Conflict Management in Occupational Therapy Education: Process Drama as a Teaching Strategy

The stressful and demanding environment of a healthcare facility can lead to interpersonal conflict. As a result of working in these environments, occupational therapy students may experience such conflict during Level II fieldwork. Research has shown that effective conflict management is an important component of success on Level II fieldwork; however, occupational therapy students often self-report a lack of confidence, comfort, and competence with managing conflict. Forty Master of Occupational Therapy students took part in a 2-day conflict management workshop. The workshop consisted of didactic training of conflict management concepts; large group process drama activities that introduced relevant role-play concepts; and small groups process drama activities that applied role-play concepts specific to fieldwork conflict scenarios. Evaluation was conducted through pre- and post-surveys before and after the training. Pre- and post-surveys both gauged students’ self-perceptions of confidence, competence, and comfort around conflict management. The mean average of students’ self-perceptions of comfort, confidence, and competence with regard to conflict management improved after participation in the workshop. An independent samples t-test was completed for each self-perception question (confidence, comfort, and competence). There was significant difference in the scores for two questions: confidence pre-survey (M=2.95) and confidence post-survey (M=3.31); t(78)=3.46,

The S.E.L.F. Approach: Systems and Experiential Learning Framework for Fieldwork and Capstone Education Development

This article presents an evidence-based strategy to assist academic fieldwork coordinators and capstone coordinators with meeting the Accreditation Council for Occupational Therapy Education standards of experiential learning components in an entry-level doctoral occupational therapy curriculum. The S.E.L.F. approach core methods for pedagogical framework and manual development are based on systems theory and educational learning theories. To optimize fieldwork and capstone delivery, the recommended process should include organizational analysis, program development, manual writing, and implementation of practical learning experience. Objectives of the fieldwork and capstone experiences can effectively connect to the overall curriculum design while addressing integral credentialing standards through an evidence-based approach. The applied learning theories are pertinent for educators to objectively deliver beneficial experiential pedagogical outcomes for student professional growth. This article provides a logical fieldwork and capstone framework for pedagogical and manual development. The S.E.L.F. approach transforms learning to meet objectives of the occupational therapy program, students, and other potential audience stakeholders

High Fidelity Simulation with Peer Debriefing: Influence of Student Observation and Participation Roles on Student Perception of Confidence with Learning and Feedback

High fidelity simulation (HFS) has been used successfully to prepare students in a range of health professions for the acute care setting. HFS consists of three phases, with debriefing identified as most important. Instructor-led debriefing has been the most documented form of providing feedback. This pilot study looked at the relationship between the use of peer debriefing in HFS on graduate occupational therapy students’ perceived level of confidence with giving and receiving performance related feedback. Students in an entry-level Master of Occupational Therapy program engaged in both an observational role and an active participation role in HFS followed by peer debriefing. Students completed a Likert scale pre- and post-survey to determine perceived confidence and competence with learning modalities (active participation vs. observation) and with giving and receiving feedback during HFS. Results indicate that students perceived benefit from both active participation and observation during HFS experiences. A separate analysis determined the relationship between the students’ perceived confidence with learning modalities and the order of the student roles (observer and doer). Initially, there appeared to be a benefit to the doer role. However, after experiencing both roles, student responses indicated all students perceived value in multimodal learning. The current study presents useful information regarding student perceptions related to learning and feedback within an HFS experience

Use of Online Educational Modules to Improve Occupational Therapy Students’ Knowledge and Perceptions of Their Emotional Intelligence Skills: An Evidence-Based Pilot Study

Many current students studying in health care professions lack skills in communication, socialization, and decision-making that can lead to an inability to recognize and manage emotions, indicating a need for emotional intelligence training in university health field curricula. This article presents an evidence-based study that used a new approach to education using online emotional intelligence modules within a graduate occupational therapy program to supplement the program’s curriculum. The study was completed over six and one-half weeks and included 28 second-year graduate occupational therapy students. A pre/post-survey design was used to determine participants’ knowledge and their perceptions of their own emotional intelligence skills before and after the completion of six online educational modules and five reflective online activities. Students reported improved perceptions of their own emotional intelligence skills as well as increased knowledge of the key components of emotional intelligence after participation in the online education. The greatest perceived changes were reported in self-awareness (+14.1%) and social awareness (+12.2%), followed by relationship management (+10.0%) and self-management (+8.3%). Additionally, in response to open-ended questions, students identified the perceived benefits of improved emotional intelligence as leading to future success in the classroom and clinical fieldwork affiliations. The emotional intelligence modules and reflective online activities may provide a new approach to the delivery of emotional intelligence education, appealing to today’s students

Development, Implementation and Evaluation of Entry-Level Occupational Therapy Doctoral Capstones: A National Survey

Entry-level clinical doctorate degrees are becoming more prevalent in the United States for occupational therapy. As indicated by the Accreditation Council for Occupational Therapy Education® standards, the doctoral capstone is an essential component to the entry-level doctorate degree. Despite the importance of the doctoral capstone, there have been limited publications about doctoral capstone development, implementation, and evaluation. A retrospective review was completed on qualitative descriptive data from a national electronic survey of entry-level occupational therapy doctoral (EL-OTD) programs regarding implementation of the doctoral capstone experience and project. Fifteen EL-OTD programs responded to the survey. Based on results, there was not one universal framework used for development, implementation, or evaluation. Aggregate data is presented for the timeframe of the doctoral capstone, role of faculty advisors, professions of capstone site mentors, number of students completing the experience at more than one site, and methods used for evaluation of student performance. Of the eight possible focus areas for the doctoral capstone, advanced clinical skills was the focus most frequently selected followed by program and policy development. Understanding current methods used for development, implementation, and evaluation of the doctoral capstone allows mentors, community leaders, and occupational therapy educators to gain a greater understanding of the implications the doctoral capstone may have on student outcomes. Survey results indicate great variety in approaches to design, implementation, and evaluation of the doctoral capstone

A Snapshot of How Entry-Level Occupational Therapy Programs Collect and Use Doctoral Capstone Outcomes

Entry-level occupational therapy doctorate (OTD) programs are required to gather program evaluation data regarding the doctoral capstone for accreditation purposes. This study aims to describe the processes used by a sample of OTD programs to gather doctoral capstone outcome data and to determine the type of data collected in order to understand the perspectives regarding doctoral capstone outcomes by doctoral capstone coordinators (DCCs) within the United States. The investigators used purposeful sampling to recruit DCCs at accredited entry-level OTD programs in the United States. The most common outcome data collected included information about the doctoral capstone experience from students, student performance outcomes, employment and scholarship outcomes from alumni and employers, and various outcomes from site/expert/faculty mentors. Results highlight the need to disseminate doctoral capstone outcomes as few participants in this study used the data they were collecting outside of their program. By sharing and reporting outcomes of the doctoral capstone, OTD programs, and the profession can collectively benefit. Development of common outcomes, collected across programs, can help to provide data large enough to draw meaningful conclusions regarding the value of the doctoral capstone in occupational therapy education and in strengthening the knowledge of the profession among the public

The development of a curriculum designed to foster authentic leadership skills in occupational therapy students

While the Doctor of Occupational Therapy (OTD) degree is distinctively characterized by clinical leadership (O’Brien et al., 2012; Pierce & Peyton, 1999); there is a limited amount of literature regarding evidence-based, theory driven, outcome-oriented curricular practices that develop leadership skills in Entry-Level Doctor of Occupational Therapy (EL-OTD) students. The occupational therapy (OT) profession would benefit from OT programs taking an empirical approach to implementing leadership development as there is currently a need to understand which approaches produce the most impactful and relevant changes for the profession. This project intends to fill the gap in empirical knowledge through the creation of an authentic leadership curriculum based on learning theories and learning science principles that can be assessed for impact and successful knowledge transfer among EL-OTD students. The proposed initiative involves the infusion of authentic leadership components in a leadership curriculum that will be nested into an EL-OTD curriculum. Specifically, this initiative consists of the inclusion of course learning objectives and course activities focused on the components of authentic leadership theory framework within each course in the OT program’s curriculum. The structured approach to construction and implementation of the leadership curriculum is based on Systems Theory and also relies heavily on Action Learning Theory, Leadership Development Theory, Conger’s Four Approaches to Leadership Development, and Authentic Leadership Theory. The elements of each theory build a conceptual model answering the questions what, when, and how leadership development will occur. The aim of this educational intervention is to increase authentic leadership in students. OT and occupational therapy assistant (OTA) programs are identified stakeholders who may benefit from the program evaluation research findings and evaluation of the students’ leadership skills, as these findings can impact future curriculum development and reporting on programmatic outcomes. The short-term program evaluation objectives include increased EL-OTD students’ self-awareness as leaders, understanding of the meaning of leadership in OT practice, and authentic leadership skills. Evidence supports that leadership development programs are effective at increasing leadership skills. Accordingly, this innovative curriculum draws from elements of multiple theories from various disciplines in order to address the content and methods needed for infusing leadership development within an EL-OTD program. Consequently, the development of and outcomes related to the authentic leadership curriculum have the potential to reach current, applicant, candidate or transitioning OTD programs.2022-09-25T00:00:00

Best Practices in Leadership Curriculum Development: A Case Study of a Curriculum Designed to Foster Authentic Leadership Skills in Graduate Students

Evidence supports that leadership development programs effectively increase leadership skills. Best practice in leadership curriculum development based on empirical evidence from occupational therapy, business and management, and higher education disciplines will be introduced. A case study of an innovative curriculum developed based on these best practices, learning theories, and learning science principles will be described. The structured approach to construction and implementation of the leadership curriculum based on authentic leadership theory demonstrates one program’s approach to the assessment of the impact and knowledge transfer among graduate occupational therapy students

Purine Metabolites in Tumor-Derived Exosomes May Facilitate Immune Escape of Head and Neck Squamous Cell Carcinoma

Body fluids of patients with head and neck squamous cell carcinoma (HNSCC) are enriched in exosomes that reflect properties of the tumor. The aim of this study was to determine whether purine metabolites are carried by exosomes and evaluate their role as potential contributors to tumor immune escape. The gene expression levels of the purine synthesis pathway were studied using the Cancer Genome Atlas (TCGA) Head and Neck Cancer database. Exosomes were isolated from supernatants of UMSCC47 cells and from the plasma of HNSCC patients (n= 26) or normal donors (NDs;n= 5) using size exclusion chromatography. Ultraperformance liquid chromatography-tandem mass spectrometry (UPLC-MS/MS) was used to assess levels of 19 purine metabolites carried by exosomes. In HNSCC tissues, expression levels of genes involved in the purinergic pathway were upregulated indicating an accelerated purine metabolism compared to normal tissues. Exosomes from supernatants of UMSCC47 cells contained several purine metabolites, predominantly adenosine and inosine. Purine metabolite levels were enriched in exosomes isolated from the plasma of HNSCC patients compared to those isolated from NDs and carried elevated levels of adenosine (p= 0.0223). Exosomes of patients with early-stage disease and no lymph node metastasis contained significantly elevated levels of adenosine and 5 '-GMP (p= 0.0247 andp= 0.0229, respectively). The purine metabolite levels in exosomes decreased in patients with advanced cancer and nodal involvement. This report provides the first evidence that HNSCC cells shuttle purine metabolites in exosomes, with immunosuppressive adenosine being the most prominent purine. Changes in the content and levels of purine metabolites in circulating exosomes reflect disease progression in HNSCC patients