Online Hybrid vs. Face-to-Face Instruction in Applied OT Theory

Minimal evidence exists regarding online education in occupational therapy. This study explored entry-level occupational therapy (OT) student responses to two methods of instruction in an applied OT theory course. The investigator used a retrospective quasi-experimental, nonrandomized comparison group design with mixed methods to compare two cohorts of entry-level OT students. Data included midterm exam, final exam, and cumulative course grades, as well as qualitative data from a final exam essay question. Demographic data and cohort mean grade-point averages were collected at the program level. One cohort received face-to-face instruction, while the other received online hybrid and face-to-face instruction. The face-to-face cohort had statistically significantly higher summative course grades. The investigator could not factor out pre-program GPA, which may have impacted results. With qualitative analysis, the investigator found evidence for a priori themes of the value of theory and growth in theory application. Emergent themes included use of theory for clinical reasoning, client-centered practice, theory integration in practice, and theory in the OT process. Students in the online hybrid section perceived that the course required more busywork. Online and hybrid instruction can be an effective means of content delivery for OT applied theory

Occupation as Spiritual Activity

Although spirituality is rarely explicitly mentioned in the occupational therapy literature, it is implied as an interwoven part of the human system. This article explores the meaning of occupation in the context of sociological and Judeo-Christian theological frameworks and the meaning of spirituality in the occupational therapy clinic. A case is made for acknowledging spirituality in clinical reasoning as a centralizing component of the patients\u27 motivation and assignment of meaning to life

Self-Reflection and Measurement of Professional Behavior Growth in Entry-Level Occupational Therapy Students

Occupational therapy (OT) educators have recognized the need to facilitate student professional development along a continuum of behavior that leads them toward professionalism. Reflection has often been a tool assisting in that process. The teaching of professional behavior has been a curricular thread throughout entry-level OT programs. Few studies exist, however, that have measured use of a self-assessment tool for reflection and development of professional behaviors. The purpose of this study was to examine how self-perception of professional behaviors changed in two cohorts of an entry-level occupational therapy program. Investigators compared two cohorts of students at two points in time for both longitudinal and cross-sectional differences. Participants demonstrated significant increase from Time 1 to Time 2 in a greater number of professional behaviors in the area of Fieldwork vs. Academics. Students demonstrated unequal growth in categories, suggesting that academic environments may prompt growth in different professional behaviors than do fieldwork environments. In comparing the two cohorts, the second-year cohort demonstrated significantly higher scores in clinical reasoning (at Time 1), communication, and responsibility and reliability (at Time 2). Qualitative data suggested that students perceived reflection as a valuable tool for observing improvement and goal-setting in professional behaviors. Investigators summarized that self-reflection prompted awareness of changes in professional behaviors among entry-level OT students. Authors recommend utilizing both quantitative and qualitative means of self-reflection, with individualized review with academic advisors, in order to facilitate growth in professional behaviors

Evolution in Natural Area Monitoring at Indianapolis Parks

The Indianapolis Land Stewardship (ILS) team’s first restoration was in 1992 with high school students planting acorns in a 13-acre field. Since then, managed acreage has increased to nearly 1,900 acres across 37 parks. ILS’ monitoring has evolved to meet the challenges of an expanding program. This is accomplished through improved GIS tracking and mapping techniques. Additionally, scientific survey work has broadened from initially a few vegetation surveys to now include longer-duration studies and other taxa for a more balanced and complete assessment

Comparing Moral Reasoning across Graduate Occupational and Physical Therapy Students and Practitioners

Practicing clinicians must use moral reasoning to solve ethical problems and combat moral distress. Development of moral reasoning in occupational therapy (OT) and physical therapy (PT) students has been significantly under researched. The purpose of this study was to analyze the differences in moral reasoning between first year and second year OT and PT students and between students and OT and PT practitioners. Investigators utilized a cross-sectional study design with a convenience sample of University of Indianapolis OT and PT students and a combination of convenience and snowball sampling to recruit licensed OT and PT practitioners. One hundred and fifty-four participants completed the Defining Issues Test - 2 (DIT-2; Rest et al., 1999) survey. Comparisons of N2 scores using t-tests found no differences between groups in moral reasoning schema (one’s preferred way of approaching moral issues, divided into stratified developmental levels). However, Pearson’s Chi-Square analysis for a comparison of all students to all practitioners for moral reasoning patterns (one’s ability to discriminate between types of moral reasoning schemas when presented with a complex moral dilemma) was significant between students (transitional) and practitioners (consolidated), with the greatest difference between second-year students and practitioners. Continual expansion of ethics content, including interjecting clinical experiences into the classroom, within OT and PT graduate programs may promote moral reasoning pattern development with carryover into practice. Clinical experiences provide real-world opportunities necessary to progress students from transitional to consolidated thinking patterns. To improve ethics education, authors recommend active learning strategies and ethics mentorship throughout clinical experiences

Methamphetamine administration targets multiple immune subsets and induces phenotypic alterations suggestive of immunosuppression.

Methamphetamine (Meth) is a widely abused stimulant and its users are at increased risk for multiple infectious diseases. To determine the impact of meth on the immune system, we utilized a murine model that simulates the process of meth consumption in a typical addict. Our phenotypic analysis of leukocytes from this dose escalation model revealed that meth affected key immune subsets. Meth administration led to a decrease in abundance of natural killer (NK) cells and the remaining NK cells possessed a phenotype suggesting reduced responsiveness. Dendritic cells (DCs) and Gr-1(high) monocytes/macrophages were also decreased in abundance while Gr-1(low) monocytes/macrophages appear to show signs of perturbation. CD4 and CD8 T cell subsets were affected by methamphetamine, both showing a reduction in antigen-experienced subsets. CD4 T cells also exhibited signs of activation, with increased expression of CD150 on CD226-expressing cells and an expansion of KLRG1(+), FoxP3(-) cells. These results exhibit that meth has the ability to disrupt immune homeostasis and impact key subsets of leukocytes which may leave users more vulnerable to pathogens

Use of Vegetation Monitoring and Professional Sharpshooting in White-Tailed Deer (Odocoileus virginianus) Management at Eagle Creek Park in Indianapolis

High white-tailed deer abundance at Eagle Creek Park (ECP) in Indianapolis necessitated active management to improve park habitat conditions. Significant deer impacts on local natural areas were first noted in the late 1990’s. Multiple years of deer browse monitoring, beginning in 2003, documented greatly impacted vegetation with heavy to severe browse damage in the park. After an initial managed hunt in 2014, population reductions have been accomplished exclusively at night by professional sharpshooters. Positive results are being evidenced through increasing pounds of venison per deer harvested and significant recovery of impacted vegetation communities

Lower Bounds for On-Line Two-Dimensional Packing Algorithms

Coordinated Science Laboratory was formerly known as Control Systems LaboratoryJoint Services Electronics Program / DAAG-29-78-C-001

Encounters With Ethical Problems During the First 5 Years of Practice in Occupational Therapy: A Survey

Background: Health care professionals face ethical problems in practice, but there is little research on types of ethical problems encountered or ethical problem resolution. This study explored ethical problems encountered by occupational therapists and occupational therapy assistants (OTAs) within the first 5 years of practice. Method: Investigators sent a survey in cooperation with NBCOT to a sample of 7,800 occupational therapists and OTAs in multiple practice settings who were NBCOT certified within the past five years. The survey covered questions regarding ethical problems encountered in practice, including productivity and related issues, clinical decision-making and professional reasoning, therapeutic relationships, and employer/employee and colleague relationships. Results: Occupational therapists and OTAs (n = 125) completed the survey. The most consistently encountered types of ethical problems included productivity and related issues and conflicts over clinical decision-making. Occupational therapists and OTAs working in adult and older adult settings reported more consistent encounters with ethical problems than practitioners in other settings. Occupational therapists and OTAs who have been NBCOT certified for longer experienced ethical problems more consistently. Conclusion: Implications included providing more support in specific ethics topics for practitioners within the first 5 years. Further research in which types of ethics education best prepare practitioners to manage ethical issues is warranted