Bonny Jung

The effectiveness of community-based occupational therapy education and functional training programs for older adults: a critical literature review

Background. This paper examines the results of a critical literature review describing the provision of education and functional training programs by occupational therapists with older adults to maximize their occupational performance. Purpose. The critical review addressed the following question: What is the effectiveness of education and functional training programs in improving occupational performance and quality of life for older adults? Review methods are described and the outcomes of the critical review discussed. Results. The results indicate that there is evidence that programs are effective in three areas: prevention of functional decline and falls, stroke and rheumatoid arthritis. Methodological limitations exist in some studies. There are several randomized controlled studies in this area, though the description of specific occupational therapy interventions is often vague and the programs could not be easily duplicated by occupational therapists. Practice implications. Occupational therapists are provided with information through this critical review to facilitate evidence-based practice when working with older adults.

Becoming a tutor: exploring the learning experiences and needs of novice tutors in a PBL programme

The tutor plays an important role in facilitating learning in a problem-based learning (PBL) curriculum. This paper explored the ways that novice tutors were educated in a PBL programme at McMaster University. Thirteen novice tutors were interviewed in this qualitative, ethnographic study to identify their learning needs and culture at the entry phase of ‘becoming a tutor’. Ten tutor guides were also interviewed to provide additional information and perspectives regarding the data generated by the novice tutors. Categories that emerged were: (1) benefiting from the experience, (2) managing the challenges, (3) transitioning to a new role, (4) uncovering learning opportunities, (5) maintaining vigilance, and (6) explicating the implicit. The overarching framework that wove the categories together was that of the theme of storytelling in the teaching–learning process. Implications for practice for tutor training are addressed considering the oral tradition.

Problem-based learning in occupational therapy: why do health professionals choose to tutor?

For over 20 years the occupational therapy programmes offered by McMaster University and Mohawk College, Hamilton, Ontario have used small-group, problem-based learning tutorials as a major component of their curriculum. These programmes were among the first occupational therapy programmes in the world to use a problem-based tutorial format. The inclusion as tutors of both full-time faculty and clinicians, from all clinical practice areas, was central to the design of the problem-based learning courses. A survey of all tutors from the last 20 years collected information about why health professionals are motivated to tutor and what they see as challenges to maintaining this educational role. Three primary themes emerged from the data: being an educator; being a learner and present and future challenges to continuing with the tutoring role. Within the educator theme there was a secondary theme of professional duty or obligation. In addition, the participants identified suggestions for enhanced support and continuing education for tutors. This article summarizes the findings of the survey.

Collaborative Fieldwork Education with Student Occupational Therapists and Student Occupational Therapist Assistants.

The profession of occupational therapy has a long history of working collaboratively with support personnel. This paper describes the process of a fieldwork education partnership developed between the McMaster University, BHSc (OT) Program and the Mohawk College, Occupational Therapist Assistant and Physical Therapist Assistant Program. Eight student occupational therapists and eight student occupational therapist assistants learned together in a variety of fieldwork settings, either in pairs or in groups. Both groups of students kept weekly journals of the experience and completed a post placement questionnaire. The journals were inductively analysed using a retrospective content analysis. The four emergent themes identified from the data are learning about each others role, collaborative learning, impact on client care and future practice, and resistance to roles. Recommendations for future collaborations are discussed.

Intraprofessional fieldwork education: occupational therapy and occupational therapist assistant students learning together.

Background. In the past 10 years, the use of support personnel in Canada has generated significant interest from occupational therapists, professional associations, regulatory bodies, employers, educational institutions, and government agencies. Purpose. The purpose of this study was to explore the impact of a combined collaborative fieldwork placement and weekly tutorial as a teaching strategy for intraprofessional education. Methods. Seven pairs of student occupational therapists and occupational therapist assistants were assigned to fieldwork placements. Tutorials were scheduled during the placements to discuss intraprofessional issues and provision of occupational therapy services in the clinical setting. Journaling and focus groups were used to collect data from students, tutors, and preceptors. Findings. Three key themes emerged from the data: (1) developing the relationship, (2) understanding roles, and (3) recognizing environmental influences on learning. Implications. Intraprofessional learning experiences prior to graduation can help prepare occupational therapy and occupational therapist assistant students for future collaborative practice.

The Once and Future Programme: Educational Innovation in Occupational Therapy

During the late 1960s and early 1970s while the Canadian Association of Occupational Therapists was wrestling with issues of educational standards, Mohawk College in Hamilton, Ontario was developing two diploma programmes in occupational therapy and physiotherapy with input from McMaster University Faculty of Health Sciences. This article reviews the development of the Mohawk College Diploma Programme in Occupational Therapy and focuses on several unique features of the curriculum which proved to be the strengths of the programme. These features, problem-based small group learning, strong partnerships with the clinical community and non-traditional fieldwork placements, formed a strong base for the subsequent development of the degree completion programme at McMaster and the new second degree undergraduate (BHSc.OT.) programme in Occupational Therapy. The reference to “The Once and Future Programme” emphasizes the fact that the new undergraduate programme in Occupational Therapy at McMaster University has successfully built upon the strengths of the earlier Mohawk College Diploma Programme.

Establishing Research, Fieldwork and Service Partnerships

The Community Partnership Learning Model facilitates the development of partnerships between community agencies and occupational therapy educational programs. The project described involved research to determine the needs of primary and secondary caregivers of people with dementia. The service role is outlined as well as the aspects that were fulfilled during a subsequent placement for senior students. Recommendations are made to strengthen the interactions amongst the components to optimize the outcomes for the partners.

Forensic Occupational Therapy in Canada: The Current State of Practice.

Although occupational therapists have been practicing in forensic settings for many years, there is a paucity of literature regarding the nature of this practice in Canada. The purpose of this study was to describe the practices of Canadian occupational therapists in forensic mental health. An online survey was designed based on the Canadian Practice Process Framework. Following purposive and snowball sampling, responses were analysed with descriptive statistics and content analysis. Twenty-seven clinicians responded (56% response rate). Respondents indicated commonalities in workplaces, client caseloads and practice challenges. The outstanding need in Canada to demonstrate client outcomes through the use of evaluation instruments reflects those practice gaps identified internationally. Education, advocacy and research are critical areas for the development of Canadian forensic occupational therapy. Although findings heavily reflect one provincial context and may not be generalizable to nonhospital settings, a number of priority areas were identified. Future efforts should clarify the role of forensic occupational therapy to stakeholders, and validate their contributions through research that evaluates intervention efficacy and meaningful outcomes. Copyright

Staff perceptions of collaboration on a new interprofessional unit using the Assessment of Interprofessional Team Collaboration Scale (AITCS)

ABSTRACT The aim of this study was to obtain baseline information on staff attitudes and perceptions of interprofessional collaboration on a newly formed interprofessional education unit. The Assessment of Interprofessional Team Collaboration Scale (AITCS) was administered to 54 interprofessional team members on a 30-bed medical interprofessional education (IPE) unit. We found that the team members respected each other but felt they needed more organisational support to further develop team skills. Additionally, team members noted that they did not have enough time for team reflection or to make changes to the team processes. The results obtained from this study will help to develop and refine educational strategies to assist the staff working on the IPE unit.

Developing inclusive educators: enhancing the accessibility of teaching and learning in higher education

Abstract In light of the growing population of students with disabilities at colleges and universities worldwide, faculty development connected to accessible teaching is of paramount importance. Drawing from the existing literature and from the results of a qualitative study of educational accessibility at one Canadian university, this article offers a series of recommendations for academic developers hoping to establish effective development initiatives focused on accessible teaching and learning. Key issues considered include the need to support instructors in translating principles of inclusive teaching into practice, the value of discussion-based approaches that take up difficult questions about minimum standards, and the question of whether development initiatives should be discipline-specific or interdisciplinary, mandatory or optional. Recommendations for further research are also discussed.