Occupational Therapy Education Research Articles

Population-Based Practice in Occupational Therapy

As occupational therapists develop their roles in promoting the health of populations, it is important to understand the nature of population-based practice. Seventeen occupational therapists engaged in population-based practice participated in semi-structured interviews that explored major aspects of their practice. Qualitative descriptive analysis was used to summarize results. The population-based practice of participants was primarily at the community level and focused on health teaching and coaching, and collaboration and consultation. Four topic areas within population-based practice were identified (with respective themes): characteristics (bigger impact, respond to specific needs of communities, and emphasize prevention), preparation (community engagement within occupational therapy education, education beyond occupational therapy, and networking and leadership experiences), challenges (difficulty obtaining funding, resistance, and time consuming), and benefits (doing more within the scope of practice, and positive client impact). These themes can inform the work of occupational therapists engaged in population-based practice.

Lessons Learned: Results of a Survey Study Exploring the Experiences of Black / African-American Students in Occupational Therapy Education

Abstract Date Presented 04/21/2023 A survey study was conducted to identify supports and barriers in the academic environment among Black students in entry-level OT and OTA programs. The results of this survey can provide suggestions to foster diverse and inclusive learning spaces. Primary Author and Speaker: Riqiea Kitchens Contributing Authors: Amber B. Armstead, Lima Ghulmi, Karthik Mani, Diane Collins

Clinical utility of the Danish version of the Self-Assessment of Modes Questionnaire (D-SAMQ)

Background The the Self-Assessment of Modes Questionnaire (SAMQ) has been translated into Danish and culturally adapted (D-SAMQ), and aspects of validity and reliability have also been evaluated. However, no knowledge about the clinical utility of the D-SAMQ exists. Aims/objectives The aims were to investigate the clinical utility of the D-SAMQ among Danish occupational therapists (OTs) and occupational therapy students (OTSs), and to determine differences in perceived clinical utility between the two groups. Material and methods Data was collected using an online survey consisting of 17 questions related to four dimensions of clinical utility; appropriateness, accessibility, practicability, and acceptability. Results A total of 25 OTs and 41 OTSs participated. The clinical utility was perceived to be high across all questions related to the four dimensions. No statistically significant differences were found between OTs and OTSs in any of the four dimensions. Conclusions and significance The D-SAMQ is ready for use in occupational therapy practice, education, and research. D-SAMQ can be used to gain insight into own therapeutic style. This insight serves as a basis for facilitating therapeutic relationships with the clients during the process of enabling engagement in occupation.

The 30th Occupational Therapy Australia National Conference and Exhibition 2023: An opportunity to acknowledge, celebrate and ignite our occupational achievements

The 30th Occupational Therapy Australia National Conference and Exhibition 2023: An opportunity to acknowledge, celebrate and <i>ignite</i> our occupational achievements

TikTok and #OccupationalTherapy: Cross-sectional Study.

Medical providers use the short-form video social media platform TikTok to share information related to their scope of practice and insights about their professions. Videos under the hashtag #occupationaltherapy on TikTok have over 100 million views, but there is no evidence investigating how occupational therapy information and knowledge are shared on the platform. The purpose of this cross-sectional study is to describe TikTok content with the hashtag #occupationaltherapy and investigate how occupational therapy is portrayed. We performed a content analysis on the top 500 TikTok videos under the hashtag #occupationaltherapy. We analyzed occupational therapy content themes (occupational therapy intervention, education, student training, universal design, and humor), practice settings (pediatrics, generalists, dementia, hand therapy, neurology, occupational therapy students, older adults, mental health, and unknown), and sentiments (positive, negative, and neutral). The videos in our sample (n=500) received 175,862,994 views. The 2 most prevalent content areas were education (n=210) and occupational therapy interventions (n=146). The overall sentiment of the videos was positive (n=302). The most frequently observed practice settings in the videos were pediatrics (n=131) and generalists (n=129). Most videos did not state that it was occupational therapy (n=222) or misused the hashtag (n=131). TikTok has the potential for occupational therapists to share innovations, build communities of practice, and engage in collaborative efforts to share information about occupational therapists' unique roles with diverse populations. Future research is needed to monitor the quality of information and debunk inaccuracies.

The effect of attention control and academic motivation on perceived learning in hybrid occupational therapy education

Introduction: Many of the studies on learning have focused on face-to-face or online learning, and information on hybrid learning is limited. The aim of this study is to examine the predictors of perceived learning in occupational therapy students in terms of different variables in the hybrid education process. Method: This study, which was planned in descriptive cross-sectional design, was carried out online using Google Forms. Attentional Control Scale, Academic Motivation Scale, and Perceived Learning Scale were used in this study. Multiple linear regression analysis was performed with the stepwise variable selection method. Findings: The coefficient of the Academic Motivation Scale Amotivation variable, which made the greatest contribution to the variance rate explained by the regression model, was −0.407. A one-unit increase in the Academic Motivation Scale Intrinsic Motivation and Academic Motivation Scale Extrinsic Motivation variables caused an increase in the Perceived Learning Scale total score of 0.198 and 0.364 standard deviations (SDs), and a one-unit increase in the Academic Motivation Scale_Amotivation variable caused a decrease in the Perceived Learning Scale total score of 0.407 SD. Conclusion: The most important predictor of perceived learning is amotivation. We suggest that improving the intrinsic and extrinsic motivation and reducing amotivation in students studying at universities offering hybrid learning can be used as a strategy that increases attentional control and perceived learning.

Profiling occupational therapists’ preference for an international master’s program in occupational therapy: A needs analysis study

Background: To advance occupational therapy knowledge and practice in Southeast Asia, it is pivotal that quality master’s degree programs in occupational therapy are in place. Such a program must respond to the needs of the region in terms of occupational therapy education, practice, and scholarship. By recognizing the diversity of the occupational therapy education and training in the region, it has become possible to consider alternatives in establishing a graduate program in occupational therapy through partnerships and consortia. In order to make an informed decision to decide whether co-creating a master’s program in occupational therapy through an international consortium within the region is possible or not, a needs assessment is warranted. Objectives: To describe the profile of occupational therapists living and working in the Southeast Asian region who would like to pursue a master’s degree in occupational therapy via an international consortium. Materials and methods: An online survey design was used to produce data that would be used to inform the co-creation of an international master’s program in occupational therapy. The survey questionnaire was designed specifically for this study and included three sections: 1) information and consent form; 2) demographic information; and 3) information about the need for and preferences on a master’s program in occupational therapy. Participants were recruited through professional organizations and various social media platforms of national and international occupational therapy groups. Results: Eighty-five final-year occupational therapy students and 143 occupational therapists from the Philippines, Indonesia, Thailand, and other countries completed the survey. Majority (62%) of the respondents was interested in pursuing a master’s degree in occupational therapy because they perceived that an advanced degree can enable specialization in practice, promote personal and professional development, and help generate new knowledge for the field. The characteristics of the envisaged international master’s program must be: 1) completed ideally in 1.5 to 2 years, 2) taken by part-time students who are also working practicing, 3) delivered via a hybrid arrangement (i.e., online and face-to-face) with a fixed weekly schedule, and 4) matriculated for USD 1,000 per semester. Conclusion: While this cross-sectional survey cannot encapsulate the totality of occupational therapists’ needs in terms of their professional development, the survey provided an empirical basis to inform decisions in the creation of a master’s program in occupational therapy jointly offered by an international consortium of Southeast Asian universities.

Let's Talk About It: Addressing Microaggressions in Occupational Therapy Education.

There is an increasing need to diversify the profession of occupational therapy. To do this, we need to examine the pathway to becoming an occupational therapy practitioner in our education programs. Programs must go beyond a focus on diversity and place an equal emphasis on equity and inclusion. Underrepresented minority students report increased racial bias and a high occurrence of microaggressions in higher education programs, including occupational therapy. These microaggressions are often not addressed and can lead to increased stress, insecurity, and marginalization, as well as decreased retention rates. It is imperative that faculty examine the equity and inclusivity of their programs, and they should be supported in addressing their own implicit bias. Faculty, students, and staff should be equipped to address microaggressions as they occur. This article identifies examples of microaggressions and suggests strategies to address implicit bias and microaggressions in occupational therapy programs.

Occupational Therapy &amp; Art Education: Interprofessional Collaboration for Inclusive Remote Learning

Interprofessional collaboration is considered best practice in all areas of health care and interprofessional education (IPE) activities are an essential part of pre-professional education programs. IPE activities typically occur between healthcare profession students but not between programs outside of healthcare where professionals are likely to collaborate such as occupational therapy (OT) and schoolteachers. Here we describe an innovative IPE activity between OT and Art Education students who collaborated to apply theories from each discipline to create remote asynchronous inclusive art workshops during the pandemic. Art Education majors developed the workshop curricula and OT students developed strategies to modify the activities to facilitate participation for children with disabilities. The collaboration between the students was highly beneficial to both groups as they were introduced to the objectives, modalities, and approaches of each discipline while enhancing understanding of the distinct value that each provide within the education setting, thus increasing the likelihood of developing stronger interprofessional relationships in the future. The project facilitated other essential learning including researching and applying best practices for asynchronous learning, adapting activities for specific participation or learning needs, incorporating adaptations using principles of Universal Design for Learning, and preparing family friendly resources in a remote format.

Understanding the Doctoral Capstone Coordinator Position: A Unique Faculty Role in Occupational Therapy Education

The doctoral capstone coordinator (DCC) position is a required faculty position in U.S. entry-level OTD programs, but there is limited information about this role. This descriptive study aimed to explore the demographics of DCCs; their required workload, tasks, and responsibilities; and the supports available to DCCs. The researchers administered an online survey and analyzed the data using descriptive statistics and content analysis. The results revealed much variability in DCCs’ experiences, workloads, and responsibilities across OTD programs. Of the DCCs survey, 74.0% previously held leadership positions in academia or clinical practice before taking the role, and 60.5% of the DCCs worked overtime for at least half of the previous year. Approximately half of the DCCs spent different percentages of time on teaching, research, service, and clinical responsibilities than expected by their universities. Common capstone tasks completed only by the DCC involved educating others about the capstone process, developing and evaluating the capstone processes, and teaching capstone courses. Tasks commonly completed with support include ensuring student completion of preparatory requirements, securing placements and affiliation agreements, and advising students. The responses varied regarding the individuals involved with mentoring and student assessment responsibilities. Overall, 67.7% of the DCCs were slightly to extremely satisfied with their existing workload.

A perspective on occupational therapy and assistive technology: Research, contributions, challenges and global initiatives

ABSTRACT Many occupational therapists are skilled assistive technology practitioners and provide a variety of services to assistive technology users and their families through their use of intervention models that integrate the client, occupation and environment. Occupational therapy education, translation of current research into practice and clinical competency ensure that assistive technology users can enjoy accessing their community and environment independently, safely, adequately, and freely. This white paper illustrates the role of occupational therapists in the provision of assistive technology devices to promote better understanding of facilitators and challenges affecting the provision of assistive technology globally. It also reviews literature and discusses positions of professional organizations. Finally, we summarize global efforts, recommendations and strategies to build collaborative partnerships, develop innovative service models, use best available evidence, advocate for supportive public policy, promote occupational therapy services and professional development relating to assistive technology provision, and increase access to affordable, quality assistive technologies worldwide.

Effects of the Visual Praxis-Based Occupational Therapy Education Program on different kinds of reading skills: Single-blind randomized follow-up study

This study aims to examine the long-term effects of Visual Praxis Based Occupational Therapy Program (VP-OTP) on the reading skills of children with Developmental Dyslexia. A total of 126 children with Developmental Dyslexia participated in the study. The participants were then divided into two groups (Intervention and Control groups) of equal sizes (n = 63) using a random number generator without replacement. The intervention group received VP-OTP in two weekly sessions for 8 weeks. All participants were assessed with the Oral Reading Skills and Comprehension Test-II (Sobat®-II) at three time points; pretest, post-test, and follow-up. The intervention group showed promising results as the Sobat®-II’s Reading Accuracy, Reading Speed, Fluent Reading, Reading Comprehension Total Score significantly increased after the intervention (p ≤ 0.05) and the scores were maintained at the follow-up (p > 0.05). The VP-OTP intervention provided a maintained improvement in reading skills of children with Developmental Dyslexia.

Effect of a physical therapeutic intervention on locomotive syndrome in the elderly patients with Parkinson’s disease and sarcopenia

Purpose: to evaluate the effectiveness of the effect of physical therapy on the indicators and severity of locomotive syndrome in elderly patients with Parkinson’s disease and sarcopenia.&#x0D; Material and methods: 57 elderly people with Parkinson’s disease in combination with sarcopenia were examined. They were divided into two groups: group 1 (followed the principles of standard protocols of outpatient rehabilitation) and group 2 (followed the physical therapy program, which was developed in terms of patient-centered model of rehabilitation taking into account the specifics of each comorbid condition with the use of functional training on the «Prosedos» platform, therapeutic exercises, massage, occupational therapy, nutrition correction, and patient education). The control group consisted of 24 elderly people without signs of sarcopenia and Parkinson’s disease. The effectiveness of the program was evaluated by the dynamics of 25-question Geriatric Locomotive Function Scale, Dynamic Gait Index, Functional Gait Assessment, Activities Balance Confidence Scale, Modified Parkinson Activity Scale.&#x0D; Results: Elderly patients with Parkinson’s disease and sarcopenia were diagnosed with locomotive syndrome stage 2 (according to the 25-question Geriatric Locomotive Function Scale), which manifested itself as a high risk of falling and deteriorating dynamic balance (according to Dynamic Gait Index, Functional Gait Assessment), decreased confidence in maintaining balance during activities (according to Activities Balance Confidence Scale), violation of activities of daily living (according to Modified Parkinson Activity Scale); it was statistically significantly worse than in their peers (p&lt;0.05). The developed program of physical therapy led to a statistically significant (p&lt;0.05) improvement of all studied parameters of locomotive syndrome in comparison with baseline and the condition of patients who received standard restorative correction.&#x0D; Conclusions: Elderly patients with comorbid pathology (Parkinson’s disease and sarcopenia) need new physical therapy programs considering the specifics of each disease and its correcting, the presence of locomotive syndrome to improve social and domestic activity of patients and reduce health risks associated with geriatric syndromes – falls and frailty.

Moving from theory to practice in occupational therapy education for planetary health: A theoretical view.

There remains a dearth of easily implemented strategies for translating environmental and sustainability policy into practice within occupational therapy education. In this context, the research-implementation time lag is problematic because time is of the essence when seeking evidence-based educational strategies to address planetary health challenges. The undertaking of practical experimentation to develop strategies for policy implementation and translation is challenged by the urgency of the issues faced. This paper aims to contribute to conversations around translating awareness of planetary health to practical action for occupational therapy education by proposing a framework for practical "doing" skills, based on conceptually sound, theoretical foundations that support likely efficacy. Three skills are suggested as a means to close the theory-practice gap while incorporating what is known about educational processes supporting the transition from novice to expert occupational therapy practitioner. The first skill proposed is a rethinking of essential forms of clinical reasoning, with the introduction of environmental and sustainable reasoning as mandatory. Founded in an adoption of "two-eyed seeing," the second skill emphasises bidirectional questioning for climate-just, person-centred care. The third skill explores interprofessional educational collaboration for environmental sustainability. Acknowledging the centrality of novice practitioner as part of occupational therapy learner professional identity requires appropriate strategies for learning clinical reasoning skills related to environmental sustainability, planetary health, and the potential discomfort of authentic bidirectional questioning. Implications of adopting these strategies are discussed in relation to their potential contribution to positive change for the occupational therapy profession and wider society.

The importance of neurodivergent mentorship for the development of professional identity

Neurodivergent students are often under-supported in their pursuit of post-secondary education, which can negatively impact engagement and academic outcomes. There is limited research examining the potential of neurodivergent mentorship models within post-secondary education. This opinion piece presents two case studies based on the real-world experiences of neurodivergent mentors and mentees to explore the proposed benefits of neurodivergent mentorship in occupational therapy education. The experiences of neurodivergent mentors and mentees can be used to promote access, equity, inclusivity and justice within healthcare professions.

Occupational Therapy Education in Saudi Arabia: Barriers and Solutions From a Cross-Sectional Survey Study.

Objective Occupational therapy (OT) is an important healthcare profession in Saudi Arabia (SA). Yet, no studies have explored the status of OT education in SA. The current study aims to investigate the status of OT education in SA, as well as the barriers and solutions. Methods A cross-sectional-based survey was conducted. Institutions that offered OT programs were identified and an electronic survey was sent to OT program directors across SA that agreed to participate. The survey included items that focused on the number of students in programs, current faculty members, and their characteristics, as well as barriers and solutions to advancing the OT profession and education in SA. Results Out of 74 institutions, eight offered OT programs and all responded to the survey. Among all programs, one was inactive, seven (87.5%) were governmental institutions, and none were nationally accredited. There was a total of 538 currently enrolled students and 76 full-time faculty members. There are no current OT postgraduate programs. Staff shortages and ineffective communication between institutions (87.5%), financial barriers, and lack of knowledge/awareness of the OT profession (75%) were the most common barriers reported. Conclusion OT education is growing in SA but is still not well-represented throughout the different regions of the country. Initiatives to advance the profession are urgently needed by establishing new OT programs and departments as well as introducing OT to more diverse scopes of practice and in more clinical settings. Further research exploring OT education including curriculum content, teaching methods, and assessment strategies of OT programs. Addressing the barriers identified in the current study and methods to overcome them is needed.

A global survey on occupational therapy education: Findings and implications for diploma level education

ABSTRACT The 2016 Minimum Standards for the Education of Occupational Therapists published by the World Federation of Occupational Therapist (WFOT) recognise that the competencies required for practice as an occupational therapist necessitate that occupational therapy programmes be situated in institutes of higher education, with graduates awarded a minimum of a bachelor’s degree or equivalent credential. Given this recognition, WFOT conducted a survey to understand issues that impact a transition to degree level education in jurisdictions that continue to offer diploma programmes. An overall 84% response rate was received for the online survey that was circulated to 98 WFOT member organisations in March 2021. Survey results indicated that diploma level education is offered in the jurisdiction of 15 member organisations. Only two of the member organisations indicated that a transition to degree level education is not a goal at this time, although for many, planning was at an early stage. Most member organisations with diploma level education identified the need to influence their government to enable widespread transition to degree level education. Factors most highly rated for influencing such a transition included awareness of competency requirements for occupational therapists, demand for occupational therapy services, access to upgrading programmes, availability of student practice placements, and government and regulatory standards. Recommended strategies to facilitate the transition process included engaging in advocacy and awareness raising, adopting a competency framework, creating opportunities for upgrading, and seeking out collaborative partnerships.

Thinking styles in occupational therapy students

AbstractThe identification of the thinking styles plays an essential role in determining the educational methods according to the needs of the students. The aim of this study is determination of the relationship between thinking styles, metacognition, and academic achievement of occupational therapy students (OTS). In the 2018‐2019 academic year, OTS (n = 117) completed student data form, the Inventory of Thinking Styles, and the Scale of Metacognitive Skills. Kruskal–Wallis variance analysis was used to determine whether there was a significant relationship between thinking styles and class variables, and Spearmen correlation analysis was used to determine the relationship between thinking styles and academic averages. OTS prefer legislative, hierarchic, judicial, and liberal thinking styles most frequently. OTS tend to prefer the oligarchic, local, and liberal thinking styles towards the last year. Furthermore, a positive low to moderate correlation was found between the metacognition and the legislative, executive, hierarchic, local, internal, and liberal thinking styles. Thinking styles of OTS is crucial for occupational therapy education. To better understand the complexity of students thinking styles, future studies should conduct different regions.

Efficacy of a Task-Oriented Intervention for Children with a Dual Diagnosis of Specific Learning Disabilities and Developmental Coordination Disorder: A Pilot Study.

Task-oriented approaches are recommended for children with developmental coordination disorder (DCD) to address deficits in motor performance and reduce activity limitations. Although this approach is used in several settings, the efficacy of these approaches in children with in dual-diagnosis of specific learning disabilities (SLD) and DCD is less widely known. This study aims to determine the effect of a group-based intervention based on neuromotor task training (NTT) principles on the motor performance of children aged 6-10 years with SLD/DCD. A pre-post-test controlled study design was conducted in children with a primary diagnosis of specific learning disabilities (SLD). DCD status was confirmed based on clinical assessment. Children scoring ≤16th percentile on the Motor Assessment Battery for Children 2nd Edition (MABC-2), who also presented with a functional motor problem, according to the MABC checklist were considered as having DCD. Children were allocated to the NTT intervention group based on teachers' perceived notion of need and received two 45-60 min training sessions per week for nine weeks. Children allocated to the usual care (UC) group, received their planned occupational therapy and physical education. The MABC-2 was used to assess changes in motor performance. Our numbers confirm that it is crucial to identify the presence of motor coordination difficulties in children who have been diagnosed with SLD. A task-oriented training program based on NTT principles, presented in small groups, has a positive effect on the motor performance in learners with neurodevelopmental disorders and this effect was larger than in the usual care group. Although using a small group format in children with multiple neurodevelopmental disorders may be challenging for the therapists, it may be a way of delivering services to children in schools for special education. Children with DCD plus LSD show improvement in their motor skills by performing group-based NTT in the school environment. Group-based NTT shows a significant improvement in the TSS score of the MABC-2 compared to usual care. Children with DCD plus SLD show equal effect sizes after NTT intervention as DCD without SLD.

Perception of COVID-19 Impact on Canadian Occupational Therapy Curricula: Academic and Fieldwork.

Background. Delivery of occupational therapy education programs in Canada faced significant disruptions and adaptations because of the COVID-19 pandemic. Curriculum changes were made rapidly under extreme conditions. Purpose. To document and explore changes to curricula (academic and fieldwork), instructional, and assessment methods implemented by Canadian occupational therapy programs in response to the pandemic and capture their perceived impact on student learning. Method. This convergent mixed method design study employed a cross-sectional descriptive survey followed by a member check focus group. Participant recruitment targeted Canadian occupational therapy university program directors, curriculum chairs, and fieldwork coordinators. Findings. Results highlight curriculum modifications included shifting from in-person to online delivery and re-sequencing or deferring in-person components. Fieldwork placements were similarly affected and included adoption of simulations and telepractice. Implications. The development of interpersonal "soft skills" are perceived as being the most disrupted, but the impact of student learning on actual practice is not yet known.