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Brains Rule! Fun = Learning = Neuroscience Literacy:

Brains Rule! Neuroscience Expositions is a project designed to improve neuroscience literacy among children and the general public by applying a model where neuroscience professionals transfer knowledge and enthusiasm about neuroscience through fun, engaging hands-on activities. This educational model draws strength from many national and local partnerships of neuroscience professionals to coordinate expositions across the country in a variety of local communities. Brains Rule! Neuroscience Expositions uses a flexible science fair-like format to engage children in the process of science and teach about neuroscience concepts, facts, and professions. Neuroscience literacy is important to everyday life and helps individuals better understand themselves, make informed decisions about health and drug use, participate knowledgeably in governmental and social issues, and better understand scientific advancements. In this study, children’s ratings of Brains Rule! Neuroscience Expositions activities were analyzed both quantitatively and qualitatively. Analysis of the responses revealed that overall the children perceived the learning activities as fun and interesting and believed that they learned something about the brain and nervous system after engaging in the activities. The Brains Rule! Neuroscience Expositions education model can be an effective tool in improving neuroscience literacy for both children and adults.

Facilitating participation of students with severe disabilities: aligning school based occupational therapy practice with best practices in severe disabilities.

School-based occupational therapy is the largest employer of occupational therapists. School-based occupational therapists work extensively with students with severe disabilities. Over the past decade, one significant change in the field of severe disabilities has been the advocacy of best practices. This paper discusses the implications of best practices for school-based occupational therapy practice and examines strategies that occupational therapists use to tackle such challenges. Focuses of the discussions are centered on the issues relative to curriculum, educational setting and instructional strategies. The theme of Activity and Participationproposed in International Classification of Functioning(WHO, 2001) guides our discussions. Specific strategies in aligning school-based occupational therapy practice with best practices in severe disabilities are proposed and highlighted.

International Practice Experiences in Pharmacy Education

Objectives. To identify reasons for inclusion of international practice experiences in pharmacy curricula and to understand the related structure, benefits, and challenges related to the programs. Methods. A convenience sample of 20 colleges and schools of pharmacy in the United States with international pharmacy education programs was used. Telephone interviews were conducted by 2 study investigators. Results. University values and strategic planning were among key driving forces in the development of programs. Global awareness and cultural competency requirements added impetus to program development. Participants’ advice for creating an international practice experience program included an emphasis on the value of working with university health professions programs and established travel programs. Conclusion. Despite challenges, colleges and schools of pharmacy value the importance of international pharmacy education for pharmacy students as it increases global awareness of health needs and cultural competencies.

Fostering cultural competency, clinical reasoning, and leadership through international outreach

ABSTRACT The Centennial Vision of the American Occupational Therapy Association (AOTA) has called for occupational therapy to be globally connected. Students can gain cultural competency, clinical reasoning, and leadership from attending didactic coursework and participating in discussions and clinical simulations. Immersing oneself in international settings, however, tends to have a greater impact on learning. The authors describe the outcomes of two international outreach programs: China Honors Immersion Program (CHIP) and Institute for Latin American Concern (ILAC). The outcomes of these programs indicate that students believe that such international experiences greatly affect their development, both professionally and personally. Implications of the program outcomes to current professional education are discussed. Future research directions are also proposed.

A Model Program for Bringing Neuroscience to Children: An Informal Neuroscience Education Program Bridges a Gap

Growing concern about science literacy in the United States has led to the active involvement of scientists in educational reform. Yet scientists have often found it difficult to communicate content knowledge in an effective manner to both teachers and children. This model project, funded by the National Institute of Drug Abuse, has been aimed at increasing the awareness and understanding of neuroscience among elementary school children to indirectly decrease drug use and unhealthy behaviors. The project created a partnership between neuroscientists, health professionals, and the Boys and Girls Clubs of Omaha, Nebraska, to present hands-on activities about basic and applied aspects of the nervous system in a “reverse” science fair setting. Neuroscientists and health professionals created hands-on, interactive exhibits that the children judged. This particular study examined the perceptions of neuroscientists and allied health professionals regarding their ability to communicate neuroscience knowledge to school-age children and their understanding of the knowledge and interest of children about neuroscience in relation to children’s self-reports of knowledge and interest in neuroscience. Participation in a fair significantly raised professionals’ perceptions of their ability to communicate science content to fourth- and sixth-grade children. There was considerable discrepancy between the professionals’ assessment of what children know, and want to know, about neuroscience, and what the children do know and want to know about the nervous system. After observing children engaging in neuroscience activities, many presenters rated children’s interest levels in neuroscience and in their projects considerably higher than before. Presenting neuroscience concepts to the children was thus less difficult than the professionals had perceived prior to the fair. The reverse science fair approach is one way to foster the involvement of neuroscientists and health professionals in increasing knowledge transfer, and neuroscience literacy, in the formative childhood years.

Description and evaluation of an interprofessional patient safety course for health professions and related sciences students

Objectives: The structure, process, and outcomes associated with planning, developing, and offering an interprofessional course on the foundations of patient safety is described, including how organizational, structural, cultural, and attitudinal barriers were overcome. Methods: Seventeen faculty members from 7 colleges and schools and medical center participated-from the fields of decision sciences and systems, dentistry, medicine, law, nursing, occupational therapy, pharmacy, physical therapy, social work, health care administration, and outcomes management in health systems. Student assessment included theme analysis of open-ended questions, descriptive analysis of multiple- response option questionnaires, and criterion-based assessment of student performance on case studies. Triangulation of student comments, final course evaluation, and student performance evaluations were performed to learn overarching themes of student experience with the course. Results: The students learned a different way of thinking, found the instructional design and active learning methods useful to learning, and felt prepared to solve problems in the future. Students believed that the content was an essential core knowledge for all health professionals (87%) and should be required for all health professions students (78%). Students achieved an application level of learning (77%) within the cognitive domain and the valuing level within the affective domain. Students agree (96%) that they can define and apply the basic principles and tenets of patient safety, including identification of tools needed to work effectively within the health system and to improve safety and strongly agree (100%) that they value patient safety as a professional practice framework. Conclusion: The universitywide implementation case may offer important lessons to others nationally in health care education.

Discharge Planning for the Elderly in Acute Care: The Perceptions of Experienced Occupational Therapists

ABSTRACT Providing medical care and making relevant discharge planning recommendations is critical to minimize risks, reduce hospital readmissions, and promote optimal functioning among the elderly population. Occupational therapists have an important role in making discharge recommendations to facilitate ongoing occupational engagement and adaptations. The purpose of this study was to examine the perceptions of the experienced occupational therapist in acute care on the key factors that are considered when making discharge recommendations for the elderly. Interviews with occupational therapists and field notes revealed the following five themes: Looking at the total picture; prioritizing client-centered collaborations; emphasizing cognitive functioning; enhancing occupational engagement; and framing assumptions about elderly discharge planning. Emphasizing a comprehensive, client-centered, and occupation-based assessment process that highlights clients values, self-care status, and cognitive functioning are the foundations of experienced occupational therapy practice with the elderly.

Promoting awareness and understanding of occupational therapy and physical therapy in young school aged children: an interdisciplinary approach

SUMMARY Public awareness and understanding of the professions of occupational therapy and physical therapy are limited. In this study, we examined perceptions of young school-aged children about occupational therapy and physical therapy as part of a larger grant project funded by the National Institute on Drug Abuse (R25 DA 12168 and R25 DA13522). One hundred three elementary school children (55 boys and 48 girls), grades 3 to 7, from local schools attended a one-day neuroscience and allied health profession exposition held at a local Boys & Girls Club. Childrens understanding of occupational therapy and physical therapy was assessed through a pre/post questionnaire prior to and immediately after attending the exposition. At five of the 18 exhibition booths, faculty members and students from occupational therapy and physical therapy introduced and explained what occupational and physical therapists do at their work through interactive demonstrations. The results of the current study revealed that prior to attending the exposition, childrens understanding of occupational therapy and physical therapy was limited. On pre-test, children reported they have some understanding of occupational therapy (18.6%) and physical therapy (34.9%). Childrens understanding of occupational therapy and physical therapy, however, dramatically increased after the exposition (75.6% vs. 18.6%, 98.9% vs. 34.9%, respectively). Furthermore, the scope and depth of childrens understanding also improved considerably. This finding suggests that an interactive neuroscience exposition including occupational therapy and physical therapy is an effective way to promote childrens awareness and understanding of the professions. Implications for practice and future research directions are discussed in the study.

The Entry-Level Occupational Therapy Clinical Doctorate: Advantages, Challenges, and International Issues to Consider

ABSTRACT Internationally, occupational therapy education has gone through several paradigm shifts during the last few decades, moving from certificate to diploma to bachelors to masters and now in some instances to clinical doctorate as the entry-level professional credential to practice. In the United States there is a recommendation under consideration by the American Occupational Therapy Association (AOTA) that by 2025, all occupational therapy university programs will move to the clinical doctorate level. It should be noted, however, that the AOTA Board can only make recommendations and it is the Accreditation Council for Occupational Therapy Education (ACOTE) who has regulatory authority to approve such a change. What are the potential implications for the profession, our clients, and funders of occupational therapy services? What are the primary drivers for the move towards the clinical doctorate being the educational entry point? Is the next step in the evolution of occupational therapy education globally a shift to the entry-level clinical doctorate? This article reviews current literature and discusses issues about the occupational therapy entry-level clinical doctorate. The published evidence available about the occupational therapy entry-level clinical doctorate is summarized and the perceived or frequently cited pros and cons of moving to the clinical doctorate as the singular entry point to occupational therapy practice are considered. The potential impacts of the introduction of the clinical doctorate as the entry-to-practice qualification across the United States on the occupational therapy community internationally will be briefly discussed. If the United States moves toward the entry-level clinical doctorate as the only educational starting point for the profession, will other jurisdictions follow suit? Further discourse and investigation of this issue both inside and outside of the United States is needed so that informed decisions can be made.

The Development of an Entry Level Occupational Therapy Doctorate in the USA: A Case Illustration

Abstract The passing of Resolution J in 1998 in the USA mandated that entry into the profession be at the post baccalaureate level as of January 1, 2007. Several occupational therapy programs have started to offer entry level Doctor of Occupational Therapy (OTD) degree. The arrival of this clinical doctorate was not without questions. Much of the confusion and discussion has been impacted by a limited understanding of this new degree. Using the case of the OTD at Creighton University, we provide an overview of the entry level OTD program in USA. We particularly describe the brief history, program goals and the curriculum of the entry level OTD program at Creighton and examine its graduate outcomes. Challenges and future development of the OTD programs at Creighton University as well as in the USA are discussed. It is hoped that such an illustration will offer guidance and inspiration to others in the national and international communities to develop or refine similar occupational therapy educational programs.