Using Knowledge Translation Strategies to Promote Integration of Evidence into Practice: Faculty, Fieldwork Educator and Fieldwork Student Partnerships

The Research to Practice Gap The gap between what is known from research and what happens at the point of care continues to be a concern across health care.1,2 Occupational therapists have a positive attitude toward evidence based practice yet actual use of evidence to guide occupational therapy practice is low.3,

An Online Approach to Interprofessional Education

Despite increasing interest in providing interprofessional education (IPE) opportunities for health profession students, the logistics of scheduling and integrating diverse curriculums remain challenging. Several models to address these potential barriers have been proposed and utilized (Blue et al, 2010). Faculty from three colleges within Thomas Jefferson University developed an asynchronous online interprofessional course as one solution to overcome logistical barriers to IPE. Interprofessional Grand Rounds is offered to third year pharmacy students and second year occupational therapy (OT) students in the fall semester. The course utilizes a variety of learning activities to evaluate the influence of current public health and psychosocial issues on the United States healthcare system. The content is divided into modules which address current healthcare issues such as evidence-based decision making relative to patient preference and provider autonomy, the TeamSTEPPS® approach to optimizing patient safety by enhancing communication and team-work skills, technology use in healthcare and end of life care. In addition, first year students from the Department of Physical Therapy (PT) and College of Nursing join the course for one module on patient safety and error reduction

Caring for aging patients with IDD/ASD/SPMI

Outline and Objectives: What are we talking about? Prevalence and associated co-morbidities Healthy aging pearls for special populations A case: Dr. Herge. . . . From the OT perspective Best practices for referral and resources A case: Dr. Rene. . . .From the behavioral health perspective Best practices for referral and resource

Bridging the Evidence Gap: The Role of Fieldwork Students

Introduction Understanding and using evidence in practice improves health care delivery (Lugtenberg, Burgers, & Westert, 2009), reduces errors, and increases professional identity. Despite the call for increased use of evidence in occupational therapy decision making and positive attitudes of therapists toward use of evidence in practice), evidence based practice (EBP) is perceived by clinicians as time consuming and difficult due to lack of knowledge and/or resources (Humphries, et al, 2000; Bennett et al, 2003)

Keeping it Real—Using Standardized Patients to Improve Learning Outcomes

Objectives: 1. Describe how simulation is used in pre-licensure education in a variety of disciplines. 2. Examine the challenges and benefits to integrating simulation activities into a course. 3. Apply strategies to integrate simulation learning activities in attendees’ curriculum. Presentation: 44 minute