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Many models of professional thinking exist within occupational therapy, but the relationships among reasoning, reflective practice, and evidence-based practice as essential skills for practice are not clear. Because occupational therapy educators impart these skills to students, understanding how educators conceptualize relationships among skills is necessary. We used Delphi methodology to explore educator conceptualizations of the relationships among clinical reasoning, professional reasoning, reflective practice, and evidence-based practice. Inclusion criteria were: an educator in an occupational therapy program for at least three years at the master's level or higher, currently an occupational therapy educator based in the United States, and available across multiple survey rounds. Nine participants completed all three survey rounds. Participants agreed that the four skills are reciprocally related to one another, with some discrepancies surrounding differing conceptualizations of clinical and professional reasoning. Additionally, relationships were understood to be non-linear and complex. Continued exploration of how these essential skills are related to one another is needed to support future exploration of how they are integrated in occupational therapy education and how this influences practice.

In the professional education of mental health practitioners, including occupational therapists, there has been a lack of meaningful inclusion of people labeled with mental illness into curricula, beyond guest speaker panels and presentations. This study explored the experiences of students, faculty, and 'Experts by Experience' within a mental health occupational therapy course that incorporated Experts with lived experience as co-facilitators of weekly fieldwork debriefs. The study utilized focus groups and interviews to understand the experiences of students, mental health faculty, and 'Experts by Experience'. Key themes that emerged from the qualitative data analysis were organized under three broad categories: 1) Students experienced powerful insights, 2) Experts conveyed the complexity of the work, and 3) Faculty grew from co-creating learning experiences with the Experts. This research makes a significant contribution to occupational therapy education by shifting the Expert's role beyond traditional speaker panels or storytelling. This broader responsibility elevated experiential knowledge into the realm of practice in clinical reasoning by shifting the context of the knowledge from storytelling to support practice reasoning. While this created significant learning opportunities for the students, it also did appear to cause emotional risk for the 'Experts by Experience'. It is important that efforts to include 'Experts by Experience' in curriculum also include sources of support and financial remuneration.

Simulation has been recognized for its ability to develop competency-level skills and as a replacement for some introductory fieldwork (FW) hours. This study explored how occupational therapy competency-related skills developed over sequential in-person simulations across health practice contexts during Level 1 FW. Entry-to-practice occupational therapy students (N = 66) participated in six sequential, formative, Level 1 FW simulations. The first three sequential simulations (the same patient case evolves in each successive interaction) included a trained simulated patient in a community mental health context and the following three engaged a trained simulated inpatient in a physical health context. Evaluation rubric variables included selected Competencies for Occupational Therapists in Canada (2021) scaffolded to performance expectations at an introductory Level 1 FW placement level. Quantitative pre-post comparison design with secondary data analysis was analyzed using Wilcoxon signed-rank test and ordered logistic regression. Each additional simulation demonstrated significant increases in the odds of improved performance in clinical skills, clinical decision making, responding to evolving patient's needs and priorities, identifying their own strengths and weaknesses, articulating clinical reasoning, and receiving constructive criticism. However, students' skills in the physical health context for decision-making and responding to the patient's needs and priorities did not demonstrate the same improvement trajectories as the mental health context. Sequential simulations are an effective modality for developing Level 1 competency related skills in different practice contexts. Depending on the competency-related practice skill and context, three or more formative unfolding simulations in that context may be needed for a significant improvement.

The occupational therapy doctorate degree requires a capstone experience and project to be completed within a specific occupational therapy (OT)-related setting. The doctoral capstone experience and project can be difficult to complete in the highly specialized Neonatal Intensive Care Unit (NICU). This paper provides a sample outline of the doctoral capstone experience and project in the NICU. The NANT Core Competencies, written by the National Association of Neonatal Therapists Professional Collaborative, were utilized as a guideline to track student progress and ensure understanding of neonatal therapy topics. This paper follows one student's doctoral capstone experience and project in the NICU while mentored by an occupational therapist. Learning objectives related to utilizing the NANT Core Competencies, gaining clinical skills, and participating in program development were created. The site mentor trained, supported, and educated the student in the NICU while monitoring her progress during the fourteen weeks. Overall, the student successfully completed all objectives. This paper provides an example of the doctoral capstone experience and project in the NICU utilizing the NANT Core Competencies to support the mentor-student relationship and student learning with educational topics provided in the competencies guiding the capstone experience. With details including student progress, weekly mentor-student meetings, and roles/responsibilities of the student and mentor, this paper serves as a resource and guideline for OT faculty as well as potential mentors of occupational therapy doctorate students in the NICU setting. Additionally, this paper highlights the feasibility of the completion of the OT doctoral capstone in the NICU.

Standardized patient encounters are being utilized more often in occupational therapy education as a replacement for traditional fieldwork. While there is a growing body of research to support the use of this model in developing student skillsets and confidence, there remains limited information on the topic, and no studies which look at its use with occupational therapy assistant students. Twenty-four occupational therapy assistant students participated in standardized patient encounters which served as a replacement for traditional Level I fieldwork. All students completed an anonymous supplementary course evaluation regarding their experiences. A secondary analysis of the data looked at their perceptions of a standardized patient encounter model for fieldwork and how it did or did not prepare them for future Level II clinicals. Quantitative and qualitative data exposed aspects of these experiences which students found to be most and least effective. Overall, data showed moderate support for use of standardized patient encounters to support student confidence and skills in anticipation of Level II fieldwork. The student perception of these types of experiences is influenced by environmental (e.g., structure) and personal (e.g., student personality) factors. Success requires adequate preparation of all involved parties. Use of standardized patient encounters should be researched further to determine its impact on fieldwork performance evaluation scores and future employment.

American Occupational Therapy Association fellowship programs are an emerging post-professional educational opportunity aimed at developing practitioners in specialized areas of occupational therapy practice. Mentored practice is a critical and substantial component of fellowship programs; however, the experiences of mentors and fellows have not been well described in the literature. The purpose of this study was to describe the mentored practice experience from the perspectives of the fellow and mentor. This study sought to understand the perceived influence mentored practice may have on the advancement of skills and knowledge in specialty practice areas of occupational therapy. A qualitative exploratory phenomenological design was used to understand the fellowship experience. Four fellows and eight mentors from three American Occupational Therapy Association-accredited fellowship programs at a single institution participated in semi-structured interviews and provided an in-depth understanding of the mentored practice experience. Interview data was coded and analyzed for themes. Key themes emerged related to the mentoring experience, mentoring relationship, and the perceived influence of mentoring on skill and knowledge development. The mentoring experience in fellowship programs was consistently reported as beneficial by both mentors and fellows, particularly in conjunction with fellowship program learning activities. Findings suggested fellows perceive mentoring as having a positive influence on the development of skills and knowledge. Results suggested a need for improved mentor training and support as well as continued exploration of best practices for supporting the unique needs of the post-professional learner, specifically in assessment methods and feedback delivery.

Fieldwork is an integral phase of occupational therapy education, bolstered by a small but growing evidence base. A broad understanding of the state of that evidence base is necessary to inform the directions for future growth. The purpose of this work was to establish the current state of occupational therapy fieldwork literature, map that literature to recognized criteria for educational research, and identify gaps in the existing literature. Authors followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines to conduct a mapping review of articles with a primary focus on fieldwork education of occupational therapy (OT) or occupational therapy assistant (OTA) students in United States (Accreditation for Occupational Therapy Education)-based programs. Mapping criteria included level of education [OT, OTA], level of fieldwork [Level I, Level II], and categories of the AOTA "Education Research Agenda -- Revised" (2018). Sources included four databases (Academic Search Premier, CINAHL, ERIC, PubMed) and one additional journal (Journal of Occupational Therapy Education). A total of 1,619 articles were identified, with 67 articles meeting inclusion criteria. The 67 included articles disproportionately focused on Level II OT fieldwork (53%, n=36), with sparse representation of Level I OTA fieldwork (1.5%, n=1), and addressed only two categories of the Education Research Agenda (2018; 80%, n=54). Level I fieldwork, occupational therapy assistant programs, and large swaths of the association's Education Research Agenda (2018) were dramatically (or completely) underrepresented in fieldwork education research, suggesting important priorities for the immediate future of occupational therapy fieldwork education.

The American Occupational Therapy Association's Fieldwork Performance Evaluation plays a vital role in occupational therapy education by guiding students and fieldwork educators in determining students' entry-level competence. This evaluation tool dates to 1953 and has undergone numerous revisions as the profession evolved and changes were made to the practice framework. Revisions have included changes to the stated purpose of the evaluation tool, items to be scored, scoring scale, and number of items on the tool. The purpose of this study was to survey Academic Fieldwork Coordinators (AFWCs) to examine their perceptions of the 2020 revision of the evaluation. We surveyed 68 AFWCs in occupational therapy and occupational therapy assistant programs. The majority had positive perceptions of the changes to the tool. The American Occupational Therapy Association, academic programs, and fieldwork sites should consider the findings of this study to help ensure effective and accurate evaluation of future students.

Teaching intervention planning is enhanced with an intentional course design that incorporates critical thinking in order to prepare the next generation of occupational therapy practitioners. The context for this study was a physical disabilities intervention course for an entry-level occupational therapy program that used Fink's Taxonomy of Significant Learning as a basis for learning outcomes. A novel formative intervention planning assignment required students to use the Rehabilitation Treatment Specification System (RTSS) as a framework to guide their thinking. A qualitative retrospective content analysis of student reflections at the end of the course revealed that the RTSS added value to their learning. Two main themes emerged from the student reflections; "Growth takes Practice" to use this framework effectively and the RTSS was perceived as a "Bridge from Classroom to Practice." These findings support the possible benefits of integrating this framework into occupational therapy curricula as a means to help students further develop critical thinking and clinical reasoning skills. Providing opportunities to scaffold learning may enhance the student learning experience and integration of the framework into future intervention planning and delivery.

Due to advancements in medical science leading to increased life expectancy, the number of older adults is on the rise. Empathy is crucial in catering to the unique needs of this vulnerable population. The use of geriatric simulation suits to cultivate empathy among health science students is gaining traction. Nevertheless, the efficacy of this teaching approach remains unexplored among occupational therapy students. We recruited a convenience sample of 21 occupational therapy graduate students for a mixed methods study. Participants engaged in a two-hour session during which they performed daily tasks like meal preparation, laundry, and dressing while wearing various components of a geriatric simulation suit. Empathy levels were evaluated before and after simulation using an abridged and modified version of the Comprehensive State Empathy Scale. Participants engaged in focus group discussions regarding their experiences with using the geriatric suit. Thematic analysis was employed to analyze the qualitative data. A significant rise (p<0.001) in mean empathy scores following geriatric simulation was noted. Three main themes and nine sub-themes emerged from the focus group discussions, indicating that participants gained a deeper understanding of the challenges encountered by older adults and demonstrated greater empathy towards them. The findings of this study address the existing gap in literature, demonstrating that geriatric simulation is an effective method for promoting empathy towards older persons among occupational therapy graduate students.

Bullying is a widespread issue in higher education, notably in healthcare disciplines like nursing, medicine, and physical therapy. However, there is a paucity of research addressing bullying within occupational therapy, which is a relational healthcare discipline emphasizing meaningful relationships, mutual trust, and respect. This study investigated the experiences of student occupational therapists in Canada regarding bullying during their fieldwork placements through exploratory phenomenology. Data from nine former occupational therapy students were collected via focus groups and interviews. Thematic analysis unveiled common experiences including passive aggression, demeaning comments, and a lack of support. Three key themes emerged: the impact of power dynamics between students and preceptors, reduced learning opportunities and emotional distress, and the necessity for coping strategies. Participants highlighted the detrimental effects of bullying in learning and well-being. We advocate for developing processes to address bullying in placement settings and creating educational resources for students and preceptors to ensure the establishment of safe and conducive learning environments.

Test anxiety is alarmingly rising and has been shown to correlate with academic performance and affect occupations and well-being. Graduate occupational therapy (OT) students encounter a rigorous workload and pressure to become entry-level practitioners. Higher levels of baseline graduate student anxiety is correlated with increased test anxiety. Practical examinations are essential for assessing graduate OT students' higher learning and entry-level clinical skills. Educators are often challenged with identifying coping strategies to assist graduate OT students in reducing their test anxiety. Substantial research supports the use of music to reduce anxiety in adults. Seventy-five OT graduate students participated in this quasi-experimental study which explored the influence of background music on test anxiety during a lab practical examination. Participants completed pre- and post-outcome measures using the State-Trait Anxiety Inventory for Adults and the Test Anxiety Inventory and had their blood pressure and heart rate recorded. Results showed a significant main effect in the experimental group with music decreasing systolic blood pressure in participants with high state anxiety. Music had no significant interaction with mean arterial pressure, systolic blood pressure, diastolic blood pressure, heart rate, state anxiety, trait anxiety, test anxiety, or practical scores when comparing the experimental groups. Most participants indicated that background music assisted in decreasing anxiety experienced during practicals, and experimental group participants self-reported that background music was effective. Music intervention may be useful during practicals by reducing test anxiety. Additional studies would assist in further examining the efficacy of test anxiety reduction interventions with graduate OT students.

Level II fieldwork serves as a critical component of occupational therapy (OT) student education during which students develop and refine skills to become practicing clinicians; however, research on student characteristics that influence the fieldwork experience is limited. The purpose of this study was to explore student mental health, confidence, and mindful self-care practices throughout Level II fieldwork. Ten OT students completing Level II fieldwork participated in this study by completing surveys during the first week, midpoint, and final two weeks of their second Level II fieldwork experience. Each survey contained Cohen's Perceived Stress Scale (PSS-10), the Student Confidence Questionnaire, and the Mindful Self-Care Scale (MSCS)-SHORT to investigate student stress, confidence, and self-care respectively. Kruskal-Wallis H tests revealed that stress was highest during the first two weeks of fieldwork, confidence increased significantly from the beginning to the end of fieldwork, and self-care practices remained stable over time. Additionally, correlation analyses revealed a positive relationship between confidence and self-care (r[subscript s] = 0.78, p < 0.01), a negative relationship between stress and confidence (r[subscript s] = -0.78, p < 0.01), and a negative relationship between self-care and stress (r[subscript s] = -0.69, p = 0.03). These results have implications for OT students, educators, and fieldwork supervisors as stress reduction techniques and confidence building may be beneficial for student outcomes before and during Level II fieldwork to maximize success through this transitional period from student to clinician.

The dual-entry nature of occupational therapy has been a point of discussion for many years with explorations into the profession's support for the different degree programs and definitions of entry-level practice being the primary foci in the literature. There has been no comparison of the expectations of occupational therapy educators and practitioners of entry-level doctorate and master's students upon graduation despite differences in curricula and emphasis on advanced skills. This study utilized a descriptive quantitative survey to ask current educators and practitioners (n=124) to indicate their level of expectations of the two types of graduates for sixteen different clinical and professional skills and the level of expected mentorship upon graduation. Practitioners held the two groups of new graduates to the same expectations in all categories and anticipated they would need the same level of mentorship upon graduation. Despite equal expectations in all categories, there were six categories where at least 30% of participants indicated they held higher expectations of entry-level doctorate new graduates. These categories aligned with the doctoral capstone areas of foci. These results can set the foundation for further studies examining the congruence between expectations and new graduate readiness for the field and inform current curricula to prepare students to meet the professional expectations of their supervisors and colleagues.

The supporting evidence for student-centered assessment practices is well-documented in the literature for higher education, but not in the field of occupational therapy (OT) education. There is no agreed-upon best practice for student assessment in OT education from any professional OT governing body, nor is there current OT education research evaluating the relationship between types of assessment methods and their effectiveness. The purpose of the study was to determine OT educators' perceived effectiveness of student assessment methods they used to measure student competency. A correlational design determined the strength of the relationship between these variables. Differences between OT Doctorate (OTD) and Masters of OT (MOT) program educators' perceptions were also examined. The sample (n= 224) consisted of educators in MOT and OTD programs in the United States. All demographic data and variables were collected and measured by the created survey instrument, the Perceived Effectiveness of Student Assessment Methods survey. The results concluded a positive relationship between the type of assessment method and perceived effectiveness. Occupational therapy educators reported using a wide variety of assessment methods but most often used methods they perceived to be less effective. Participants perceived certain assessments to be more effective than others, yet the study concluded that OT educators frequently use assessments not consistent with best practice guidelines. A significant difference in assessment methods used between OTD and MOT program educators was also found. The study results suggest OT educators need more training on what best practice in student assessment is and how to design and implement those assessment methods.

Little is known about how to mitigate moral distress within occupational therapy, but ethics education may reduce its impact by providing practitioners with tools for managing ethical problems. This study aimed to explore the impact of ethics education on managing ethical problems among occupational therapy practitioners within the first five years of practice using a pre-existing survey dataset collected in the spring of 2020. The investigators examined the formats and types of ethics education practitioners reported they received and how helpful they found that education. Investigators analyzed correlations between education and confidence with ethical problem-solving using Spearman's rho. Results included significant but weak correlations between ethical problem-solving confidence and classroom discussions, case studies, fieldwork mentorship, continuing education, and informal discussions with colleagues. This study adds to the current literature by identifying which types of ethics education new practitioners reported as most helpful, and which types correlated with ethical problem-solving confidence. The results of this study provide educational strategies to address ethical problems and mitigate moral distress. Future research is needed to provide further evidence for interventions to reduce moral distress.

Videoconferencing was heavily utilized as an online learning tool at universities during the COVID-19 pandemic. Despite the high utilization, few studies have examined students' perspectives on their health, social interaction, and preferences in using specific videoconferencing features for online pedagogy and campus participation. This study surveyed 275 occupational therapy students from six class cohorts regarding the use of videoconferencing during the 2020-2021 academic year. Students reported physical changes in fatigue, eye, and back discomfort from the use of videoconferencing for extended periods, in addition to increased stress and anxiety during this period. Students reported lower class engagement during videoconferencing, as indicated by less frequency of asking/answering questions, paying attention, participating in breakout rooms with unfamiliar peers, and less motivation to attend classes. While students preferred in-person versus videoconferencing for overall classroom engagement and knowledge retention, preferences were equivocal for use of videoconferencing in meeting with professors, peer tutoring, group projects, and office hours. A benefit to videoconferencing availability was the ability to maintain social communication with friends and family, particularly for undergraduates. Comparisons among class cohorts are presented.

Early mobility in the Intensive Care Unit (ICU) can improve a multitude of patient outcomes, and occupational therapists (OTs) play a valuable role as part of the interprofessional team, with the ability to address activities of daily living, functional cognition, psychological and communication needs, and more. In 2022, the first iteration of an ICU interprofessional education simulation (Sim-IPE) yielded poor outcomes for OT students. This study aimed to modify existing pre-learning activities in the Sim-IPE's second iteration to improve OT students' perceptions and professional role awareness in interprofessional ICU care. Students from Doctor of OT, Bachelor of Science Nursing, Doctor of Physical Therapy (PT), and Associate Program Respiratory Therapy programs from one university participated in an ICU Early Mobility Sim-IPE with enhanced pre-learning activities and environmental modifications targeting OT student outcomes. Investigators employed a mixed methods approach, including pre/post quantitative analysis through the SPICE-R2 instrument and qualitative analysis of OT students' written reflections. Quantitatively, OT students (n = 12) demonstrated significant improvement in SPICE-R2 scores from pre- to post-Sim-IPE, as well as significant improvements when compared to OT student scores from the first iteration. Qualitatively, OT students reflected improved role awareness when compared to OT students from the first Sim-IPE, however, continue to struggle with role assertion and ambiguity, particularly with PT students. This study improved the OT students' Sim-IPE experience; specifically, role awareness and perceptions of interprofessional practice. Residual challenges in role assertion and ambiguity offer opportunities for future intervention and research.

Dementia 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' suggestions for improving the curriculum for future students. The findings also contributed to existing literature in the field and suggested areas for further research.

Disability and chronic disease can have a profound effect on individuals' sexuality and sexual health, resulting in decreased quality of life for many. While sexuality and sexual health are identified within the domain of occupational therapy (OT), this topic is not routinely addressed in clinical practice. This qualitative phenomenological study explored the perceived needs, facilitators, and barriers to addressing sexuality in clinical practice by 10 graduate OT students recruited from one Western New York (WNY) university. Semi-structured virtual interviews were conducted utilizing a researcher developed interview guide. The Theoretical Domains Framework (TDF) was used as the conceptual framework for the study. Data were analyzed inductively using thematic analysis, followed by mapping the identified themes deductively to the established domains of the TDF. Ten domains were identified as likely to influence whether or not sexuality is addressed in clinical practice, including knowledge, skills, social/professional role and identity, beliefs about capabilities and consequences, intentions, environmental context and resources, social influences, emotions, and behavior regulation. The results highlight the barriers, facilitators, and action steps, as perceived by OT students, that are needed in order to effectively address sexuality in clinical practice, including increasing sexual health curriculum within OT education, providing opportunities for practice and experience, and integrating sexual content into routine practice.

Student well-being is an increasing area of concern within higher education and one of the biggest causes of attrition. This study sought to investigate the potential for sensory modulation strategies as an approach to support student well-being and engagement in studies through an action research project. Sixteen second-year occupational therapy students took part in a two-week trial of items designed to support sensory modulation, following which they were asked to complete an online survey evaluating the effectiveness of the item in relation to affect, regulation, attention, and activity. Eight students completed the survey containing a mix of Likert scale and free text responses. Results of the surveys were analyzed through descriptive statistical analysis of numerical data and quantitative content analysis of textual data informed by a pre-existing framework derived from a model of Sensory Integration. While preliminary in nature, the results of the survey suggested a positive impact on affect, specifically anxiety, overall regulation, and ability to engage in studies, suggesting a connection between these factors. An additional code was identified during the analysis of strategy mismatch to reflect barriers encountered relating to the extent of and longevity of use of the strategies. Further research on a larger scale is needed to more fully investigate the potential of this approach for facilitating increased student well-being.

The purpose of the study was to establish and quantify the minimal important change (MIC) value necessary to determine gains or losses in clinical reasoning during student fieldwork assignments as measured by the Self-Assessment of Clinical Reasoning in Occupational Therapy (SA-CROT). This multicenter prospective longitudinal study was conducted with students on their occupational therapy fieldwork in Japan. Two anchor-based methods were used to estimate the MIC values: a receiver operating characteristic-based method and a predictive modeling-based method. The MIC was adjusted based on the percentage of participants who exhibited improvement. Administered were the SA-CROT and the Global Rating of Change (GRC) scale as an anchor. A total of 111 students from 11 occupational therapy educational programs in Japan responded (response rate 29%). Overall, there was a significant difference (p < 0.001, effect size was r = 0.80) in SA-CROT before and after fieldwork, and 81% of students showed improvement in the GRC scale. The adjusted MIC value was 3.69, with 95% confidence interval of 2.29-4.97. This anchor-based, adjusted MIC value is the most reliable value to interpret the changes in SA-CROT before and after fieldwork. The SA-CROT's MIC value can be used as a cut-off point from a learner-centered perspective when considering educational methods and environments in fieldwork.

Declining occupational therapy student mental health and well-being is well described in the literature. However, there is a lack of literature describing recommendations from the student perspective that could help academic programs as they develop and implement support programming. Involving students in the process can be beneficial as they are experts in their experiences. The purpose of this qualitative descriptive study was to describe recommendations current occupational therapy students had for their academic programs to best support them during their educational experience. The study sample consisted of 628 entry-level masters and doctoral occupational therapy students from 31 states. Participant responses to one open-ended question compromised the raw data. Data was analyzed line by line using a multi-tiered coding process. Five themes emerged from the data related to faculty/student interactions, in-classroom learning, out of classroom support, programmatic recommendations, and no recommendations. Many of the participants' recommendations were consistent with the general recommendations found in the literature. However, occupational therapy academic programs could incorporate the participants' recommendations into their local level programming while also highlighting occupational therapy's distinct values. To promote student well-being, consider all contexts and factors that impact their students' occupational performance and incorporating meaningful, occupation-based activities inside and outside of the classroom. As occupational therapy programs are successful in supporting their students, they could contribute to their university systems' wider campus efforts highlighting the profession's unique role in promoting health and well-being.

There is a need to develop an anatomy course with contemporary pedagogy that is consistent with the core of the occupational therapy profession. The purpose of this study was to examine students' perception of a blended learning pedagogy applied to an occupation-based anatomy course compared to a traditionally delivered anatomy course using cadaver lab for entry-level doctoral occupational therapy students at a private university in the Pacific Northwest region. A retrospective, nonrandomized, twogroup, post-test only design with data gathered at the completion of each course was used. One student cohort received the occupation-based anatomy course with a traditional in-person learning format and the other received the course guided by the universal design, blended learning format. The primary outcomes were students' course performance and perception of the course. At the completion of the course, both student cohorts had equivalent course performance. Compared to those who received the traditional format, the blended learning format cohort yielded significantly higher scores in 3 out of 5 categories of the course evaluation, including syllabus design, contribution of course content to their needs as a professional, and assessment methods that reflected their learning. The study results suggest that the occupation-based anatomy course guided by a contemporary pedagogical approach is equal to traditional methods in anatomical knowledge acquisition but statistically superior in meeting students' perceived needs as professionals and reflecting their learning.

Occupational 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.

As rehabilitation technologies rapidly develop, the lack of evidence-based training remains a barrier to technology adoption. Continuing education (CE) may provide training opportunities for new technologies, specifically 3D printing. Current models of CE course design rely on traditional, pedagogical methods, including didactic delivery, as opposed to applying adult learning models, which integrate experiential, self-directed learning to promote collaboration and problem-solving. This study sought to determine whether the active learning approach of peer-assisted learning (PAL) promoted collaboration and transference of knowledge between rehabilitation clinician peers when learning 3D printing. In this mixed methods study, 35 clinicians from occupational therapy, physical therapy, and speech language pathology disciplines participated in two hours of CE, which integrated tenets of PAL to explore attitudes toward technology adoption perceptions as measured by the Technology Acceptance Model (TAM). Pretest and posttest results were analyzed using paired permutation tests. All TAM responses improved significantly (p < 0.05), suggesting that for rehabilitation clinicians, CE using an andragogical PAL approach contributed to improving technology acceptance of 3D printing. Content analysis of posttest open-ended questions further explored PAL implementation. The qualitative themes were: (1) Active opportunities supported learning, (2) group format facilitated problem-solving within a team, (3) technology was easier than expected, and (4) barriers remain for technology application in practice. In conclusion, the themes support the integration of PAL as a delivery method of CE to enhance technology adoption.

Health professions students, including occupational therapy students, often have limited exposure to unhoused populations, which may alter their attitudes and self-efficacy to participate in their care. In turn, this could reduce access and quality of care for these marginalized groups. The purpose of this study was to evaluate the impact of a phased multimodal learning approach on interprofessional health sciences students' attitudes and self-efficacy in providing care to unhoused individuals. A pre-posttest single group design was used to evaluate a didactic presentation, poverty simulation, and street-based experiential learning experience. Findings revealed significant differences in students' (N=257) attitudes and self-efficacy in providing care, and many students reported this as an "eye-opening experience." This learning approach evoked a strong emotional response, improved attitudes and self-efficacy, and has implications for future advocacy efforts related to caring for unhoused populations.

Learning anatomy via cadaver dissection is considered a best practice in anatomical education. However, occupational therapy programs commonly use alternative or adjunct teaching methods when teaching anatomy. The purpose of this study was to investigate students' perceptions of learning hand anatomy through participation in the Dell Hand Instructional Module (DHIM), a novel educational intervention incorporating an animated video series and a translucent, three-dimensional model of the hand. Participants attended one anatomical instructional session and one assessment session, completed a questionnaire about their experiences, and participated in a focus group. Participants agreed or strongly agreed that the DHIM made learning about hand anatomy more interesting and enjoyable, was an effective learning tool, and helped them to understand spatial relationships between the hand structures. Thematic analysis of focus group responses resulted in five themes: instructor impact, learning environment, learning preferences, interaction with the model, and perceptions of the educational intervention. Findings suggest this novel intervention supported hand anatomy instruction and was helpful to student engagement in the learning process. Future research should assess learning outcomes associated with the DHIM, as well as investigate the use of trained graduate students as DHIM facilitators.

The number of dementia diagnoses is ever-increasing in the aging population, meaning that healthcare staff need to be equipped with the appropriate knowledge, attitudes, and skills to care for people with dementia. However, recent research suggests that globally, both healthcare workers and students require greater dementia education opportunities to meet the needs of people with dementia. There seems to be limited research exploring dementia education opportunities within occupational therapy (OT) and physiotherapy (PT) programs. A scoping review methodology was chosen to explore the literature about dementia education in global OT and PT programs. There was limited literature in this area and only four articles were found after an intensive search through databases. Three overarching themes were developed: 'Attitudes, knowledge, and confidence', 'Benefits of experiential learning', and 'Experience and working with people with dementia'. Further, the benefits of virtual learning interventions, peer support, and communication strategies were explored. All experiential learning interventions had a positive impact on student's knowledge, confidence, and attitudes toward dementia. However, students need to be prepared with adequate knowledge prior to engaging in experiential learning interventions. Results from this study recommend the use of didactic teaching in conjunction with experiential learning within the healthcare curriculum. Peer support, communication strategies, and virtual dementia learning may be beneficial methods for educators to use and need to be explored in further detail concerning OT and PT curricula.

Occupational therapists play a vital role in the care of individuals with feeding, eating, and swallowing (FES) disorders across the lifespan. Although there are certain standards created by the Accreditation Council of Occupational Therapy (ACOTE) for understanding of assessment and management practices specific to FES, there are inconsistencies in how occupational therapy programs in the United States address FES disorders within their curriculum. This cross-sectional exploratory survey study received responses from 54 Master of Occupational Therapy (MSOT) programs and 63 entry-level Occupational Therapy Doctoral (OTD) programs. Survey questions included quantitative and qualitative information on general information regarding FES content taught within the program. Survey results indicated only 4.8% of programs had a course dedicated to FES disorders and an average of 6.37 hours were dedicated to FES across the lifespan. Chi-squared tests for independence demonstrated a significant difference between pediatric educational hours over adult occupational therapy educational hours in FES (p<0.001). There was no significant difference however between the number of hours dedicated to FES between MSOT and OTD programs (p=0.146). The results question the adequacy of educational hours dedicated to FES management across the lifespan. In order for occupational therapy practitioners to bring their inherent value in contributing holistically to assessment and management of FES disorders, therapists must have knowledge and confidence in their skills. Ensuring that entry-level occupational therapists are adequately prepared to evaluate and treat individuals with FES disorders is imperative for the profession to remain liable and competent in the field of FES. While occupational therapy education programs are meeting the ACOTE dysphagia standard, the question remains if the number of hours programs are dedicating is enough to ensure entry level competency, as well as enough to compete with speech and language pathologists.

This small-scale pilot study was developed to examine the perceived occupational balance of graduate occupational therapy students and implement an education and coaching intervention to promote occupational balance for those who have difficulty achieving and maintaining it. Although literature provides many examples of interventions to facilitate stress relief in graduate students, this is the first to address the promotion of occupational balance in this effort, which has been identified as a student-reported need. A sequential explanatory mixed-methods approach was used to obtain quantitative and qualitative data on occupational therapy students' satisfaction with their balance of activity in all areas of occupation. The impact of that balance on stress levels and occupational satisfaction was examined utilizing an investigator developed scaled survey and The Canadian Occupational Performance Measure. Participants (N=22) were MSOT and OTD students from all academic years of their program. A six-week group education program was implemented. One additional 30-minute individual coaching session was held virtually with each student and the primary investigator to target individual goals. Survey data collected before the start of the educational series and again at its conclusion indicate an aggregate decrease in students' perceived stress (-0.85); an increase in perceived occupational performance (mean +1.26); and an increase in perceived occupational satisfaction (mean +2.10). The desired outcome of the intervention was to provide students with strategies to increase lifestyle balance to help manage some of the stresses of graduate academia, and ultimately increase students' health and wellness to promote retention and successful completion of graduate education.

The objective of this study was to explore occupational therapy (OT) students' occupational balance and to examine how OT students' experiences in a graduate program promoted or inhibited occupational balance. Grounded theory methodology was used to develop a theory of the occupational balance of entry-level OT students. Twenty-six students were recruited using convenience and maximum variation sampling. Data analysis through constant comparison of transcripts, field notes, and memos consisted of open, axial, process, and selective coding. A storyline narrative with diagrams displayed relationships among concepts and supporting evidence for inductively derived theoretical propositional statements. Students in OT programs progressed through three phases of occupational balance during graduate school. The presented Theory of Occupational Balance indicated students developed a meaning of occupational balance based on past experiences and personal values. Occupational balance is influenced by different contexts and situations. This study revealed several strategies OT students implemented, including adapting methods to effectively and efficiently learn, using support systems, participating in multiple occupational roles, making time for self-care, and knowing when to seek professional assistance. This article presented a new Theory of Occupational Balance for OT Students. Results can inform administrators and faculty about the implications of curriculum design for the occupational balance of OT students. Understanding student occupational balance and circumstances that can cause disruptions may help prevent disruptions from creating unmanageable stress. Understanding strategies students can implement to return to occupational balance may help faculty suggest options for students who cannot self-manage an occupational balance disruption.

Virtual reality (VR) is an immersive innovative technology that can be used with occupational therapy students for bias training in preparation for fieldwork and clinical practice. The purpose of this study was to explore the use of VR as a complementary educational tool in bias and microaggressions (MA) training for entry-level occupational therapy students. We conducted a secondary analysis of data collected in an 8-week course on diversity, equity, inclusion, and professional skills with a total of 48 first-year entry-level occupational therapy students. We used eight simulated VR cases for all students. Data was collected using a mixed-method survey to capture the students' experiences with VR. The results showed that the majority of students found the VR module helpful in identifying bias and MA (n=47; 97.92%), enhancing their confidence to report bias and MA (n=48; 100%), offering opportunities to respond to bias and MA (n=39; 81.25%), and articulating why certain behaviors can be perceived as MA (n=45; 93.75%). Thematic analysis of qualitative data showed that the VR enhanced students' ability to detect bias and MA, and increased the sense of empathy, and ability to be an ally or advocate for targets of bias. The findings indicate that VR is an immersive, engaging technology that can be used for bias and MA training for students and potentially clinicians. It offers a private, inclusive, pressure-reduced learning space for students to learn about bias and MA in preparation for fieldwork education and clinical practice.

Trauma is pervasive worldwide and is associated with poor health outcomes if left unaddressed, however, a gap in practice continues to exist in the implementation of trauma-informed care (TIC). Occupational therapy practitioners will encounter individuals, communities, and populations influenced by trauma, which warrants the need for TIC to improve overall service delivery across the lifespan. However, TIC is currently not systematically integrated into any Accreditation Council for Occupational Therapy Education (ACOTE) occupational therapy educational standards. The purpose of this study was to design, implement, and evaluate a TIC application-based workshop for a sample of entry-level occupational therapy doctorate (OTD) students. The program evaluation component utilized pre-and post- survey design with Likert, forced choice, short-answer, and open-ended questions related to the delivery of content from the trauma-informed care workshop. Outcomes were evaluated through descriptive statistics and content analysis examining participants' perception of change in TIC knowledge, confidence, and competence in application to occupational therapy practice. Overall, participants' perception of TIC application knowledge, confidence, and competence improved following the workshop. The workshop and its associated program evaluation built on prior work across healthcare disciplines establishing the need for proactive TIC education. The current study supports the need for TIC to be intentionally situated within occupational therapy academia to prepare occupational therapy practitioners to understand and apply TIC across the lifespan and practice settings to improve patient outcomes and experiences.

Educational 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' self-efficacy related to their skills and capabilities to teach in such an innovative format. Little is known regarding occupational therapy educators' selfefficacy to teach in a blended curriculum. This qualitative study aimed to examine the perceptions of occupational therapy educators' self-efficacy when teaching in a blended curriculum. The theoretical framework for this study was Bandura's 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.

Universal design for learning (UDL) is a pedagogical framework that utilizes the principles of equal access, flexibility, simplicity, perceptibility, and efficiency in the process of teaching and learning. This multi-institutional cross-sectional study examined instructional methods and designs that occupational therapy students identified to be useful or not useful for their diverse learning needs based on principles of UDL. The study also sought to determine if select methods or designs were perceived to enhance learning for those who are neurodivergent in contrast to other students. An online survey was distributed to students across four occupational therapy programs. The survey consisted of demographic questions, lists of instructional methods and designs framed by the Center for Applied Technology (CAST) domains, and two general questions about overall learning and self-efficacy. Data were analyzed using descriptive statistics and non-parametric comparison. Of the 81 participants, results indicated that nearly all perceived an instructor who is approachable, learning through real world activities, and practicing hands-on skills in the classroom to be useful for their learning. Students with neurodivergence identified six learning methods significantly less useful than not neurodivergent students including doing first with discussion to follow, being preassigned group membership by the instructor, flexible seating and classroom arrangement, and course requirements with flexible due dates. The CAST domain of engagement had the strongest impact on student preferences. This indicates that attention to engaging students and methods that draw students into the why of learning may meet all student needs in graduate occupational therapy education.

The transition from expert occupational therapy practice to academic educator is stressful and complex, involving the development of a new professional identity. In 2020-21 COVID-19 created a new challenge for recently employed academics, who were in this transition process. This study utilized participatory research to explore the impact of COVID-19 on six new occupational therapy lecturers who were employed immediately before and during the pandemic. The participatory research approach simultaneously engaged participants in research processes and aimed to promote researcher development. Three focus groups were conducted to explore participants experiences before, during and after COVID-19 restrictions. Focus groups transcripts were coded and analyzed thematically. Four themes were identified: 1) Discovery 2) Turbulence 3) Survival and 4) Reflections were linked to an overarching analogy. Covid19 accelerated the transition to teaching as participants discovered effective strategies for teaching online through trial and error, with little available support. The easing of restrictions brought new challenges and anxieties for participants unfamiliar with classroom teaching. The study highlights the complexity of transitioning to academia, and the importance of peer and team support during the first two years. The participatory research process utilized in this study provided an opportunity to reflect back on the transition process while developing researcher skills and experience.

Despite occupational therapy's critical role on the rehabilitation team for individuals with upper limb loss or difference (ULL/D) and prosthetics, this population is not extensively covered in many occupational therapy (OT) program curricula. As such, many clinicians work with patients with ULL/D with little expertise or confidence for this complex population. The aim of this study was to evaluate the OT practitioner experience and practice related to ULL/D and prosthetics in their education and practice. Utilizing snowball sampling, 150 OT practitioners completed a 24-question survey, which assessed OT practitioners' experience with ULL/D, the prosthetic education in their OT program, and their confidence in working with this population. Participants reported they had limited education on this population and would have liked to have more education in school, specifically in the form of active learning opportunities such as hands-on experience with prosthetic devices, observations with clinicians, and discussions with individuals with ULL/D. Recommendations for OT programs include additional active learning opportunities including patient educators and prosthetic simulators, observation opportunities for students interested in working with this population, and continuing education opportunities for OT practitioners after graduation.

Occupational therapy practitioners address pain management across settings, populations, and the lifespan. Occupational therapy practitioners offer unique contributions to pain management through biopsychosocial approaches, targeting supported self-management and occupational engagement. Comprehensive pain education is necessary to prepare entry-level occupational therapy practitioners to address pain in practice, yet no standards exist in entry-level occupational therapy education. This survey describes the status of pain-related education in entry-level occupational therapy programs across the United States. A total of 41 entry-level occupational therapy programs completed the survey. Total instructional time for pain content was reported to be an average of 9.68 hours, ranging from 1 to 30 hours, indicating significant variability. Average lecture (4.88 hours) and lab-based (5.05 hours) time devoted to pain content were similar. More time was devoted to teaching pain interventions (4.91 hours) than pain assessments (2.82 hours). Most programs integrated pain content throughout the curriculum (73%). One program utilized a standardized pain curriculum (International Association for the Study of Pain Occupational Therapy Curriculum). Open-ended questions revealed a breadth of evidence-based resources, pain assessments, and interventions covering all domains of the biopsychosocial model of pain. The majority of faculty (61%) felt their current amount of pain education was insufficient, citing the need for increased time and educational activities for pain education across all program years. Given the essential and unique role of occupational therapy practitioners in pain management, improving pain education and practitioner competence is an important consideration across entry-level occupational therapy education. Further discussion is needed regarding educational standards and entry-level occupational therapy curricula relating to pain management.

Interprofessional education (IPE) is critical for health professional students to form professional identities and develop collaborative skills. Although accrediting bodies mandate incorporating IPE, the effects of IPE programming on health professional students and the best pedagogical approach for achieving desirable outcomes are still unclear. In addition, specific effects of IPE within the context of experiential learning are not fully understood. That is, the literature has not presented a clear framework for structuring IPE programs, nor have outcome measures for IPE utilizing experiential learning (IPEEL) been established. The purpose of this study was to complete a grounded theory qualitative analysis of survey data from three cohorts of health professional students participating in an IPEEL elective course where students worked directly with children and their families. Pre- and post-survey responses identified how students perceived growth related to IPE competencies as a result of the IPEEL curriculum, as well as helped to develop a refined model of IPE specifically for experiential learning. Results indicated that overall students reported positive perceptions of IPE-related outcomes and positive outcomes related to the children and families they worked with, while confirming enabling and interfering factors that contribute to the IPE process. Future applications of the IPEEL model for IPE programming are recommended.

There are a substantial number of Certified Hand Therapists reaching retirement age in the next decade, however, there are few newer graduates who are pursuing this specialty. Students' lack of clinical knowledge has shown to be a barrier to successfully completing a hand therapy fieldwork affiliation. The purpose of the study is to investigate: (1) the perceptions of the clinicians working in hand therapy and students regarding the integration of hand therapy content in entry-level occupational therapy programs, and (2) the perceptions of both groups as to which content is deemed essential for a successful hand therapy fieldwork placement. This study utilized a survey design. Data was collected from 207 clinicians and 25 students via SurveyMonkey. The data were analyzed using descriptive statistics, chi-squared analysis, and t-test analysis via R studio statistical software. Participants placed the highest emphasis on foundational knowledge when ranking topic importance, which included muscular anatomy, skeletal anatomy, nervous system anatomy, palpation, and surface anatomy. Greater than 90% of participants (n=186 clinicians; n=23 students) also felt topics including kinesiology, biomechanics, tissue healing principles, fractures, tendinopathies, goniometry, and orthotic fabrication and training were very important to student success in hand therapy. Results also indicated that the greater number of students a clinician supervised, the higher they ranked student knowledge and skill level (p=0.02). These clinicians also reported stronger feelings that students would benefit from additional hand therapy curriculum content (p=0.053). Further study of the variability among occupational therapy curricula may be warranted, as well as studying the knowledge level needed with certain topics, and the level of independence needed with specific clinical skills to promote success in hand therapy.

Existing research evidence pertaining to the occupational therapy (OT) role with adventure-based outdoor activities for military veterans and the authors' positive experience serving members of a non-profit veteran-run organization that promotes rehabilitation archeology suggest that outdoor rehabilitation for this client population is a promising avenue for the profession. Moreover, students' exposure to outdoor experiences designed for military veterans as well as other populations presenting with physical and mental health conditions has the potential to significantly augment OT curriculum by impacting both the learning trajectory and personal transformation of the students. This paper describes a unique service-learning experience involving graduate OT students who engaged with and provided services to veterans participating in archeological fieldwork, as well as the impact of this experience on the students.

Prior to the COVID-19 pandemic, occupational therapy students at one university received all orthosis fabrication education through an in-person laboratory-based environment supported by clinicians and instructional videos. Due to the pandemic restrictions, orthosis fabrication labs for occupational therapy students were transitioned to a hybrid in-person and at-home supported lab. Presently, there is no research investigating how a hybrid in-person orthosis lab and at-home orthosis fabrication experience impacts the professional practice skill development of occupational therapy students entering the workforce. This research examined the learning outcomes of participation in a hybrid orthosis fabrication experience consisting of one in-person laboratory-based experience and one at-home supported experience (instructional videos, written instructions, without instructor supervision). The research also explored the implications of this hybrid learning experience for future curriculum development. This qualitative study included two components: (1) Interviews with six occupational therapy graduates; (2) 26 student reflections following the hybrid learning experience. The results of this study highlighted three overarching themes: orthosis skill development; transferable skills development; future considerations for implementing a hybrid learning method. A hybrid learning approach provided unique opportunities for the scaling of independence and productive struggle to develop student competence in orthosis fabrication. This research provided insights for occupational therapy curriculum developers to modify educational approaches and effectively support students as they develop into competent occupational therapists.

Mentoring in occupational therapy is a crucial role that many practitioners undertake and there is a paucity of mentor education specific to occupational therapists. Authors present an innovative approach to mentor education through a novel three-part online mentor training series. Developed by faculty teaching at Northern Arizona University's (NAU) entry level Occupational Therapy Doctorate (OTD) program, the series incorporated adult learning theory and the stages of mentoring through the lens of occupational therapy. The training series received positive feedback from participants, who found it straightforward, relevant, and applicable to their work settings. Literature emphasizes the increasing demand for quality mentors in occupational therapy as the field expands and the need for mentor education to support professional development. Although there is limited literature on mentor support in occupational therapy, studies in related fields have highlighted the effectiveness of mentor training programs. Authors suggest that the establishment of a mentoring practice community can bridge OTD program expectations with clinical and community practice realities and build mentor capacities. Overall, this work emphasizes the significance of mentorship and the need for formal mentor education in occupational therapy to foster professional growth and ensure the availability of quality mentors for students and new professionals.

Students often find learning and applying theory difficult and potentially disconnected from practice. Using theory to guide occupational therapy assessment and intervention preserves the distinct value of occupational therapy. One way students develop professional reasoning is by learning how to use theory. Theoretical knowledge guides the professional reasoning questions that students and practitioners seek to answer. Teaching occupational therapy theory needs to involve clear, engaging, and meaningful activities that foster an explicit focus on occupation. This paper presents an innovative way of teaching theory in occupational therapy. We explain a thinking cap analogy to organize the theoretical knowledge that guides professional reasoning. This analogy involves the instructor wearing a hat as a thinking cap to represent an occupation-centered model of practice on which objects (frames of reference) can be added as flair. We describe the thinking cap analogy in detail and how this analogy builds on Ikiugu's framework for combining theoretical conceptual models. Multiple years of student course feedback demonstrate the usefulness of this analogy as a teaching innovation. This method for teaching theory can advance how students use theoretical knowledge to guide professional reasoning in practice and value occupation, performance, and participation as central to occupational therapy.

Healthcare professionals, including occupational therapy practitioners, are experiencing epidemic levels of burnout. Professional organizations have prioritized research and programming to address burnout. This study evaluated the feasibility of an evidence-based virtual mindfulness continuing education program, Mindfulness at Work, and the mindfulness strategies participants learned and embedded into their workday. This program was developed and facilitated by an occupational therapist who is also a registered advanced yoga teacher. A total of 11 occupational therapy practitioners experiencing burnout met with the facilitator for once-weekly synchronous sessions over three weeks. OT practitioners were taught mindfulness strategies to use throughout their workday. Participants practiced the strategies at work between sessions and discussed their experiences during subsequent sessions. Aspects of the feasibility of both the program and the mindfulness strategies were measured post-only. Participant burnout was measured pre and post. Participants rated the virtual mindfulness continuing education program and mindfulness strategies as acceptable, appropriate, and feasible. There were significant decreases in pre- and post-test burnout scores during this preliminary evaluation. Attendance and retention rates were high. Eligibility criteria challenged recruitment capability.

As substance use disorders (SUDs) continue to rise in the wake of the COVID-19 pandemic, occupational therapy practitioners are in a unique position to help individuals seek immediate screening, brief intervention, and referral for treatment upon first entry in a healthcare setting. Occupational therapy practitioners have helped individuals overcome SUDs since almost the beginning of the profession, however, there is a paucity of literature on entry-level practitioners' preparedness for such work. The purpose of this study was to evaluate the effectiveness of an entry-level occupational therapy curriculum module on Screening, Brief Intervention, and Referral to Treatment (SBIRT), a universal public health approach by the U.S. Department of Health and Human Services taught to occupational therapy students. Student participants were provided with classroom education, online learning materials, an interactive case study, an interprofessional education event, and debriefing with community members in recovery. These educational experiences demonstrated significant increases in pre-and post-score means of participants' knowledge, confidence, competence, attitudes on SUDs, and readiness for conducting an SBIRT protocol. This study aims to illustrate how SBIRT educational practices can empower future practitioners to be effective agents of change in addressing substance use disorders in an evolving healthcare landscape.

This manuscript describes how one entry-level occupational therapy doctoral (OTD) program used an innovative approach to scaffolding assignments through a cognitive apprenticeship (CA) framework. Cognitive apprenticeship strategies include learning in the context or culture of the profession. This is achieved through observation, coaching, engagement, and discovery of strategies by the instructor. This framework was implemented to facilitate the learning of occupational, activity, and task (OAT) analyses through a four-week module within a first-semester foundations course. Cognitive apprenticeship constructs were used as instructional teaching strategies including active learning, group facilitated assignments, hands on observation, and immediate feedback and modeling of professional reasoning by the instructor. The assessment of findings supporting the effectiveness of the use of CA to implement this module included a mixed methods approach. A quantitative analysis of pre- and post-test surveys measuring confidence levels related to entry-level occupational therapy practice skills demonstrated that each survey item was statistically significant for increased confidence. A qualitative analysis of open-ended questions identified themes related to teaching strategies and the development of a foundational occupational therapy identity. The aim of this project is to expand the use of similar evidence-based applications for CA to progress student professional reasoning and occupational therapy practice skills while also supporting development of an emerging professional identity. This manuscript makes a substantive contribution to the teaching and application of analyses within OT education and the use of professional terminology, particularly the foundational understanding of the Occupational Therapy Practice Framework-IV and how it is applied in practice. The module demonstrated successful scaffolding of concepts built across several weeks. Cognitive apprenticeship constructs facilitated students' progression from novice to competent problem solvers within an OT context, which positively impacted the reported confidence of associated entry-level skills.

Reasoning, reflective practice, and evidence-based practice are essential skills for occupational therapy practitioners, but it is unclear how these skills are defined in occupational therapy education. We used Delphi methodology to explore educator conceptualizations of clinical reasoning, professional reasoning, reflective practice, and evidence-based practice. Eligible participants on the Delphi expert panel were required to have been an educator in an occupational therapy program for at least three years at the master's level or higher, to be a current occupational therapy educator, based in the United States, and available across multiple survey rounds. Nine participants completed all three survey rounds. Among members of the expert panel there was continued moderate disagreement about terminology related to reasoning and there were some discrepancies between expert perspectives and the occupational therapy literature. However, these educators largely agreed on key features of the complex constructs. Consistency about the use of these terms will support both education and research related to essential professional skills.

The use of high-fidelity simulation and standardized patients (SPs) in occupational therapy (OT) education is expanding. However, the implementation of simulation varies across programs, leading to inconsistent outcomes and research limitations. Furthermore, details on SP use and training are lacking in OT literature. This article aims to provide OT educators with considerations for improving simulation fidelity by effectively using highly trained SPs. For example, recruiting SPs from diverse backgrounds is necessary to improve sociological fidelity, and proper training of SPs is required to ensure psychological fidelity. This article also emphasizes the need for standardized training for SPs and recommends following the Association of Standardized Patient Educators (ASPE) guidelines to ensure best practices in OT education. Adequate SP training and ongoing professional development are essential for maintaining simulation fidelity during SP experiences and optimizing student learning outcomes. Implementing SP experiences within the OT curriculum, SP recruitment and training, case development, pre-briefing, and debriefing processes are discussed, with recommendations from current evidence and the authors' experience at an institution accredited by the Society for Simulation in Healthcare. Trained SPs can enhance simulation fidelity and provide students with realistic and compelling learning experiences, better preparing them for fieldwork and clinical practice. While further research is needed to explore the efficacy of SP encounters in OT education and the student experience, this article reinforces the need to standardize the use and training of SPs to enhance simulation fidelity and support the reliability and validity of future research efforts surrounding the use of SPs.