Choosing a career : a study of motivational factors and demographics that influence P-12 pre-service teachers.

The purpose of this study was to analyze motivational and demographic factors that influence pre-service teachers’ decision to become teachers. The theoretical framework used in this study is the Factors Influencing Teaching Choice (Richardson & Watt, 2006), which is rooted in Expectancy Choice (Wigfield & Eccles, 2000) and Social Cognitive theories (Bandura, 1997). The results indicated that the motivational factors did not significantly influence respondents choices. The demographic factors, gender, ethnicity, type of program, and type of certification, were not significantly associated with motivational factors that influence pre-service teachers to choose teaching as a career. Findings suggest in terms of policy, changes to teacher preparation programs should be leveraged to prepare a diverse pool of social persuaders who will shape the future of the teaching profession. In terms of research, future and longitudinal studies which employ mixed methods are needed in order to explore further the motivational factors and the ongoing nature of these in pre-service teacher preparation and induction to the profession. In terms of practice, the teaching profession needs practitioners and teacher preparation programs to address and further develop increased social equity awareness among pre-service and new teachers. Teacher preparation programs and school districts are advised to design, provide, and upkeep appropriate support systems to help pre-service teachers and teachers new to the profession to successfully navigate and cope with the challenges of the 21st century, in their classrooms and for their P-12 students as world citizens

Restricted and Repetitive Behaviour in Persons with Autism (Ages 0-18): An Integrative Review of Treatment Related to Occupational Therapy

Objective: To identify evidence-based behavioural interventions used to decrease restricted and repetitive behaviour (RRB) in children with autism (ages 0-18); to understand the application of these strategies within the PEO (Person, Environment, Occupation) Model of Occupational Performance and the role of the occupational therapist in addressing this limitation. Background: RRB is a core feature of autism that often impedes functional behaviour. Decreasing RRB to enable functional behaviours is central to the occupational therapist’s role with this population. Many interventions identified as effective for this impairment are based on the principles of applied behaviour analysis (ABA). Method: An integrative review of the literature was completed to identify interventions targeting RRBs. Those found to be effective are described within an ABA framework and within the PEO Model of Occupational Performance.  Results: This review identified twenty-eight effective interventions used to treat RRBs in autism relevant to the field of occupational therapy. Categorization of interventions using an ABA framework and the PEO Model allowed comparison between approaches and application to occupational therapy practice. Conclusion:A functional behaviour approach (FBA) used in combination with the PEO model will enable greater understanding of RRBs and provide a more comprehensive approach to the treatment of RRBs in children with autism

Evaluating Change in Skill Performance Over Time and Practice Context in Introductory Fieldwork Simulation

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

Sequential Simulations During Introductory Part-Time Fieldwork: Design, Implementation, and Student Satisfaction

Background: Simulation is used in various ways in occupational therapy education and is recognized as a replacement for some conventional fieldwork hours. However, design and student satisfaction has had limited exploration. Method: Sequential best practice simulations were designed for Level 1 fieldwork objectives in mental and musculoskeletal practice. The Satisfaction with Simulation Education scale (SSES) and qualitative feedback were used to assess student satisfaction. An exploratory factor analysis was used to validate the SSES in occupational therapy, and a three-factor repeated measures ANOVA was used to determine factors contributing to satisfaction across simulations. Results: A three-factor model of clinical reasoning and ability, facilitator feedback, and reflection was derived. The qualitative data identified authenticity and relevance to clinical practice as two domains not captured by the SSES items. Repeated measures ANOVA revealed a significant interaction of case by SSES factor with mental health clinical reasoning and ability mean scores lower than musculoskeletal means. Conclusion: Occupational therapy students reported high levels of satisfaction for design used to prepare for full-time fieldwork experiences. The SSES captured most contributors to satisfaction, but potential items to enhance the SSES validity in occupational therapy include those related to authenticity and relevance to practice

Occupational Therapy Students’ Perceptions of Feedback During Pre-Fieldwork Simulation Debrief: Useful and Why

Simulation is increasingly used in occupational therapy education with the objectives of developing practice skill competency and enhancing clinical reasoning. Debriefing, an integral part of the simulation process, is critical to achieving these objectives. This study sought to determine the types of debrief feedback Master of Science in Occupational Therapy (MScOT) students perceived as most useful and why, and how the advocacy inquiry model of debriefing influenced self-reported increases in clinical reasoning, client care, and planned implementation of feedback in practice. Using an embedded mixed method design with secondary data analysis, sixty-three first-year MScOT students provided 357 descriptions of the most useful feedback they received during 10-minute, facilitator-led debrief sessions after six simulations. Qualitative analysis revealed useful feedback was related to specific skills, interviewing and communication, the process of practice, strengths and encouragement, and client-centeredness. The advocacy inquiry approach was a useful delivery method of feedback. Logistic regression indicated that reported use of the advocacy inquiry model increased the likelihood by 4.7 times that students reported the debrief facilitated clinical reasoning. When advocacy inquiry was used in conjunction with providing feedback on specific skills, students were 5.3 times more likely to report planned implementation of the feedback in practice. Students value a variety of types of feedback during simulation debriefs. Debriefs using the advocacy inquiry method may be particularly useful for facilitating the development of clinical reasoning in the context of simulation-based fieldwork education

Strategic learning and teaching enhancement through funded teaching interventions

A case study of the Learning and Teaching Development Fund at University of Glasgow. In order to maintain the pace of learning and teaching development in line with recent changes in the student population (such as demographics, numbers, technological skill level and expectations) it is important for institutions such as Glasgow to support excellent and innovative learning and teaching at strategic levels. Strategic initiatives must be meaningful to encourage the appropriate changes in learning and teaching practices. The University of Glasgow has, since 2000-01, implemented several initiatives to specifically enhance learning and teaching. One of the longest-standing of these is the Learning and Teaching Development Fund (the LTDF). Annual bids are invited from members of staff for projects that aim to enhance learning and teaching and that align with key strategic aims

Exploring simulation design for mental health practice preparation: a pilot study with learners and preceptors

The purpose of this exploratory pilot study was to determine the feasibility of delivering mental health practice simulations for occupational therapy learners, and whether different debriefing approaches yielded performance differences over successive simulations. Five clinical preceptors and nine first year MScOT students participated in this mixed-method study. In week one simulations, one student group received preceptor facilitated debriefing while the other group used self-debriefing. Both groups used the same scripted questions informed by an advocacy-inquiry approach. In the second week, both groups received the preceptor-led debriefing. Preceptors rated student performances while students self-rated their confidence, competence screen, and satisfaction using standardized tools. Ratings of simulation performance revealed gaps in practice knowledge and the process of practice. Preceptor-led debriefing for both groups resulted in greater depth of reflection and insight into learning gaps and opportunities for continued improvement. The self-debriefing group reported feeling less confident in the simulations. Preceptors reported the scripted advocacy inquiry debriefing approach helped draw out clinical reasoning that could not be observed from performance alone. Simulation may be an effective teaching tool for developing core practice competencies. Design and debriefing styles appear to impact preceptor feedback and the depth of learner critical reflection. Further study is required for generalization

Novice and Expert Observer Accuracy of the Threshold Wheelchair Skill: A Pilot Eye-Tracking Study

Background: Moving a wheelchair over a low threshold is an entry-level mobility skill. Observation is critical to the assessment and training of this skill. The primary objective of this exploratory pilot study was to determine if a difference between novice and expert visual attention allocation pattern was linked to the accuracy of rating skill performance and decision confidence. Methods: Twelve expert occupational therapists and nine non-expert occupational therapy students observed 30 first-attempt recordings of able-bodied persons learning the low threshold skill. Randomized recordings included 10 recordings from each rating group of “pass,” “pass with difficulty (pwd), and “fail.” Skill ratings, confidence ratings, time to decision, and SR Eyelink 1000+ monitored eye movements were recorded. Results: No significant group differences were found in the correct identification skill rating, though significant relationships were found with experts rating higher confidence in their decision-making and generally faster reaction times. While trends of eye movements differences were found between groups, only the number of areas of interest viewed in pwd videos was a potential rating correctness predictor. Conclusion: Improved confidence in decision-making did not mean improved assessment accuracy. The pwd video stimuli created the opportunity for assessing observation patterns differences. Further study is recommended

Rice Consumption and Urinary Arsenic Concentrations in U.S. Children

Background: In adult populations, emerging evidence indicates that humans are exposed to arsenic by ingestion of contaminated foods such as rice, grains, and juice; yet little is known about arsenic exposure among children. Objectives: Our goal was to determine whether rice consumption contributes to arsenic exposure in U.S. children. Methods: We used data from the nationally representative National Health and Nutrition Examination Survey (NHANES) to examine the relationship between rice consumption (measured in 0.25 cups of cooked rice per day) over a 24-hr period and subsequent urinary arsenic concentration among the 2,323 children (6–17 years of age) who participated in NHANES from 2003 to 2008. We examined total urinary arsenic (excluding arsenobetaine and arsenocholine) and dimethylarsinic acid (DMA) concentrations overall and by age group: 6–11 years and 12–17 years. Results: The median [interquartile range (IQR)] total urinary arsenic concentration among children who reported consuming rice was 8.9 μg/L (IQR: 5.3–15.6) compared with 5.5 μg/L (IQR: 3.1–8.4) among those who did not consume rice. After adjusting for potentially confounding factors, and restricting the study to participants who did not consume seafood in the preceding 24 hr, total urinary arsenic concentration increased 14.2% (95% confidence interval: 11.3, 17.1%) with each 0.25 cup increase in cooked rice consumption. Conclusions: Our study suggests that rice consumption is a potential source of arsenic exposure in U.S. children