Autism and Learning Disorders Participate in An On-Campus Service-Learning Program

ABSTRACTThis paper presents an example of successful collaboration between an entry-level occupational therapy program and school-based setting that resulted in innovative programming for high school students living with autism and learning disorders. The two-day programming provided opportunity for high school students (n = 30) to practice a variety of life skills on the university campus as a way to support transition to secondary education and learning in the natural environment. Occupational therapy master's students developed and implemented the programming as a service-learning experience. Key factors for successful collaboration and outcomes, as well as considerations for future programming and research, are outlined.

Survey of Driving Evaluation and Rehabilitation Curricula in Occupational Therapy Programs

Our purpose in this study was to examine the preclinical curricular content pertaining to driving evaluation and rehabilitation (DE/R) included in professional entry-level occupational therapy programs. An e-mail survey containing questions about the program's structure and extent of course material related to DE/R in the curriculum was sent to directors of all 144 U.S. accredited professional entry-level occupational therapy programs. Ninety programs responded (62.5% response rate), of which 80 included content related to DE/R in some required courses, and 9 programs offered a required course specifically in DE/R. Approximately 18% of the respondent programs offered electives with DE/R content. Of the respondent professional entry-level occupational therapy programs, few offer a required course specifically devoted to DE/R, butalmost all programs integrate DE/R content into required coursework, thus satisfying the Accreditation Council for Occupational Therapy Education standards related to driver rehabilitation.

Therapeutic Use of Self in Academic Education: A Mixed-Methods Study

The purpose of this sequential mixed methods study was to describe current educational practices for teaching entry level occupational therapy students concepts and skills related to the therapeutic use of self. Survey data related to course content and pedagogy were provided by faculty from 39 randomly selected entry level occupational therapy programs. Telephone interviews and course description reviews supplemented the survey. Therapeutic use of self was deemed fundamental to entry level education. Course content related to establishing the therapeutic relationship was most consistently addressed; content related to dealing with conflict was least often included. Instructional methods were typically passive and often implicit. Although therapeutic use of self was regarded as fundamental to entry level education, the content and methodology were limited in scope and depth. Suggestions for improvement are presented.

Will Students Be Prepared? Current Status of Gerontological Content in Entry-Level Occupational Therapy Programs in Canada

By the year 2020, 20% of the Canadian population is expected to be over the age of 65 (Statistics Canada, 1997). It is important that future clinicians are prepared to meet the increased demand for occupational therapy services by older adults. The purpose of this study was to examine the present status of gerontological content within Canadian occupational therapy programs. A survey was sent out to all twelve entry-level occupational therapy university programs in Canada via electronic mail. This survey asked questions about the programs' focus on gerontological content within their coursework and clinical fieldwork. All ten responding programs indicated that they had gerontological content within their curricula. However, the amount and content varied throughout the programs.

Current trends in assistive technology education in entry-level occupational therapy curricula.

This replication study investigated what changes, if any, occurred in the education of entry-level occupational therapy students relative to assistive technology between 1989 and 1994-1995. A questionnaire was mailed to all entry-level occupational therapy programs in the United States (N = 79). The response rate was 88.6% (n = 70). Results were compared with those of a similar survey that examined the same issues in 1989. Assistive technology education had increased from 1989 to 1994-1995 in 11 identified areas. The highest increases were found in environmental access and robotics, sensory aids, augmentative communication, and prosthetics and orthotics. Only 10% of the respondent programs had less than 20 hours of assistive technology education compared with 50% in the earlier study. Thirty (43%) programs included one or more technology courses in the curriculum compared with 17 (29%) in 1989, and 62 (89%) programs included assistive technology content in lectures or units throughout the curriculum compared with 32 (54%) in 1989. Occupational therapy educators are placing more emphasis on assistive technology education than they did in 1989 and are learning the skills to teach this content. If this trend continues, we will see assistive technology content taught in all occupational therapy programs in the next millennium.