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Case-based learning enables the application of theory to practice using real-life patient cases. The present study aims to compare the effect between video cases and paper cases on motivation for learning and knowledge acquisition to perform a clinical reasoning case exercise by occupational therapy students. A mixed-methods design was used with 120 students randomized into two groups. All students conducted a clinical reasoning case exercise on the same case, although in different presentation formats: paper case and video case. The quantitative measures of this study were the scores of motivation for learning from the Instructional Material Motivation Survey and the grades of a clinical reasoning case exercise. The qualitative part was based on the positive and negative aspects perceived by the participants. The results showed that the motivation for learning was significantly higher for the video case compared to the paper case, although there were no differences in the grades of the clinical reasoning case exercise between the two groups. The video cases were perceived as more relevant to professional practice and more informative in terms of non-verbal communication and context. In light of the results, teachers could use these two formats of presentation of cases with different objectives.

An objective structured clinical examination (OSCE) has been recognised as a reliable but workload-intensive assessment method across health sciences studies. Though a variety of digital marking tools have been employed to improve marking and feedback provision for OSCEs, many of these require specialist software or maintenance. This pilot study examines the development and trialling of Microsoft Forms as a marking and feedback instrument for an OSCE within a Sport and Exercise Therapy module. This study aims to assess whether the use of a non-specialist digital tool, such as Microsoft Forms, might be able overcome limitations in current assessment procedures and ultimately provide a more effective method for marking and feedback provision for an OSCE. Results from OSCE examiners (N = 8) and students (N = 30) who participated in the pilot indicate that Microsoft Forms does have the potential to provide a more effective experience for examiners and ultimately improve upon feedback provision for students when compared with a paper-based marking tool. However, concerns around the form's ease-of-use may ultimately influence its adoption as a marking instrument above current paper-based methods.

Objectives: The blind and visually disabled people form a predominant group in the disabled society and hence, need greater attention. Most of the rehabilitation therapists, especially occupational therapists, do not focus on this group. Thus, the aim of the study is to shed light on the issue of negligent attitude of rehabilitation therapists, especially occupational therapists, toward blind and visually-impaired people. Methods:To perform this study, a systematic, evidence-based process (Duffy 2005) was used. Data for the study was gathered from the following sources: Electronic databases: Medline PubMed, CINAHL, OVID Medline, CINAHL Plus with Full Text, Cochrane Databases of Systematic Reviews, ProQuest, UpToDate, Web of Science, OT Search, OTDirect, PEDro, SID, Magiran, IRAN MEDEX, MEDLIB, and IRANDOC. Results: From accessible databases, 112 articles related to blind and people with low vision in Iran were found; of these, only 17 articles have been included in this study. Discussion: Proper assessment of the visually disabled is required to implement the appropriate intervention technique. Occupational therapists need to pay special attention to the visually disabled people.

Person-centered approaches to measurement are needed to more fully reach the goals of person-centered practice. Keyform maps, derived from Rasch analysis and principles of person-centered measurement, are thought to be an important tool for translating person-centered measurement into clinical practice. The purpose of this study was to understand the impact of keyform map use in a variety of learning activities embedded across multiple courses in an entry-level occupational therapy curriculum. This paper includes a description of 3 keyform map learning activities and corresponding results. The effects of keyform maps as a signature instructional strategy within entry-level occupational therapy education and implications for future studies are also discussed.

The purpose of this study was to investigate student satisfaction and perceived clinical reasoning and learning using a computer-based simulation platform that incorporates case-based learning principles. The simulation was used to replace a previously scheduled face-to-face clinical rotation which was cancelled due to COVID-19. A descriptive design was used to implement the Satisfaction with Simulation Experience Scale (SSES) with students (n = 27) following each a low fidelity (paper cases) and high fidelity (Simucase™) simulation. A comparison of the SSES data following paper cases and simulation scenarios indicated statistically significant increases in "Debrief and Reflection" (p = 0.008) and "Clinical Reasoning" (p = 0.043), suggesting that students develop in-depth reflection, reasoning, and clinical abilities as they progress through their simulated experience.

Background Executive skills refer to a set of cognitive skills that allow individuals to engage in goal directed behavior. They encompass planning, initiation, inhibition, monitoring and flexibility in approach to tasks, and are necessary for functional competence. Executive skills are vulnerable to disruption with damage to the brain, as occurs with dementia. Methods Participants were recruited from a tertiary memory assessment and support Service. The Assessment of Motor & Process Skills (AMPS), a standardised observational assessment of occupational performance (1Fischer, 2003) was administered by trained Occupational Therapists. In addition, the EXIT-25, a pen & paper based assessment of executive skills (2Royall et al, 1992) was administered. Process scores from the AMPS, and overall score from the EXIT 25 were utilised for correlation analysis. Results 22 participants, 12 male and 10 females, age range 60-91 (mean 75.5 years), was analysed using Spearman's Rho correlation (-.2). Results did not identify a strong correlation Conclusion Dementia is commonly regarded as a disorder of memory. However, diagnosis is dependent on functional decline related to cognitive decline. The AMPS provides a formal assessment of functional skills, in terms of motor & process skills with cut off scores regarding safe independent living. The results of this study indicate that the AMPS is not associated with executive scores on formal cognitive assessments, highlighting the value of an extensive multi-component MDT approach (also incorporating history taking, imaging, bio marker testing etc.) in assessing and diagnosing a dementia. [ABSTRACT FROM AUTHOR]

Faced with broad scale cancellation of allied health student placements due to COVID-19, placement coordinators at The University of Melbourne Department of Rural Health established remote, online work-integrated learning placements across a range of settings, including a primary school, specialist school, kindergarten association and a homelessness sector organization. To ensure safe and high-quality placements, the evidence for telepractice and placement innovation was reviewed and integrated with existing knowledge of developing quality service-learning placements and COVID-safe guidelines from professional associations. This paper describes how placements were established, how student learning needs were aligned with host site objectives, and critically analyses the benefits and challenges of the online placement format. Partnerships, communication, and planning with all stakeholders were critical in placement redesign. The outcome is that students have enhanced their clinical and professional skills and provided community services to clients that would otherwise not have been provided during a pandemic.

Interdisciplinary is a huge innovation in education. It sets a wide perspective of knowledge boundaries with different background of expertise in order to achieve better outcome and social impact. Innovation in the other way closely related to creative mind as being portrayed as design thinking. A cross-field research has being conducted between occupational therapist (expert-user) and designer due to innovation activities occurs in the rehabilitation setting. Increasing creation on assistive technology (AT) for patients grows in numbers but unfortunately issues of low rate of usage being highlighted. What went wrong to those creation? The purpose of this paper is to investigate the effective design practice that suits to the need of interdisciplinary for design intervention in rehabilitation setting. In design education, several approaches are being applied by the designers to help the non-designer to innovate products in their field such as co-creation. Hence, a total of selected studies from design and innovation journal between year 2010 until 2018 being reviewed using Mendeley to analyse the difference design activities involved. Upon findings, attributes for interdisciplinary for design education for expert-user are including types of user, experience and technology factors. Recommendation for further research in design method for interdisciplinary collaboration for expert-user is perceived to bring better creation by future Design Innovation Catalyst (DIC) where they can adopt design intervention in their field for effective problem solving; either in design or non-design activities. The importance of these findings for design interdisciplinary are discussed.

A quiz concerning the treatment of symptomatic joint hypermobility in childhood is presented.

Background: Children with Down syndrome (DS) typically have motor and language needs. Improving function is a shared goal for the rehabilitation therapy team, however physical therapy, occupational therapy, and speech-language pathology professionals treat patients differently. This difference in care may mask developmental cascades whereby changes in one domain (e.g., motor) can have seemingly unexpected effects on another domain (e.g., language). Objective: This scoping review identified papers where motor and language data have been reported together in children with DS and reinterpreted findings from a developmental cascades lens. Design: Online databases were used to identify 413 papers published before October 2021 from which 33 papers were retained that reported both motor (gross and/or fine) and language (expressive and/or receptive) data in individuals with DS with a chronological age of 0-18 years. Results: The majority of papers (79%) that reported motor and language data in children with DS did not examine their link, while 12% analyzed motor-language links, but using a cross-sectional or retrospective design. Only three papers (9%) utilized a longitudinal design to examine predictive links. Conclusion: Motor functioning and language functioning have often been reported together, but not analyzed together, in studies of children with DS. The few studies that did analyze motor-language links largely replicated findings from other developmental populations where motor gains were positively linked to language gains. Analyzing links between domains when such data is available is needed to fully characterize developmental cascades in DS and may have broad clinical implications. [ABSTRACT FROM AUTHOR]

There is growing pressure in higher education to develop graduates with the capabilities to work effectively in collaborative, interdisciplinary teams to solve the key issues facing humankind. For many years, health has been pioneering interprofessional education as the means to deliver professionals with capacity to work together to deliver high quality, cost-effective, client-centered care. This paper reports on an explorative case study where interviews were undertaken with ten students from different professions who had experienced interprofessional education at three different community sites. The learning was informed by an adapted version of contact hypothesis for use in interprofessional education combined with adult learning principles. Four interrelated metathemes were identified: space and time, informality and independence, which resulted in a more holistic approach to practice. Results suggest that the contact hypothesis, with consideration of contact variables, has the potential to improve the quality of interdisciplinary group interaction.

Barbabra Luborsky links the medical field and Montessori pedagogy to address atypical attention in children through the lens of the occupational therapist. She provides an overview of attention and sensory processing disorders and then informs about particular diagnoses, particularly ADHD and its comorbidity with other diagnoses. Her specific advice as to the role of a practitioner when faced with a struggling child is helpful to the individual teacher and to the entire school community, as addressing these challenges requires collaboration on the part of a number of adults. The second half of her article focuses on specific occupational therapy strategies to support children in a Montessori classroom and offers easily incorporated supplements and adaptations to the environment along with practical tools that can be used in any classroom by any practitioner. A bibliography is included. [This talk was presented at the NAMTA conference titled "Finding the Hook: Montessori Strategies to Support Concentration," October 6-9, 2016, in Columbia, MD.]

This paper reviews the accreditation requirements for six Allied Health (AH) degree programs in Australia to understand the range of accreditation requirements and approaches, with a particular focus on requirements around clinical education in AH education. Strengths of current approaches and further requirements are identified. Of particular interest are those areas where accreditation could better support educational goals and processes, including the preparation of work ready graduates and the encouragement of the use of currently underutilized opportunities for preparing the AH workforce for future healthcare needs. The findings suggest that the accreditation criteria perform well for the development of students' conceptual and procedural knowledge. However, there are several opportunities for improvement where accreditation could better support preparation of graduates to meet current and future needs of healthcare. These opportunities include increased emphasis on biopsychosocial perspectives of health as healthcare models shift from hospital to community-based settings, increased emphasis on development of interprofessional skills, encouragement of diverse supervision models, explicitness about intentions and interpretations of accreditation requirements, and increased employer representation on accreditation panels. Constraints on universities' uses of new educational approaches imposed by or arising from non-explicit accreditation requirements are outlined. Arising from this analysis, a summary of considerations for AH accreditation bodies is provided.

Universities, health services and health students have a vested interest in the development of work-ready graduates to improve employment prospects, standards of practice and healthcare outcomes. Work integrated learning supports the transition of theoretical knowledge into professional practice, thus preparing students for their work following graduation. The positive impact of practice experiences on work-readiness and employability is largely assumed. This paper describes the impact of participation in a rural Australian service-learning program on student and academic perceptions of work-readiness and future employability. Qualitative data was gathered from allied health students who participated in inter-professional focus groups and allied health academics who participated in individual interviews. The findings indicate that students were challenged in transitioning from being observational or highly directed learners, described as [being in the] 'shadows' or 'shadowing', to semi-autonomous healthcare providers. Participants reported enhanced perceptions of future employability through 'real work' experiences and identified broader program implications for universities and students. Based on participant experiences, service-learning, a relatively new educational pedagogy in rural health education in Australia, may provide universities, health services, and students with an alternative to acute hospital placements in the development of work-ready attributes for new graduate allied health practitioners.

Multilingual speakers' languaging practices are undervalued and problematised in formal teaching and learning spaces in higher education. The environment has legitimised monolingualism as the only acceptable practice, hence students often lack the confidence to recruit their full linguistic repertoires. In the third and fourth years of their Occupational Therapy studies, many African students faced challenges due to socio-historic-political factors that put them at risk of failure. These challenges were addressed in academic support tutorial spaces using pedagogical translanguaging. The aim of the paper is to demonstrate the use of translanguaging as a socially just strategy, its affordances, and its challenges. This paper utilises data from a case study within a larger project aiming to describe the use of translanguaging in multilingual teaching and learning settings at a historically White university in South Africa. The case study comprised of eight African students. Linguistic ethnography and Moment analysis were employed. Pedagogical translanguaging and humour were used to create a space conducive to collaborative learning and co-construction of knowledge that granted epistemic access to occupational therapy discourse. Respect and dignity were fundamental in fostering cohesion, improving confidence, enacting speaking rights, and creating a sense of belonging among students who often felt alienated. [ABSTRACT FROM AUTHOR]