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Novice and Expert Observer Accuracy of the Threshold Wheelchair Skill: A Pilot Eye-Tracking Study
Get PDFBackground: Moving a wheelchair over a low threshold is an entry-level mobility skill. Observation is critical to the assessment and training of this skill. The primary objective of this exploratory pilot study was to determine if a difference between novice and expert visual attention allocation pattern was linked to the accuracy of rating skill performance and decision confidence.
Methods: Twelve expert occupational therapists and nine non-expert occupational therapy students observed 30 first-attempt recordings of able-bodied persons learning the low threshold skill. Randomized recordings included 10 recordings from each rating group of “pass,” “pass with difficulty (pwd), and “fail.” Skill ratings, confidence ratings, time to decision, and SR Eyelink 1000+ monitored eye movements were recorded.
Results: No significant group differences were found in the correct identification skill rating, though significant relationships were found with experts rating higher confidence in their decision-making and generally faster reaction times. While trends of eye movements differences were found between groups, only the number of areas of interest viewed in pwd videos was a potential rating correctness predictor.
Conclusion: Improved confidence in decision-making did not mean improved assessment accuracy. The pwd video stimuli created the opportunity for assessing observation patterns differences. Further study is recommended
Preface to a New English Translation of Gower\u27s Vox Clamantis
Get PDFPreface to a new English translation of John Gower\u27s Vox Clamanti
On Parallel Paths: Learning through Case Studies in the Writing Pedagogy Course
Get PDFThis article reports on a case study project assigned in a writing pedagogy course. The authors, four graduate teaching assistants and their professor, share their case study questions, experiences, and challenges. Via the case study assignment, the TAs identified parallel experiences they shared with their students. Recognizing parallel paths helps first-year TAs reflect on their experiences as teachers and learners, build connections with students, and develop sustainable teaching practices beyond the first year. The authors share strategies for identifying parallel paths and encourage TA educators to incorporate them into the writing pedagogy course
“An Institution Can Have Good Intentions and Still Be Atrocious : Transgender and Gender Expansive Experiences in Social Work Education
Get PDFEducational settings have been found to be challenging arenas for transgender and gender expansive (TGE) youth and young adults due to misgendering, lack of affirming bathrooms, systemic exclusion (e.g., legal names and lack of inclusive gender identity demographic options), and frequent silence or avoidance related to TGE issues. Though studies of TGE adult experiences in higher education are emerging, most explore disaffirming experiences. Social work education focuses on diversity, equity, and inclusion, along with how to promote social justice, which suggests more affirming environments for TGE individuals. However, little is known about the experiences of TGE students and even less about faculty in social work education. To help fill this gap, the researchers interviewed 23 TGE social work students and faculty to explore their experiences of gender-related affirmation and challenges in social work educational programs. The findings from a thematic analysis identified examples of affirming and disaffirming experiences and recommendations for improving gender affirmation and inclusion in social work programs. Social work is in a strategic position to serve the needs and impact the social welfare of TGE individuals, starting with educational settings
Holistic, Person-Centered Evaluation to Understand the Experiences and Needs of Displaced Refugee Youths: A Descriptive Mixed Methods Narrative Study
Get PDFBackground: Refugee youth face acculturation stress, language barriers, xenophobia, and difficulty accessing resources. These factors, combined with migration trauma, negatively impact youths’ psychosocial health. This study aimed to conceptualize evaluation in an occupation-focused, person-centered framework with the goal of informing therapists working with displaced children.
Methods: This mixed methods, descriptive study used narrative research methodologies to understand the experiences of refugee youths. A variety of assessment tools were used to elicit these youths’ stories and create in-depth occupational profiles. The evaluation protocol that was created generated extensive data used to inform programming at a community non-profit to ensure interventions were person-centered and focused on meaningful participation.
Results: Eleven youths shared narratives of their experiences of being forcibly displaced. Each story included features of trauma, role loss, acculturation stress, and challenges to psychosocial health. The results suggest that a person-centered approach requires the therapist to create a trusting therapeutic relationship with the child and to intentionally consider the cultural relevancy of all evaluation processes.
Conclusion: Data from this study reflect the benefits of employing a person-centered evaluation framework to elicit narratives from refugee youths. This study may provide insights into the cultural considerations therapists should take when working with refugees
Rest and Sleep Patterns and Activities of Residents in Long-term Care Facilities: A Descriptive Study
Get PDFBackground:To facilitate healthy occupational participation and highlight the significance of rest and sleep for older adults, this study aimed to provide a description of rest and sleep patterns and activities of residents in long-term care facilities (LTCFs).
Method: Secondary analysis of rest and sleep data collected from a funded R21 study was conducted. Twenty-nine residents were interviewed using the Yesterday Interview (YI) to describe their time and daily activities, including rest and sleep patterns and activities.
Results: Average time spent sleeping was 10.22 (±1.77) hr and resting was 4.77 (±3.3) hr. Data were also collected on the personal and instrumental daily living activities in which residents participated during rest time and sleep preparation.
Conclusion: Occupational therapists working with residents in LTCFs are well suited to incorporate rest and sleep interventions that will enhance the occupational performance of daily living activities. Future research efforts should be directed at strategies to increase the sleep health of residents in LTCFs in collaboration with other in-house professions
The Canadian Occupational Performance Measure (COPM): Critiquing its Applicability With Indigenous Peoples and Communities
Get PDFIndigenous Peoples experience significant health inequities that must be understood in relation to historical and ongoing colonialism, racism, and discrimination. The occupational therapy profession has claimed commitment to addressing the Truth and Reconciliation Commission (TRC) calls to action, however, the profession is firmly grounded in Euro-Western epistemologies, including its assessments. The purpose of this paper was to assess the Canadian Occupational Performance Measure (COPM) for use with Indigenous clients and communities. Although the COPM uses flexibility through semi-structured interviews and the exclusion of standardized score comparisons, it is mired in colonial underpinnings and has hierarchical therapist-client power dynamics threaded throughout. The COPM has potential given its semi-structured nature and client-led approach. However, acknowledgement of the assessments’ Euro-Western roots and biases are necessary. This assessment may be modified for improved use, which should occur in collaboration with Indigenous clients, communities, and leaders
Letter to the Editor: Re: Burke, Bundy, & Lane (2023) article “If Reasoning, Reflection, and Evidence-Based Practice are Essential to Practice, We Must Define Them”
Get PDFThe purpose of this letter to the editor is to suggest using modern test theory to support developing empirical definitions of these complex terms
