Factors Influencing Reflection and Self-assessment of Simulation Performance: Comparing Student and Preceptor Ratings

Simulation with simulated patients is increasingly used in occupational therapy. Ensuring the debrief component meets student needs to develop their self-assessment skills for participating in a self-regulating profession is essential. This explanatory mixed-methods research sought to explore factors contributing to accurate and inaccurate self-assessment of simulation performance for novice occupational therapy learners in a part-time introductory fieldwork course. Self-ratings and preceptor-ratings of performance on eleven simulation objectives were compared for sixty-five novice occupational therapy students. Factor analysis was used to explore contributors to differences in ratings between students and preceptors. Students’ written plus-delta debrief reflections were analyzed to explore what evidence they used to self-assess performance and their remaining questions not addressed with self-debrief. There was a significant difference in the rating scores between students and preceptors for all objectives (p\u3c.05). Students rated themselves on average higher than preceptors and they often missed safety concerns noted by the preceptors. Factor analysis indicated that the type of learning objective contributed to rating difference with objectives related to communication differing from those related to demonstration of skills. Deductive qualitative content analysis of reflections indicated that students give significant weight to simulated patients’ agreeability, willingness to participate, and reported comfort as evidence of success when reflecting on simulations, and rarely use best-practice guidelines, theories, or principles to self-assess their performance. Novice students may need guidance and explicit training on what diverse types of evidence they may use to support self-assessment and reflection on performance in a simulation for different types of learning objectives

Professionalism…What Is It Anyway? Researching and Communally Defining an Elusive Social Construct in Occupational Therapy Programs

For its entirety, the profession of occupational therapy’s understanding of and approach to the development of professionalism in occupational therapy students (OTS) has remained relatively static and based largely on a White, Western, and male-dominated understanding of professionalism and how it manifests in academic environments. This understanding and approach are highly problematic in that it does not take into account the kaleidoscope of cultural differences that require occupational therapy practitioners to show up in different ways based on the needs and preferences of clients, communities, and populations. This research qualitatively analyzed existing documents containing references to professionalism utilized in one occupational therapy program. This was done to identify the program’s communal understanding of professionalism and whether this understanding is an accurate reflection of the values held by the faculty collective rooted in the context of a small university in the Northeast. Results indicated that existing documents did not accurately reflect these values. Findings created space for the development of a new statement that better represented how this program defined professionalism as manifested via ways of doing and being. Additionally, the results highlighted the need for the statement to include the students’ perspectives as well in an effort to fully embody the idea of a communal statement. The results of this research invite occupational therapy programs to analyze their current definition and understanding of professionalism to ensure that it is an accurate reflection of communal values and that it is contextually situated

Guided Reflection to Assess the Research Process: The Key to Deeper Student Engagement in Writing Intensive Courses

To ensure writing-intensive courses have the highest possible student engagement, don’t just assess the final research project draft. Assess the writing/research process using guided student reflection. This article provides multiple examples of easy-to-grade activities and guided reflections that can be adapted for writing in any discipline or at any level

“Left, Right, Your Left”: Marching Towards Equality in the U. S. Army

The United States Army has transformed from a force shaped by exclusion to one striving for inclusion. This thesis explores the Army’s ongoing journey toward equality, focusing on how historically marginalized groups—such as racial minorities, women, and LGBTQ+ individuals—have fought for and gained the right to serve. It examines the impact of these changes on the Army’s structure, culture, and institutional identity. Guided by four core questions, the research investigates: How have protected groups gained equality, and how has that affected the Army? Are all soldiers treated fairly under current policies? Should individuals once disqualified for mental health conditions be reconsidered for service? And why do people continue to enlist amid evolving policies and societal expectations? Findings reveal that while reforms like desegregation, the repeal of “Don’t Ask, Don’t Tell,” and expanded roles for women have improved access and representation, disparities remain. Unequal treatment, mental health stigma, and policy enforcement gaps continue to challenge the Army’s inclusivity. The thesis also addresses how evolving views on mental health could expand the definition of who is fit to serve, especially when resilience and treatment are prioritized. Despite these obstacles, people still enlist—motivated by patriotism, opportunity, and a desire to be part of a diverse and evolving institution. This work concludes that the Army’s strength lies not only in its combat readiness but in its ability to reflect and support the diverse nation it defends. True equity remains a goal, but progress continues through action, accountability, and inclusive leadership

Predictors of NBCOT Examination Pass Rates: The Role of GPA, GRE, and OTKE Scores in Occupational Therapy Education

Given the critical role of National Board for Certification in Occupational Therapy (NBCOT) certification in occupational therapy (OT) practice, this study examined predictors of NBCOT examination success to inform program improvement. Analyzing data from 59 Master of Science in Occupational Therapy (MSOT) graduates at a single institution over the course of three years (2020–2022), a retrospective design with logistic regression assessed undergraduate grade point average (GPA), prerequisite GPA, within-program GPA, Graduate Record Examination (GRE) scores, and pre- and post- Occupational Therapy Knowledge Examination (OTKE) scores as predictors of first-attempt NBCOT pass rates. Of 58 students with reported outcomes, 56% passed on the first attempt. OTKE pretest (OR=1.105, p=0.032) and posttest (OR=1.189, p=0.027) scores significantly predicted success, with each one-point increase raising pass odds by 10.5% and 18.9%, respectively. A typical female student with mean scores had a 62.2% pass probability, while maximum scores yielded 99.4%. GRE scores and GPAs showed no significant association. Despite a 100% aggregate pass rate, first-attempt rates declined from 81% (2020) to 38% (2022), possibly due to COVID-19 disruptions. These findings highlight the OTKE’s value in NBCOT preparation and question the GRE’s utility in admissions. Future research should investigate admission processes, test preparation strategies, qualitative admissions factors, and how OTKE integration can advance OT education by enhancing curricula and student readiness

I Lost My Grandmother’s Hanbok: A Thematic Series of Paintings Exploring of the Loss of Culture in a Mixed-Race Korean American Home

Mixed-race individuals feel conflicted at their place in American society. They fit in with their cultural heritage, but also their American heritage. This creates a split where they may identify more with one or the other. This may be due to the lack of diversity where they live, the desire to fit in, or lack of participating in their own culture. This series of paintings explores the self-identification of me, a mixed-race Korean and White woman from Appalachia. The acrylic paintings explore themes of self-identification and cultural heritage with the goal of determining which group I identify with more. The art consists of five traditional acrylic paintings and one mixed-media painting. The paintings are assisted by research into self-identity and cultural identity in America and the struggles associated with accepting diversity in our changing society. With the conclusion of the research, I have found that I identify more with my White, American heritage. I identify more with this culture because of the Americanization of my grandmother and the lack of acceptance for her Asian heritage after her immigration

Reimagining Education for OT and OTA Intraprofessional Collaboration: A Virtual Pilot Program

Intraprofessional knowledge and skills are essential to the field of occupational therapy. Despite the importance, not all occupational therapy (OT) and occupational therapy assistant (OTA) educational programs provide collaborative intraprofessional experiences to students who are expected to collaborate effectively in practice. Therefore, increased intraprofessional experiences are needed to support entry-level OT practitioners. The purpose of this project was to create an intraprofessional pilot program that included three intraprofessional events to provide an opportunity for collaboration between OT and OTA students and enhance their understanding and confidence with intraprofessional collaboration prior to practice. The pilot program was implemented and evaluated using a mixed method, pre-post survey design to determine its effectiveness. Student participants noted increases in understanding and confidence with intraprofessional collaboration skills, such as understanding of shared roles, shared value of each role and confidence in communication. OT and OTA educational programs should continue to promote and implement intraprofessional learning activities to support entry-level OT practitioner competence. The occupational therapy profession should continue to strengthen education related to intraprofessional collaboration between the OT and OTA

Health Disparities with People with Rheumatoid Arthritis

In this literature review, health disparities with people with rheumatoid arthritis was investigated. Insufficient management of rheumatoid arthritis (RA) contributes to poorer outcomes, increased disability, and reduced quality of life. Marginalized populations, particularly those from low socioeconomic backgrounds, racial and ethnic minorities, and rural communities, face significant health disparities. These health disparities lead to delayed diagnosis and treatment, limited access to specialists, and financial burdens, exacerbating RA-related challenges for individuals and the healthcare system. Holistic approaches for improving healthcare access, such as telehealth and specialty pharmacy programs, can provide education on disease management, which can increase health literacy and help bridge the gap between marginalized populations and equitable healthcare

Ending Period Poverty in Kentucky: Promotion of Occupational Justice

The OTS 470S Ethics in Occupational Therapy chose to advocate for House Bill 74 (HB 74) in the Kentucky 2025 Regular Session. This bill seeks to provide free feminine hygiene products to elementary and secondary students. As of February 4, 2025, HB 74 was moved to the House Appropriations and Revenue Committee, which discusses financial matters associated with government spending if this bill were passed. This bill is an essential step in ensuring young girls have access to feminine hygiene products during school to promote uninterrupted education and health. Ensuring access to necessary hygiene products enhances personal hygiene and overall quality of life for school students. This bill promotes occupational justice by reducing the absences in schools relating to lack of menstrual products, giving all students a fair opportunity to be an active participant in their education. This bill passing will support low-income families providing access to feminine hygiene resources regardless of financial burdens. HB 74 aligns with 28 other states and the US federal government that already have this policy in place, pushing the state of Kentucky to follow in their footsteps by taking action to end period poverty. By advocating for House Bill 74, we are investing in not only the health but the education and success of our own young students in Kentucky

Law Enforcement in Kentucky Schools - Student Interactions and Current Practices

This mixed-methods study investigates the role of school resource officers (SROs) in Kentucky and describes their interactions with students. This study aimed to provide a comprehensive understanding of how SROs interact with students and the implications of those interactions. The quantitative phase of the research involved a secondary analysis of student behavior violation data and the reported outcomes for students. Data indicated that student interaction with SROs did not lead to a significant student arrest rate. In the qualitative phase of the study, a focus group was conducted with school resource officers to explore their daily interactions with students. Qualitative data analysis focused on identifying themes and patterns in the narratives shared by participants to provide insights into the complexities of the relationships between SROs and students. The collected data indicated that school resource officers spend significant time in school as informal counselors and mentors