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Use of Podcasts as Emerging Technology in Occupational Therapy Education
Get PDFPodcasts are an emerging modality with a developing evidence base to reinforce their use in educational settings; in particular, to support knowledge retention and introduce topics. This research demonstrates the potential of podcasting in an educational context. Podcasts were used to educate occupational therapy (OT) students about emerging and innovative OT career opportunities. A series of 13 standardized 20- to 30-min podcasts featuring occupational therapists in emerging and innovative practice areas (E/IPA) globally were developed. In each podcast, the occupational therapist described implicit and explicit aspects of their career experiences. The podcasts were piloted in an entry-level OT doctoral course in the second semester of students\u27 second year. A pre-post mixed methods survey design was used. Participants (n = 27) listened to podcasts of their choice and completed a researcher-designed survey. Changes in knowledge about E/IPA, interest in E/IPA and perceived competence in practicing in both E/IPA and traditional practice areas were assessed. Analysis found significantly increased scores in the domains of E/IPA competence, awareness, and interest pre-to-post, with the greatest effect seen in E/IPA competence. Results support continued implementation of podcasts in educational settings and provide guidelines for implementation of educational podcasts in academia
Enhancing Occupational Therapy Practice through a Mentorship Program: A Qualitative Study
Get PDFBackground: Occupational therapy entry-level education is filled with opportunities for experiential learning. Post-professionally, few opportunities exist for participation in structured mentored experiences. Mentoring in health care professions is not new; it has resurged over the past 15 years, documenting the nature of mentorship for practicing clinicians, the design of programs to promote advancement, and the effectiveness of these programs. Level I Mentorship by the STAR Institute uses a small group format and entails a blend of live and online instruction, fostering discussion and reflection rooted in on-site learning experiences. This qualitative study aims to understand participants\u27 perceptions of STAR Institutes\u27 Level I Mentorship and its impact on their clinical practice.
Methods: This qualitative study explored data from eight participants who took part in a focus group.
Results: By employing ATLAS.ti Web for qualitative data analysis, involving three raters, and implementing strategies to ensure the reliability of the findings, a multitude of categories and themes emerged, including (a) instructional methodology, (b) professional development, (c) treatment implementation, and (d) assessment implementation.
Conclusion: The STAR Level I Mentorship Program and its instructional content played a pivotal role in aiding clinicians in developing and validating their comprehension of the subject matter. Moreover, it served as a resource for their professional development, equipping them with tools to navigate both opportunities and challenges in their clinical practice
Evaluation of an Occupational Therapy Intervention in Prisons to Prepare Incarcerated Individuals for Successful Community Reentry
Get PDFBackground: Literature suggests that to reduce recidivism and facilitate successful community reintegration, incarcerated individuals need life skills training before release. This study evaluated the effectiveness of such an occupational therapy (OT) program.
Methods: We provided and evaluated a 12-session pilot OT program with incarcerated men providing life skills education for community reentry. We used forced-choice and open-ended questions with pre/post Employee Self-Assessment Tool (ESAT), assessing interpersonal, self-management, analytical skills, and skills used in an organization, and Life Skills Program Daily Surveys (LSDS) assessing participants’ perceptions of program effectiveness.
Results: Ninety-three of the residents participated; 69 completed the pre/post ESAT; 573 completed the LSDS across sessions. Statistically significant improvement (p \u3c .001) was noted in all areas of the ESAT. Responses to all LSDS forced-choice questions indicated that most of the participants rated sessions good/very good (75%), learned a lot/quite a lot (69%) and as much/more than expected (95%), will apply most/all information to their life (58%), and probably would/would (85%) recommend this program to a friend; 50% to 72% of the responses regarding program content usefulness were positive.
Conclusions: The participants found this program useful in providing life skills training to prepare them for community reentry. More research is necessary to determine long-term effects on recidivism
Accessibility Status to Pediatric Occupational Therapy Services: Views from Health Care Providers at a Rehabilitation Hospital in Rwanda
Get PDFBackground: Occupational therapy is a growing profession in Rwanda. Since the commencement of the occupational therapy training program at the University of Rwanda in 2014, accessibility to newly established occupational therapy services in Rwanda is unknown. This study aimed to explore health care providers’ views on access to pediatric occupational therapy services at a rehabilitation hospital in Rwanda.
Methods: An exploratory qualitative design with an interpretive descriptive approach was used. Purposive sampling was employed to select a sample of 10 health care providers working at an orthopedic and rehabilitation hospital in Rwanda. The semi-structured interviews were audio-recorded, followed by verbatim transcription and thematic analysis.
Findings: An insufficient number of occupational therapists, the lack of treatment equipment, challenges in charging a fee for occupational therapy services, and inadequate collaboration among health care providers were reported as barriers to accessing pediatric occupational therapy services.
Conclusion: The delay for occupational therapy services to be covered by health insurance has kept occupational therapy inaccessible for some clients. To provide quality pediatric occupational therapy services, the following is required: Health insurance to cover occupational therapy services, increase the number of occupational therapists, provide sufficient treatment equipment, and collaboration between health care providers
Rethinking the Reach of the Basic Course: Diversity and Interdisciplinarity as Catalysts for Reinvigorating the Foundations of the Discipline
No full textCommunication scholars have significantly advanced knowledge across various subjects and in basic course classrooms, yet face obstacles in conveying their importance to students and wider communities. Challenges like COVID-19 disruptions, inadequate teacher pipelines, and limited diversity in education hinder interdisciplinary communication, leading to insufficient funding and support. Neglecting diversity perpetuates systemic inequalities, limiting perspectives in syllabuses. Advocating for inclusivity and exploring practical implications of communication, such as organizational communication and societal engagement, enhances the field’s value. Prioritizing research with theoretical and practical implications, particularly in diversity, equity, and inclusion, empowers marginalized voices and promotes understanding. Embracing these efforts ensures communication education’s relevance and impact in addressing real-world challenges
Integrative Neural Networks Frame of Reference: Application in Practice
Get PDFThe INN Frame of Reference supports occupational engagement in caregivers of children and youth with complex health care needs. It guides the occupational therapist from evaluation to intervention providing a structure to identify challenges in occupational engagement. It describes the process of selecting evidence-based interventions to mitigate the impact of prolonged stress on the “whole” parent across contexts. The theoretical base outlines the mechanisms of action that support physiological, affective/cognitive, and social/spiritual health, and the concepts related to intervention. The completion of an occupational profile and the INN Evaluation Checklist sets the stage for data-driven decision making. The occupational therapist generates hypotheses and collaborates with the parent to establish the goals, priorities, and desired outcomes for treatment. The postulates regarding change guide the therapist when addressing physiological, affective/cognitive, social/spiritual INN domains using an occupation-based, holistic, and family-centered approach. A case study illustrates the INN intervention process and application to practice
