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Values in Academe: Examining Productivity for Faculty of Color
No full textUsing a quantitative research design, this study examined two productivity-related outcomes, scholarly productivity and community-minded engagement practices, and how these vary for faculty of color in U.S. higher education institutions among different racial/ethnic subgroups. This study utilized data collected from the 2016-2017 Faculty Survey administered by the Higher Education Research Institute at the University of California, Los Angeles, and a sample of 26,410 faculty members nationwide. The findings suggest that scholarly productivity tends to increase when faculty have spent time writing research grants or have protected time available for research scholarship, and tends to decrease when higher teaching loads are assigned. The results also suggest a higher level of engagement in civicminded practices was associated with research or teaching collaborations to address the needs of community organization partners. The study discusses the theoretical and practical implications of the findings
Queer Animation Revolution: Analyzing cartoons\u27 influence on the LGBTQ+ community
No full textThe underrepresentation of LGBTQ+ and gender themes in media, most specifically children’s television/movies, has the dangerous potential to negatively influence societal and political mindsets regarding non-binary and queer individuals. The children of today are the leaders of tomorrow, so ensuring that kids are exposed to a diverse set of queer themes is essential in creating a society where all archetypes are accepted, regardless of sexuality or gender. Many current children’s cartoons are encouraging heteronormativity, which can lead to kids being confused about LGBTQ+ concepts when they’re ultimately exposed to them in the future. The few shows that have incorporated queer themes in the past have often done it in a crudely negative way by relying on harmful stereotypes to portray non-heterosexual/non-cisgendered individuals. A lack of queer visualization can also lead to young LGBTQ+ kids to feel lonely and misunderstood when they can’t find anyone they identify with on television. Fortunately, several cartoons have taken active approaches in incorporating anti-essentialist themes in their content so that all kids can be exposed to these ideologies in a positive way, as well as feel seen and understood by characters that represent them. Three of the most influential shows that have done this in a thoughtful and age-appropriate manner are The Legend of Korra, Adventure Time, and Steven Universe. This work will further analyze the use of cartoons to subvert hegemonic ideologies and support the queer animation revolution
Comparing Occupational Therapy Students’ and Occupational Therapy Assistant Students’ Perceptions of an Intraprofessional Class Session
No full textIntraprofessional education between occupational therapy (OT) and occupational therapy assistant (OTA) students can be a valuable component of the entry-level curriculum. Comparisons of OT vs. OTA students’ perceptions are sparse, yet this information may yield important insights about intraprofessional learning needs. This mixed methods study explored student perceptions of a three-hour joint OT/OTA class session conducted via video conferencing. Learning activities were grounded in shared leadership and two-way feedback and included collaboration on a client case. A total of 172 anonymous post-class feedback surveys were received from 121 OT students and 57 OTA students over three academic years. The study results indicate that OT students were significantly more welcoming of future intraprofessional collaborations (p=.024) and more likely to recommend providing the intraprofessional class session for future students (p=.010) than OTA students. Thematic analysis of the qualitative data yielded four themes: (a) enjoyment and emotional safety, (b) hands-on introduction to future practice, (c) the importance of collaboration and communication, and (d) OTAs are valuable. The theme “OTAs are valuable” emerged differently between OT and OTA students, with OTA students affirming their valuable contributions to the collaboration and OT students discovering the value of OTAs. The findings suggest that the intraprofessional class session was particularly impactful and eye-opening for the OT students, while OTA students may benefit from learning experiences designed to affirm the value of OTAs. Overall, this single three-hour video conferencing experience provided students with an accessible opportunity to engage in collaborative learning, likely transforming their beliefs about intraprofessional partnerships
The Effectiveness of Blended Online Do-Live-Well Workshops for Occupational Therapists
No full textThe Do-Live-Well (DLW) framework was developed by occupational therapists (OTs) to demonstrate how engaging in various activities can impact health and well-being of people. The DLW team has provided education for OTs across the world, and there has been a need for online learning with synchronous features. This study aimed to examine the impact of blended online DLW workshops that combined asynchronous and synchronous educational formats for OTs. We evaluated changes in participants’ knowledge of the DLW framework, factors influencing framework adoption in practice, satisfaction with the workshop, and actual use of the framework. Descriptive statistics were used for the continuous variables, and frequencies were used for discrete variables. We then applied one-way repeated ANOVA to examine the changes in knowledge over time. Participants’ knowledge levels increased immediately after the workshop (p \u3c .001) but decreased after three months (p = .003). Their perceived ability to apply the DLW framework in practice increased after the workshop (pre-test, mean = 32.32/60, SD = 6.25; post-test, mean = 44.11/60, SD = 4.76; follow-up, mean = 39/54, SD = 6.97). Participants reported a high level of satisfaction with the workshop (mean = 107/112, SD = 6.24). Blended online workshops can be as effective as asynchronous online and in-person workshops, evidenced by increased knowledge, improved perceived ability to apply the framework in practice, and high scores for participants’ satisfaction with the workshops. In future workshops, it will be important to consider how to facilitate knowledge retention and framework application in clinical practice
Forgiveness of Self and Others: A Group Approach to the Treatment of PTSD and Other Trauma Related Experiences
Full text linkForgiveness is often misinterpreted as the act of forgetting what happened or offering one’s offender the ability to redeem themselves for their wrongdoings. This is simply not the case. Rather, forgiveness is the process of the individual making the unprovoked choice to release their resentment in their own voyage towards living a free and happy life without being imprisoned from the emotions un-forgiveness produces. Forgiveness, as it may be a necessary process for the individual is to attain a sense of peaceful acceptance and liberation from their pain, is not an easy process. Providing a peer-based support system in the context of a controlled therapeutic environment, where risk is being consistently monitored, could provide the individual with the appropriate challenging of their thoughts and situations that best fits their treatment needs
Evidence-Informed Teaching Practices Across Faculty Terminal Degree Categories
Full text linkMany faculty spend a considerable proportion of their time and effort in teaching, yet intentional preparation for this important responsibility is rare. Currently, there exists no standard guidance for which content areas or competencies are necessary for quality educator development as they perform the various faculty roles. In this descriptive study, we surveyed 334 occupational therapy/ occupational therapy assistant (OT/OTA) faculty from across the United States using a 53-item instrument that explored to what degree do OT/OTA faculty use and document evidence-informed teaching practices and if the use of evidence-informed teaching practices differs across faculty terminal degree category (entry-level occupational therapy doctorate [OTD], post-professional OTD, and PhD). Results did not indicate significant differences among terminal degree preparation type related to teaching competencies in OT and OTA education but indicated that faculty across all degree types reported very low implementation rates of certain surveyed teaching competencies, including formal instructional design approaches, context-appropriate teaching perspectives, and models of program evaluation to assess curricula, instruction, and outcomes. Participants also reported using instructional practices not supported by evidence, such as using course materials inherited from colleagues as the basis of course design or practices they learned by experiencing them as a student. Methods of documentation demonstrated significant degree-type differences in teaching philosophy statements, awards, book chapters, grants, and publications. The results of this study emphasize the need to more thoroughly prepare occupational therapy educators to use evidence-informed instructional practices and to assess teaching effectiveness according to a set of standard competencies rather than presumptions based upon type of terminal degree
Design Thinking as a Theoretical Framework to Spark Innovation in Post-Professional Occupational Therapy Doctoral Projects
Full text linkContemporary occupational therapy (OT) practice is situated within healthcare, education, and community-based systems faced with increasingly complex problems. There is therefore a need to develop OT practitioners’ capacity for innovation to influence change. Post-professional Doctor of Occupational Therapy (PPOTD) students are seasoned clinicians with an understanding of the challenges of everyday practice, combined with an intrinsic motivation for professional growth that led to their return to higher education. Thus, PPOTD students are a sub-population of OT practitioners who are uniquely primed for development as innovators. Despite the prevalence of PPOTD programs in the United States, there is limited literature on this area of OT education. We propose that “design thinking,” a human-centered approach to creative problem-solving, can provide PPOTD students with a structure and process to facilitate innovation in their doctoral capstone projects. The purpose of this paper is to describe how design thinking is applied as a signature pedagogy in an online PPOTD curriculum. This paper will provide OT educators with 1) knowledge of the historical context and supporting evidence for design thinking in health professions education, 2) an overview of the design thinking process for innovation development, 3) a description of how design thinking was applied as a complementary theoretical framework within an online PPOTD curriculum, 4) implications for future research and educational practice, and 5) specific teaching and learning resources
Pitch it Big: Cultivating Entrepreneurism Through Use of an Innovative Competitive Business Plan and Presentation
Full text linkThis educational innovation aimed to explore the effectiveness of a student assignment titled ‘Pitch it Big,’ designed to enhance understanding of the business aspects outlined in the accreditation standards for occupational therapy programs. Limited research evidence exists for business education related to occupational therapy. Working in self-chosen groups based on their targeted area of interest, students collaboratively wrote a business plan for a fictitious occupational therapy business or product invention. Students then participated in a competition modeled after the popular television program Shark Tank, where they pitched their business proposals to a panel of experts acting as judges. The panel included a physical therapist, a nurse, a health sector not-for-profit director, and a business data analyst. Judges utilized a rubric to score students on specified business criteria, and winners received non-cash prizes. A pre-post survey administered to 21 master’s students in occupational therapy indicated improved knowledge in the business aspects of practice, suggesting promising preliminary outcomes for this method of business instruction. The most significant increases in knowledge were in business plan development (54%) and financial management (46%). The post-survey also included open-ended questions that revealed qualitative themes, indicating that students valued the active learning components of the assignment and believed it would help them pursue entrepreneurial endeavors. Replicating this innovation across larger sample sizes is necessary to validate these outcomes
How Sports Injuries Influence Mental Health in Ongoing Participation
No full textPhysical activity and sports are essential for maintaining both physical and mental health. Research indicates that physical activity and sports engagement have numerous mental health benefits, such as improved mood and reduced anxiety. However, regardless of the sport you play or the way you choose to stay active, encountering mental barriers at some point is inevitable. These challenges may manifest as anxiety, body dysmorphia, injuries, substance abuse, sleep disorders, or stress. However, when an injury occurs, these benefits may be overshadowed by the negative psychological effects that follow (Congsheng et al., 2022). Injuries often disrupt daily routines, limit mobility, and affect an individual\u27s sense of identity, particularly for student-athletes who rely heavily on their physical capabilities. In such cases, mental health issues like anxiety and depression may emerge, exacerbating the recovery process. In addition, involuntary retirement from sports due to injuries has been linked to severe mental health consequences, including feelings of loss, frustration, and isolation, this can be especially pronounced in athletes who view sports as a core part of their identity (Kerr et al., 2014; Furie et al., 2023).
This study aims to explore how the mental health of athletic students is affected by injuries and the subsequent physical adjustments required during recovery, such as wearing orthotic devices. Based on the findings of existing literature, it is hypothesized that physically active individuals and athletes who experience injuries are more likely to face increased levels of anxiety and depression. This psychological impact can further affect their overall motivation, psychological health, and capacity to return to their previous level of activity (Jakum, 2023). The insights gained from this study aim to provide a better understanding of the intricate relationship between physical injuries and mental health, ultimately contributing to more effective support systems for injured athletes
The Influence of Student Personality Traits on Satisfaction and Success in Online Education in Higher Education: A Systematic Review
Full text linkOnline learning is a growing area in occupational therapy education. It is important for faculty to use the modality of online learning to understand the influence of student personality traits, defined as relatively stable characteristics that influence thinking and behavior, on student satisfaction and success in graduate level programs. By understanding the influence of personality traits, faculty can better develop online materials that are flexible enough to support individuals who may have a higher risk of low satisfaction and success. There has been plentiful research in the areas of education and psychology assessing the influence of personality on the online learning experience. The goal of this systematic review was to collect, evaluate, and synthesize this literature to provide guidance to faculty working in or developing online courses or programs in occupational therapy. This systematic review was conducted according to the Cochrane Collaboration methodology and reporting is consistent with the PRISMA guidelines. The article search included January 2000 through June 2024. After duplicates were removed 848 articles remained, ultimately 99 were eligible for a full text review, and 23 were included in the three themes which were synthesized based on design and type of online education. The review highlights what is currently known related to the influence of personality type on online education. The information can be used to help sensitize educators to the influence different personality types can have when teaching online courses