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Interprofessional collaboration (IPC) improves communication between healthcare workers and healthcare delivery. This study aimed to explore the reflections of final year health professions students on their preparedness for IPC. Participants were 183 fourth-year nursing, occupational therapy (OT), and physical therapy (PT) students. Data were collected using the Interdisciplinary Education Perception Scale, three open-ended questions, and one question assessing students' experience with the problem-based learning (PBL) method. The findings reveal that only OT students experienced the PBL method and they were more positive than others regarding competence, readiness, and willingness to cooperate with other health professions. Most students valued the preparation they had received and referred to: structure and content of the curriculum, informal aspects of the curriculum, and aspects of clinical practice. Approaches involving interprofessional groups of students working together in tutorial situations were classified as most contributing to IPC and integration into the multidisciplinary team in clinical practice.

A survey showed European occupational scientists cover a broad range in occupational science (OS) research, however, no contemporary overviews of European OS research exists, and current research may provide valuable information for OS and occupational therapy. The aim was to provide an overview of contemporary European OS research. A scoping review was performed, including studies conducted in Europe and published in the British Journal of Occupational Therapy (BJOT), the Scandinavian Journal of Occupational Therapy (SJOT) or the Journal of Occupational Science (JOS) between 2015 and 2020. The journals were systematically searched, and quality assessment and thematic analysis were undertaken. Findings from 93 articles identified many studies from the Nordic countries. Most studies applied qualitative research methods. Theoretical concepts from OS were used in data generating and discussions. A wide range of demographics, and living conditions were explored. Recent articles took a reflexive stance on the positionality of the researcher/s. This review highlights the diversity of OS research, suggesting a solid theoretical knowledge base within European OS research. The results contribute to further development and maturation of the discipline of OS in Europe and internationally. [ABSTRACT FROM AUTHOR]

Interprofessional collaboration (IPC) improves communication between healthcare workers and healthcare delivery. This study aimed to explore the reflections of final year health professions students on their preparedness for IPC. Participants were 183 fourth-year nursing, occupational therapy (OT), and physical therapy (PT) students. Data were collected using the Interdisciplinary Education Perception Scale, three open-ended questions, and one question assessing students' experience with the problem-based learning (PBL) method. The findings reveal that only OT students experienced the PBL method and they were more positive than others regarding competence, readiness, and willingness to cooperate with other health professions. Most students valued the preparation they had received and referred to: structure and content of the curriculum, informal aspects of the curriculum, and aspects of clinical practice. Approaches involving interprofessional groups of students working together in tutorial situations were classified as most contributing to IPC and integration into the multidisciplinary team in clinical practice. [ABSTRACT FROM AUTHOR]

Purpose: Problem-based learning (PBL) is an educational method that fosters self-directed study in small groups. The purpose of this study was to describe the Tel Aviv University’s occupational therapy (OT) program and the challenges implementing such program. In addition, the study compared the PBL grades obtained by students who are native Hebrew speakers with those students who are native Arabic speakers; and, assessed the correlation between the grades in the PBL course and the grades in the clinical fieldwork studies. Method: 166-second year OT undergraduate students participated. All completed three PBL courses and seven weeks of clinical fieldwork studies. Data collection included students’ grades in PBL course (based on PBL evaluation forms) and in clinical fieldwork studies (based on preceptor’s evaluation and a written assignment). Results: Pearson correlations revealed significant correlations between PBL grades and clinical fieldwork studies grades. T-test analysis between students who are native Hebrew speakers and those who are native Arabic speakers revealed significant differences in PBL grades. Conclusions: Findings imply partial congruence between students’ grades in the PBL course and their achievements in the fieldwork studies. Findings might suggest that adjustments should be made in order to assist students from minorities (challenged by language requirements) in gaining higher grades in the PBL program. Implications for Rehabilitation: Problem-Based Learning (PBL) is an educational method, which fosters independent, self-directed study in small groups. PBL studies have the potential to prepare students for their clinical experience during studies. The PBL program should be adjusted for students from minorities (challenged by language requirements and different cultural backgrounds) in order to assist them in gaining more benefits from the program. [ABSTRACT FROM AUTHOR]

Ascribing meaning to occupation is a multifaceted process. Understanding this process is illusive, yet fundamental to theory and practice. The objective is to describe the meaning that mothers ascribe to their occupations. A secondary analysis was conducted with data from a convenience sample of 35 Israeli mothers, ages 25 to 45 years. Data were collected using the Occupational Performance History Interview as part of a larger study. Interviews were transcribed verbatim and content analysis applied. Two main categories emerged: the meaning of "giving" (investing values) and the meaning of "receiving" (ensuring needs are met). Values such as responsibility require mothers to do occupations they find less desirable than others associated with the mothering role. The study illustrates how values and needs are intertwined to contribute to the meaning of occupation. Moreover, meaningful occupations can be undesirable but doing them arises from the values that drive mothers to fulfill this role., (© The Author(s) 2016.)