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Occupational Therapy Educators’ Self-Efficacy to Teach in a Blended Curriculum
Get PDFEducational trends have influenced occupational therapy education as evidenced by the adoption of new teaching methods such as blended learning. Blended learning is a combination of both synchronous and asynchronous learning that occurs online as well as portions of the learning occurring in a brick-and-mortar. As more occupational therapy programs design their curriculum to include blended learning, it is essential to understand occupational therapy educators\u27 self-efficacy related to their skills and capabilities to teach in such an innovative format. Little is known regarding occupational therapy educators\u27 self-efficacy to teach in a blended curriculum. This qualitative study aimed to examine the perceptions of occupational therapy educators\u27 self-efficacy when teaching in a blended curriculum. The theoretical framework for this study was Bandura\u27s self-efficacy theory. Ten occupational therapy educators teaching in a blended curriculum were interviewed for this study. Content analysis, descriptive, in vivo, and pattern coding were used to code and analyze the data. Four themes emerged that may contribute to an enhanced self-efficacy when teaching in a blended curriculum: a) Personal agency enhances performance in teaching, b) university resources support growth as an educator, c) feedback as an opportunity for reflection and growth, and d) coping to overcome frustration teaching in a blended curriculum. Results of the study may provide university leaders insight on creating structured professional and mentoring programs that focus on educational learning theories and instructional design, training on educational technology, and providing feedback from peers and supervisors to promote reflection and behavior change which may lead to enhanced self-efficacy as a blended learning educator
A Comparison of Level II Fieldwork Outcomes: Preparation with Simulation vs Community and Clinical Level I Fieldwork Experiences
Get PDFOccupational therapy programs can use a variety of delivery modes for Level I fieldwork. All experiences aim to contribute to the clinical and professional preparation for Level II fieldwork. This study compared the Level II fieldwork outcomes for two cohorts of students, one that participated in simulation-based Level I fieldwork and one that completed community and clinic-based Level I fieldwork. The student outcomes on the American Occupational Therapy Association AOTA Fieldwork Performance Evaluation (FWPE) for the Occupational Therapy Student were used for comparative data. The results indicated no statistically significant difference in the two cohorts’ midterm score ratings. Statistically significant differences with higher performance for the cohort that participated in simulation-based Level I fieldwork were noted in the areas of safety and use of occupation-based interventions. The results of this study support the effective use of high-fidelity simulation in preparing students for success on Level II fieldwork
Effective Communication with People with Dementia: An Exploratory Study of Pre-registration Occupational Therapy Students
Get PDFDementia is a major global concern, with 50 million people already affected worldwide in 2018, and this number is expected to triple by 2050. Healthcare practitioners, specifically occupational therapists, are responsible for providing care and ensuring the well-being of people with dementia. However, occupational therapy students may not always have the necessary knowledge and skills to effectively communicate and support dementia patients, which could negatively impact the quality of care they provide. To explore this issue, a study was conducted with final-year pre-registration occupational therapy students at a public university in England. The study used a qualitative methodology, with semi-structured interviews of students. The objective was to understand the perspective of their learning experiences about communicating with dementia patients. The analysis revealed three main themes: dementia content and teaching methods, gaps in learning about communication with people with dementia, and limited placement opportunities. The study also encouraged occupational therapy students\u27 suggestions for improving the curriculum for future students. The findings also contributed to existing literature in the field and suggested areas for further research
Exploitation of the Screaming: Sexual Violence in Horror Film
Get PDFSexual violence has been routinely represented in film since the start of cinema, and these representations can vary greatly depending on the time, director, and genre. In the horror genre specifically, representations of sexual violence are common. Male directors, in particular, create stories of female-centered sexual violence, which can come across as authentic or exploitative. Films such as It Follows and Last Night in Soho display sexual violence in more acceptable ways, while films like All Hallows’ Eve and The Devil’s Rejects exploit the experience for various reasons. The exploitative films have detrimental effects on an audience member’s mentality, as well as a larger society. To prevent these effects, male horror directors should take precautions when telling a story of sexual violence to prevent the exploitation of victims on-screen
Open Educational Resources in Kentucky
Get PDFOpen educational resources (OER) play an increasingly important role in the education landscape, with increased awareness and use year over year (Coffey). Often, academic libraries play a supporting role for instructors as they locate, adopt, and create OER for their courses. In this article, we will provide an introduction to OER, outline some current trends in open education, and describe a few of the OER initiatives currently underway in Kentucky’s college and university libraries
Dietary Restrictions and Specialized Diets on College Campuses
No full textAlthough the number of people who eat a specialized diet (i.e. food allergy, vegan, religious diet, etc.) has been increasing with every new generation, there is a noticeable lack of literature about this community’s experiences on college campuses.This study explores student perceptions of adequate food availability in Eastern Kentucky University’s on-campus dining options, with particular focus on Case Dining Hall. Published literature regarding students\u27 perceptions and experiences with their specialized diets on other college campuses within the U.S. is used to supplement the findings from a survey to discover how EKU students with specialized diets (n=46) interact with campus food options. Four notable trends begin to emerge as a result. Students whose specialized diets need accommodations aren’t using campus resources to bridge the gap. Students with allergies have a very real fear of cross contamination, and 88% of respondents are interested in seeing an allergy-friendly Case station. Students also want more plant-based meals.https://encompass.eku.edu/swps_undergraduategallery/1361/thumbnail.jp
A Survey of Occupational Therapy Program Leaders: Perceptions of the Essential Elements for Early Career Faculty
Get PDFThe rapid growth of academic occupational therapy programs in the United States, combined with an increase in senior faculty retirement, requires a new, growing, robust and well-prepared faculty workforce. In addition to the growth of programs, faculty shortages necessitate proactive strategies for preparing transitioning clinicians for successful academic careers. Faculty development training should be a part of preparation to ensure success of early career faculty. However, it is unknown what the perceptions of occupational therapy leaders are towards faculty development training, what components should be included in training, and the importance of these components. Through this survey research, key findings highlight the critical importance of various content areas for early career faculty success. University governance, Accreditation Council for Occupational Therapy Education (ACOTE) accreditation standards, teaching responsibilities, student assessment, academic advising, and interprofessional collaborative practice were identified as critical areas for faculty understanding, with personnel issues and scholarship ranking as lowest importance. These findings underscore the significance of practical teaching and administrative skills within occupational therapy education, while indicating potential areas for further scholarship development. This research emphasizes occupational therapy education leaders’ views about the importance of investing in faculty development for early career occupational therapy faculty. Knowledge in these areas not only prepares educators to shape the future of the profession, but also enhances their adaptability to changing educational landscapes. Faculty development contributes to job satisfaction, retention, and the integration of clinical expertise into academia. Ultimately, it empowers faculty to excel in their roles and advances the field of occupational therapy education and practice. Development and implementation of a robust early career faculty development training model is needed
Outcomes from an Intercollegiate Client-Centered Interprofessional Occupation-Based Assistive Technology Hackathon: A Pilot Program Evaluation
Get PDFAssistive technology (AT) supports engagement for individuals with disabilities by improving independence in daily living tasks, work and productive activities, learning activities, and societal participation. However, for many individuals, access to AT is limited due to high costs, device availability, and inability to be customized. The Maker Movement and hackathons provide an opportunity to educate health profession students, design students, and community members about AT while engaging these stakeholders in addressing unmet AT needs for individuals with disabilities. The current study examines outcomes from an Intercollegiate Assistive Technology Hackathon. Nine co-designers (community members with disabilities) and 36 students from three universities participated in a seven-day hybrid voluntary hackathon to develop a client-centered and contextually relevant custom solution for a daily living challenge. Students, co-designers, and stakeholders gathered virtually to review the ten project pitches. Student preferences were identified, and event co-chairs curated teams. Hack teams collaborated virtually and in person at university-sponsored maker spaces to further define the challenge, ideate possible solutions, develop a prototype, test the prototype, and, in some cases, create a final product. Each team developed a collaborative solution. Personal and professional growth was reported by 95.2% of the student respondents. Solutions and additional outcomes are discussed and recommendations for future hackathons are shared