Occupational Therapy Program Research Articles

Predictors of clinical experience performance in occupational therapy and physiotherapy: A scoping review.

Successful completion of clinical education experiences is a graduation requirement for students in occupational therapy and physical therapy programmes. A scoping review was conducted to determine what is known about possible clinical experience performance predictors and to find associated research gaps. The search included one hand-searched journal and seven databases, which were used to identify related relevant studies: CINAHL, Education Database, Education Source, Education Resources Information Center (ERIC), PubMed, REHABDATA, and Web of Science. A research librarian guided the search process, and the review's reporting is structured by the Preferred Reporting Items for Systematic reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR) Checklist. Studies were included if they contained predictors of clinical experience success indicated by validated performance evaluation tools that were scored by clinical instructors. A multidisciplinary team reviewed the title, abstract, and full text for inclusion and conducted thematic data synthesis to categorise findings. Twenty-six articles met the inclusion criteria. The majority of articles were of correlational design and included single institutions. Seventeen articles included occupational therapy, eight included physical therapy, with only one article including both programmes. Four categories of predictors of clinical experience success were identified: pre-admission variables, academic preparation, learner characteristics, and demographics. Each of the main categories included three to six subcategories. Key findings included the following: (a) The most common cited predictors in clinical experiences are academic preparation and learner characteristics, (b) more experimental design studies are needed to determine the causal relationship between predictors and clinical experience success, and (c) future research is needed on ethnic disparities and clinical experience success. Findings from this review show that possible predictors of clinical experience success include a wide range of factors when correlating success with a standardised tool. Academic preparation and learner characteristics were the most investigated predictors. There were only a small number of studies that found a correlation with pre-admission variables. The findings of this study suggest that students' academic achievement may be a critical element of clinical experience preparation. Future research using experimental designs and across institutions is needed to determine the main predictors for student success.

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.

Impact of Occupational Therapy Activities On the Formation of Skills for Independent Living in Children Using Social Service

A number of scientific studies give reasons to assume that children raised and educated in the „Family-type accommodation center” need additional targeted activities to learn and improve the various activities of everyday life. The aim of the present study is to determine the impact of additional occupational therapy activities on the formation of skills for independent living in children raised and educated in social services. Scope of the study: there were studied 21 children aged 7 to 12 years, users of social services with the test „Formation of skills for independent living”. Test „Leisure Management”, the evaluation is on a 3-point scale. Statistical methods are Wilcoxon rank test, t-test of Student. In the final results of the test in 80,95% of the examined children there was an improvement between 0,5 and 1 point, which is statistically significant on a 3-point scale. In the initial values of all groups of activities there is a slight difference (within 0,23), as the results are below the „average level” (2 points) in the skills for independent living. In the final measurements, the results are within 2,42; 2,38 for the second and third groups of activities and 2,08; 2,18 in the first and fourth groups of activities, which is more than the „average level”. Preparing for independent living is part of the overall process of working with children which are receiving social support. The good final results in the conducted research are due to the individual purposeful work on the implementation of the activities of the occupational therapy program for the formation of skills for independent living. The application of a set of activities for the formation of their skills for everyday life is a priority goal in the work of the responsible institutions and specialists for improving the quality of child care. The various and meaningful activities provided in their individual programs support the process of acquiring a set of knowledge and skills that they will need in the future independent life. The inclusion of appropriate occupational therapy activities for the formation of skills for independent living in children raised and educated in the „Family-type accommodation center” has a beneficial effect on the overall personal development and formation of social skills.

Evaluating allied health students’ readiness for placement learning

BackgroundExperiential learning opportunities, such as work integrated learning placements, are often challenging for health professional students. It is therefore imperative that students are adequately prepared before engaging in placement learning. Operationalising ‘readiness for learning on placement’ as a construct, is necessary for providing quality student feedback and assessment.MethodsAn integrative mixed methods approach was adopted for this study, utilising a survey to canvass the perspectives of academics, students, and placement educators around the construct of readiness to inform potential assessment items. An assessment tool measuring student readiness for placement was then developed. Data from occupational therapy, physiotherapy and speech pathology programs were evaluated using Rasch analysis to explore the unidimensionality of this construct.ResultsThe online survey was completed by 64 participants, confirming the importance and measurability of foundational skills integral to readiness for placement learning. These foundational skills were then reflected in a pilot 20-item tool covering domains of professional and learner behaviour, communication, information gathering skills and reasoning. The Rasch analysis of 359 pre-registration student assessments confirmed unidimensionality, suggesting that the skills and attributes (operationalised as assessment items) that are considered part of ‘readiness for placement’ are components of this construct. Together, these findings provide support that the items on this tool are relevant and representative of the skills and behaviours that indicate readiness for placement learning. Two items regarding documentation and appropriate professional dress demonstrated some lower importance scores and interpretation variance warranting further investigation.ConclusionThrough the exploration of the construct of readiness for placement learning, we have created and subsequently revised, an innovative assessment tool that measures novice students’ pre-placement capabilities. Further research is now needed to explore the psychometric properties of the tool.

Profiling the Research Activities of Canadian Occupational Therapy and Occupational Science Faculty Members.

Background. There is a lack of knowledge on the scope and nature of the research by faculty members in occupational science (OS) and/or occupational therapy (OT) programs in Canada. Purpose. To describe the research activities of faculty members in these programs and directions. Method. A cross-sectional survey was distributed to 173 faculty members across all 14 Canadian OT that addressed: 1) research topics and methods, 2) populations, and 3) funding. Findings. Based on respondents (N = 121), research is focused on a range of topics and populations with most conducting qualitative research. Many conduct research examining the effectiveness of interventions, with few respondents focused on OS research. Federal and provincial grants agencies were the largest source of funding. Implications. Research topics studied were not always proportional to practice although emerging areas were being investigated that can expand the evidence base and scope of practice. Despite limited occupation-specific funding options, respondents were accessing funding from varied sources. Collaborations among faculty members, clinicians, and individuals with lived experience can create priorities for future OS and/or OT research in Canada.

Computer-Based Assessment of Non-Cognitive Attributes of Occupational Therapy Students: A Pilot Evaluation

Purpose: Holistic admissions tools have been considered for use to diversify student admissions. The ability to screen non-cognitive attributes of applicants is an important element of holistic admissions. The objective of this study was to establish instrument reliability, inter-rater reliability, validity, item discrimination, item difficulty, and bias of the Computerized Assessment of Non-Cognitive Attributes of Health Care Professionals (CANA-HP). Methods: A novel methodology was developed to screen non-cognitive attributes of health profession applicants. Using a cross-sectional design, a convenience sample of students invited for interviews into a Mid-western occupational therapy program were recruited for participation. The 37 participants who consented, completed a demographic survey followed by the 12 question CANA-HP. Results: Open-ended questions had adequate internal reliability, discrimination, and difficulty. Multiple choice questions had low reliability and discrimination. No correlation was found between the CANA-HP and standardized cognitive assessments, except non-science GPA which was significantly correlated to the total open-ended (essay) scores and total overall score. Conclusions and Recommendations: The CANA-HP was not biased toward individuals from varied demographic backgrounds. Predictive validity of this tool and non-cognitive measurements of success are still needed. Occupational therapists in educational settings could consider adding open-ended ethical questions to the application process when interviews are not feasible. Classes in the non-sciences and other non-cognitive markers of success may also help identify students with ‘grit’ and critical reasoning which are important to practicing clinicians

The effect of parent-based occupational therapy on parents of children with cerebral palsy: a randomised controlled trial

Background/Aims Parents of children with cerebral palsy face higher levels of stress, anxiety and depression, sadness, exhaustion and burnout. Parent-based therapies have been found to increase parents' satisfaction with therapy, parent–child interactions and reduced parental stress. This study examined the effects of parent-based occupational therapy on stress levels, coping skills, and emotional skills and competencies of parents of children with cerebral palsy. Methods A total of 15 children and their parents who were admitted to the paediatric rehabilitation unit for occupational therapy were divided into two groups (control group: n=7, study group: n=8) using the coin toss randomisation method. The control group received standard occupational therapy, while the study group received parent-based occupational therapy for 45 minutes a session, twice a week, until 10 sessions had been completed. Participants were evaluated before and after the intervention. Results The study group showed a decrease in stress levels (P=0.034) and increases in coping skills (P=0.016), and emotional skills and competencies (P=0.036). In addition, only an improvement in parents' stress levels (P=0.046) was observed in the control group. Conclusions The parent-based occupational therapy programme was more effective regarding stress levels, coping skills, emotional skills and competencies of the families of children with cerebral palsy compared to classical occupational therapy. This study is important in terms of demonstrating the benefits of parent-based occupational therapy for parents of children with cerebral palsy.

Belonging: A Phenomenological Study of Systemic Racism Experienced Among Black Students in Occupational Therapy Programs

Belonging: A Phenomenological Study of Systemic Racism Experienced Among Black Students in Occupational Therapy Programs

Description of curricula of occupational therapy programmes offered worldwide

Resumen Introducción La descripción de los planes de estudio en la formación universitaria permite realizar actualizaciones de sus contenidos, de acuerdo con las tendencias mundiales y las necesidades de los contextos locales y regionales, con miras a ofertar una educación de calidad. Así mismo, es uno de los criterios para acreditar los programas de educación superior, según la normatividad de cada país. Objetivo Describir los planes de estudio de programas de terapia ocupacional a nivel mundial. Método Estudio descriptivo, con una muestra a conveniencia de 36 planes de estudios. Para la recolección y análisis de la información, se elaboró una matriz de identificación de cada plan de estudios a partir de variables previamente establecidas. Posteriormente, se establecieron sus similitudes y diferencias. Resultados El tiempo de formación varía por región; con un promedio de 4,1 años para Latinoamérica; la línea de estudio del área clínica cuenta con mayor número de cursos a nivel mundial, excepto en Latinoamérica donde predomina la línea en salud mental. Conclusión Se evidenció un panorama general sobre la estructura de los diversos planes de estudio a escala mundial, lo cual permite reflexionar sobre las tendencias de los perfiles profesionales de acuerdo con el desarrollo epistemológico, profesional, disciplinar y a las necesidades mundiales, regionales y locales.

The needs of individuals with autism spectrum disorder when transitioning into the labour market

INTRODUCTION: South Africa, like other regions of the world, has an increasing prevalence of autism spectrum disorder (ASD). The transition of these individuals into the labour market is of concern. The aim of this study was to explore the perceptions of individuals with ASD and their parents in terms of their unmet needs in relation to transitioning into the labour market and the role an occupational therapist can play METHODS: A qualitative explorative descriptive research method was used. Purposive sampling selected young adults with ASD currently or previously employed in the open labour market. Data were collected using email interviews with individuals with ASD and face to face interviews with their parents. Data were analysed using inductive thematic analysis RESULTS: Two themes were identified: Transitioning was really hard, and Occupational therapists can do more. The results emphasised the lack of services in preparing adults with ASD for finding and maintaining employment, as well as suggestions for the role of occupational therapy in facilitating prevocational skills, job seeking skills and supported employment CONCLUSION: There is a lack of services for individuals with ASD transitioning into the labour market particularly in relation to vocational orientation and rehabilitation. Occupational therapists are ideally situated to provide services to meet needs of individuals with ASD transitioning into the world of work Implications for practice • Occupational therapists need to play a role in developing vocational rehabilitation services in preparation of individuals with ASD into the labour market. • There is a need to investigate what is currently offered and what can be added regarding occupational therapy programs supporting transition from school into employment for individuals with ASD in South Africa. • Vocational rehabilitation services and transition programs should be developed in conjunction with individuals with ASD to ensure issues that are relevant to the population of individuals with ASD are addressed.

Comparação entre o desempenho e competência de estudantes de terapia ocupacional em estágios tradicionais e não-tradicionais: um estudo retrospectivo

Abstract Introduction Increasingly occupational therapy programmes have complemented traditional practice placements with Role Emerging Placements (REPs) in settings with no existing occupational therapy provision. Previous research has predominantly explored the student experience of such placements with largely favorable findings. However, there is a lack of understanding regarding the professional practice-based skills students develop within REPs. Objective To measure and compare students’ competencies for occupational therapy practice developed within Role Emerging Placements (REP) to those in ‘traditional’ practice placements. Method A retrospective cohort study design was used to analyze data extracted from the Competency Based Fieldwork Evaluation for Occupational Therapists (CBFE-OT) of MSc pre-registration occupational therapy UK students (n=181). Descriptive and inferential statistical analysis measured and compared student fieldwork competency scores between four placements, one of which was a Role Emerging Placement (REP). Results Students scored significantly higher in ‘Communication’ and ‘Professional Interactions’ compared to all other practice competencies but scored significantly less well in ‘Clinical Reasoning’ and ‘Practice Knowledge’ regardless of placement model. However, in a REP, students scored significantly higher in ‘Performance Management’ compared to traditional placements (z=-2.222 p=0.026). Conclusion Students can develop similar skills of competence to practise in a REP as traditional placements and may better develop leadership and time management skills. These additional skills may advantage students in developing their careers and scoping the profession.

The Utility of an Occupational Therapy Intervention Using Information and Communication Technology during the COVID-19 Infection: An Intervention Report of a University Student with Autism Spectrum Disorder

A client living with autism spectrum disorder (ASD) went to the university and lived alone for the first time. Given the coronavirus situation, he participated in on-demand classes from his apartment from the beginning of his enrollment, and as a result over time he became unable to sustain a distinction between his academic and personal time. As a consequence, he was no longer able to complete his class assignments and, therefore, asked us for help. We implemented remote occupational therapy (OT) using information and communication technology (ICT). We emphasized teaching instrumental daily activities, daily scheduling, communication, and mental health maintenance. We implemented an OT program that encouraged the client to re-establish his daily rhythms. The program improved the client’s daytime routine and allowed them to work on assignments for on-demand classes at the university. We show that using ICT to work on the study of this case (1) does not depend on physical distance, (2) can work when needed, (3) can work as many times as needed in a day, and (4) can provide continuous support in place of face-to-face contact. These findings suggest that regular remote OT visits may help students living with ASD to continue with their university life.

FIRST-YEAR OCCUPATIONAL THERAPY STUDENTS KNOWLEDGE OF AGING; SUGGESTIONS FOR CURRICULUM REQUIREMENTS

Abstract There is a rising shortage of allied healthcare professionals, including occupational therapists, to meet the current and expected needs of the senior adult population. To educate occupational therapy students, there are national standards that all programs have to meet. Inconsistency occurs because there is not a set national curriculum. It is assumed that students will enter their respective occupational therapy programs with a base knowledge of aging due to prerequisite requirements. With IRB approval, that assumption was measured over four consecutive years at one prominent OT program. 192 first-semester occupational therapy students were administered the Facts on Aging Quiz along with additional questions regarding birth year and anticipated employment. Results showed that first-year occupational therapy students’ knowledge of aging was poor (67.9% mean) regardless of their age or population work preference. Only 11.5% stated geriatrics was their preferred population with which to work; most students stated pediatrics. Statistical tests indicated a trend of decreasing mean scores of the cohorts. If this trend of decreasing gerontological literacy exists in occupational therapy, other health care disciplines may be experiencing similar fates. It appears there is a considerable gap between the needs of society and the knowledge base/desired population work preference of those entering healthcare education. Strategies to address that gap need to be addressed to prepare occupational therapy students and other health care practitioners to best meet the needs of the current population. Based on these study results, more emphasis needs to be placed on gerontological literacy for new occupational therapy students.

Developing a Complex Simulation Experience to Prepare Students for Emergent Clinical Situations

<h3>Research Objectives</h3> Evaluate the effectiveness of a complex clinical simulation with regard to knowledge retention and perception of overall learning experience. <h3>Design</h3> Retrospective case study. <h3>Setting</h3> This study was conducted in a doctorate of occupational therapy (OT) program in a "Clinical Reasoning in Occupational Therapy" course. The simulation was completed in an on-campus lab. <h3>Participants</h3> Forty-nine OT students participated in the study. Inclusion criteria: Third semester OT student in doctorate of OT program and enrollment in "Clinical Reasoning in Occupational Therapy." Data was collected retrospectively and students were unaware of their participation in the study. <h3>Interventions</h3> During the simulation, students were asked to complete a treatment session with a standardized patient (SP). Prior to treatment, the student was asked to review the SP's chart and medical history. They were expected to determine which vital signs to assess prior to treatment and then transfer the SP to a wheelchair. After the transfer, the SP was directed to lose consciousness to create an emergent situation. Once the student responded to the medical emergency, the simulation ended. The simulation was recorded and students were asked to reflect on the experience in a small group with a clinical counselor, in class, and in a short reflection assignment. Students were provided feedback from the instructor and the SP. <h3>Main Outcome Measures</h3> The grading rubric assessed building rapport, safety, treatment quality, assessment of medical stability, and response to a medical emergency. After debriefing with a clinical counselor and as a class, students were asked to complete an ungraded reflection assignment. <h3>Results</h3> Qualitative data from student reflections was coded and themes were identified. Themes were "ability to build rapport," "emergency response," "preparing equipment prior to treatment," "importance of assessing environment," "learning from mistakes," and "fostering clinical reasoning." <h3>Conclusions</h3> Applying classroom knowledge to a clinical situation fosters the development of clinical reasoning skills. A complex simulation experience to prepare students for emergent clinical situations requires students to not only understand but to apply knowledge, therefore fostering the development of clinical reasoning skills. <h3>Author(s) Disclosures</h3> No Disclosures.

Pediatric interprofessional education opportunities in entry-level doctor of physical therapy programs

Interprofessional education (IPE) is an essential curricular component for future pediatric physical therapists. Current research is inconclusive regarding the amount of pediatric IPE recommended for physical therapy (PT) education programs. This study's purpose is to explore practices guiding inclusion of IPE within entry-level PT pediatric curriculum in the United States. Data was collected using a cross sectional survey of US PT education programs. Descriptive statistics were collected for program demographics, pediatric IPE offerings, and interprofessional collaboration. Sixty percent of programs offer pediatric IPE. The most frequent IPE learning experiences are case studies and clinical rotations. PT students collaborate primarily with occupational therapy and speech language pathology programs. These results identify an opportunity to include additional interprofessional opportunity development in preparation for collaborative practice. Additional research is indicated to address the challenges to inclusion of pediatric IPE in PT education programs.

Using Occupational Therapy Assistant Perspectives to Teach Occupational Therapy Supervisory Roles and Expectations

Occupational therapy assistant (OTA) supervision is an expected skill and role of entry-level occupational therapists (OTRs). The purpose of this convergent mixed-methods study is to provide occupational therapy students (OTSs) with an interactive and collaborative educational opportunity, using an OTA-perspective panel discussion to improve the learning of effective supervision and role delineation. Participants consisted of OTSs (n = 11) in a graduate master&amp;rsquo;s program and a panel of OTAs (n = 10). All participants were provided with a standard lecture on the topic of supervision, followed by a pre-test survey. Then, they participated in a guided panel discussion followed by a post-test survey. Results suggest that an OTA-perspective panel discussion can enhance the learning of supervisory roles and expectations to OTSs, beyond what was provided in the standard lecture (p = 0.007). Further data was gathered of all participants consisting of qualitative perspectives. Thematic analysis resulted in enhanced learning of role-delineation, professional perspectives, and supervisory experiences. The results of this study suggest that occupational therapy programs would benefit from similar OTA-led perspective discussions to enhance OTSs understanding of skills needed to be effective supervisors as entry-level occupational therapists.

How human anatomy is being taught in entry-level occupational therapy programs in the United States.

There has been a lack of empirical information regarding anatomy education for occupational therapists (OTs). Insufficient anatomy education can result in underprepared entry-level OTs, who may then produce increased practice errors and reduced patient care. The objective of this study was to investigate how human gross anatomy was taught in entry-level occupational therapy programs throughout the United States and evaluate faculty perspectives on its teaching. A mixed-methods survey was sent to the directors of entry-level occupational therapy programs in the United States. Survey responses were compiled to best represent the current occupational therapy education environment. Ten of sixty-eight participating programs did not teach anatomy as a part of their standard occupational therapy curriculum. Of the programs that featured entry-level occupational therapy anatomy courses, the majority were taught by either a non-clinician anatomist or an OT without specialized anatomy training in a region-based, standalone anatomy course during the first semester. In most programs, anatomy was taught to only occupational therapy students using lecture, models/plastination, and/or prosection. Teaching tools, methods, faculty, and programmatic factors were perceived as contributing to program strengths. The design, resources, and faculty involved in the occupational therapy anatomy course may negatively impact the perceived quality of an occupational therapy anatomy program and its students. Participants identified several consequences of insufficient anatomy preparedness, including academic, clinical reasoning, treatment skills, patient care, and professional identity concerns. Occupational therapy educators may want to be aware of the current climate of occupational therapy anatomy education in the United States when designing entry-level occupational therapy anatomy curricula.

How Occupational Therapists Assess and Address the Occupational Domain of Sleep: A Survey Study.

Sleep is a foundational occupation in the Occupational Therapy Practice Framework: Domain and Process (2nd ed.), yet little is known about how occupational therapists assess and address sleep in practice. To survey practicing occupational therapists' comfort with their level of knowledge about sleep, how they are assessing and addressing sleep in clinical practice, and the amount of sleep-related education they have received. Cross-sectional survey study. Electronic survey. Practicing occupational therapists were invited to participate in November 2020. Survey invitations were sent via email targeting occupational therapists serving as clinical instructors. The survey consisted of 41 items assessing comfort with sleep knowledge, occupation of sleep, and sleep education received. This survey was modified from a previous survey and tailored to the occupational therapy profession. A total of 169 occupational therapists completed the survey. Most (87%) agreed that sleep was an occupation, but only 44% evaluated their clients' sleep, and 30% established treatment goals pertaining to sleep. In addition, 66% reported not receiving education about sleep in their entry-level occupational therapy program, and 78% reported receiving no continuing education about sleep in the past 2 yr. Most (92%) reported that occupational therapists should be better prepared to evaluate and treat sleep after graduation. Most occupational therapists identified sleep as an area of occupation but had limited knowledge of how to assess and address sleep in practice. Entry-level occupational therapy education programs must enhance sleep-related curricula, and continuing education programs tailored to sleep issues within occupational therapists' practice are needed. What This Article Adds: The results of this study indicate gaps in occupational therapists' knowledge regarding how best to assess and treat sleep problems. We offer next steps to improve the profession's capacity to address the occupation of sleep.

Mapping in 3D with MapIt: an added value for a professionalization path from the student perspective

During the pandemic, the MapIt app was integrated into an occupational therapy program to support remote learning of built environment adaptation. MapIt maps rooms in a home, then generates a 3D model for viewing and taking virtual measurements. The students express that the use of MapIt during their training leads to embodying the roles expected of an occupational therapist. To inspire other good pedagogical ideas, this article presents how MapIt can support learning in authentic situations, a key element of a professionalization path, approaching the realities experienced by patients, clients, or caregivers.

Early mobilization in coronavirus-19 patients treated with extracorporeal membrane oxygenation.

Coronavirus disease 2019 (COVID-19) pneumonia can be associated with refractory respiratory failure requiring extracorporeal membrane oxygenation(ECMO). Although ECMO has helped many COVID patients, optimal management strategies for these patients remain unknown. We conducted a retrospective review of all COVID patients requiring ECMO at our hospital. Six months into the pandemic, we changed our management strategy to focus on early mobilization. The early mobilization effort included tracheostomy within 48 h of cannulation, decreasing sedation, and an aggressive physical and occupational therapy program progressing toward early ambulation while on ECMO. The primary outcome measured was survival to discharge. The primary stratification was based on the mobilization strategy. From 2020 to 2021, 47 COVID patients have been supported with ECMO at our institution. Five are still in the hospital on ECMO. 39 (83%) were supported with venovenous ECMO while 8 (17%) were supported with venoarterial or a right ventricular assist device type configuration. All 47 (100%) were cannulated at bedside with transesophageal echocardiographic guidance. The average age was 47 ± 9 years; 36(77%) were male; and 20 (43%) were Hispanic. The median duration of support was 22 (11-44) days. Excluding those who remain in the hospital and on support, overall survival to discharge was 24/42 (57%). When stratified by mobilization strategy, early tracheostomy and mobilization were associated with significantly improved survival (74% [17/23] vs. 37% [7/19], p = .02). There were no changes in patient acuity or duration of support throughout the study period. In conclusion, early tracheostomy, decreased sedation, and aggressive mobilization of COVID-19 ECMO patients is associated with improved survival.