Changes in Epistemic and Ontological Cognition of Occupational Therapy Students During Fieldwork: A Qualitative Study

The purpose of this study was to represent occupational therapy students’ perspectives of their beliefs about knowledge and knowing, or epistemic and ontological cognition (EOC), before and after their first level 2 fieldwork experience. Twenty participants from four classes of entry-level Master of Occupational Therapy (MOT) students who had successfully completed 18 months of didactic coursework provided written explanations of self-ratings on the modified Four-Quadrant Scale of Ontology and Epistemology and written responses to four open-ended questions. Four major themes emerged: 1) Concrete knowledge may have a specific right or wrong answer, 2) Knowledge can change depending on the client, the situation, personal experiences, and evolving evidence, 3) Sources of knowledge and ways to justify knowledge include personal experience, clinical reasoning, authority figures, and the client, & 4) Integrating multiple sources of knowledge helps occupational therapists reason and make decisions. Students’ ontological cognition varied, depending on the specific knowledge considered. There were similarities between students’ epistemic cognition post-didactically and post-fieldwork, with differences in emphasis on specific sources of knowledge, e.g., hands-on experiences, critical reasoning, and research. Post-fieldwork, use of multiple sources of knowledge was more widespread and strongly emphasized, suggesting the fieldwork experience may have promoted beliefs about knowledge that were more consistent with the profession’s practice epistemology. Educators who guide students in recognizing, evaluating, and using critical types of knowledge and multiple sources for justification may better prepare students to successfully solve practice problems. This study provides insight into changes in students’ beliefs about knowledge and knowing after their first Level II fieldwork experience and may inform educators seeking to prepare effective practitioners

From Boring to Board Game: The Effect of a Serious Game on Key Learning Outcomes

Serious games incorporate learning objectives in the context of competitive games with rules. These types of games have been incorporated in education as well as therapeutic contexts. This study examined the effectiveness of a modification of the game “Snakes and Ladders,” for reviewing and learning qualitative research concepts. Using the Game-based Evaluation Model (GEM), the researchers also measured learning indicators such as interest and enjoyment, perceived competence, effort and importance, and value/usefulness. Thirty-eight Master of Occupational Therapy students completed a 25-question multiple choice pretest to measure knowledge of qualitative research concepts before playing the game. A 25-question multiple choice posttest was administered five days later to measure the students’ knowledge retention. A seven-point Likert-type Learning Indicators Questionnaire (LIQ) based on the Intrinsic Motivation Inventory was also administered following the posttest. A dependent t-test revealed a statistically significant increase in mean scores on the posttest [t(37) = 4.86, p \u3c .001; medium to large effect size (d = .79)]. All mean scores on the LIQ subscales were well above the median score of 3.5 on the 7-point scale. These results suggest that not only was the game effective for reviewing qualitative research concepts but that it also successfully incorporated motivational features that can influence learning in general. The particular game described in this study can be used with various content and incorporated in either an educational or therapeutic context

Do Beliefs about Knowledge Predict Occupational Therapy Students’ Critical Thinking? A Longitudinal Correlational Study

Beliefs about knowledge and knowing, or epistemic and ontological cognition (EOC), are potential influences on critical thinking, yet little research exploring these relationships has been published in educational literature or in occupational therapy (OT). This study examined the association between domain-general and OT-specific EOC and critical thinking in OT students. The Epistemological Beliefs Inventory, modified Four-Quadrant Scale, and Watson-Glaser Critical Thinking Appraisal were administered to a convenience sample of 102 OT students, before and after the didactic portion of an OT program. Results of logistic regression indicated that only the general belief in an omniscient authority as a source of knowledge was a statistically significant predictor of critical thinking, both before and after the didactic portion of the program. These findings partially support the hypothesis that EOC and critical thinking are related. Domain-general EOC and OT-specific ontological cognition also became more sophisticated over time, but OT-specific epistemic cognition and critical thinking did not change significantly

Student Self-Efficacy Levels for Performing Clinical Skills Learned Virtually During a Pandemic

The purpose of this study was to explore student self-efficacy for performance of clinical skills learned virtually, the effectiveness of teaching clinical skills online, the relationships between students’ feelings of self-efficacy and the performance of clinical skills, and the students’ perspectives of learning clinical skills virtually. This is a one-group mixed methods study that included twenty-one Master of Occupational Therapy students. Self-efficacy was measured using the Learning Self-Efficacy Scale (L-SES), performance was measured using an instructor-created rubric, and qualitative data was collected using open-ended questions. Students presented with higher levels of self-efficacy for range of motion (ROM) than manual muscle testing (MMT). For MMT, self-efficacy ratings in the Affective Domain were statistically significantly higher than those in the Cognitive and Psychomotor Domains. There were no relationships between L-SES scores and the physical competency exam score. Common themes identified were factors that increased self-efficacy and factors that decreased self-efficacy. This study provides foundational evidence supporting the use of multi-media resources to teach clinical skills virtually and supports online instruction as an effective method for teaching clinical skills and for promoting sufficient self-efficacy for performance of clinical skills

Entry-level Occupational Therapy Students’ Beliefs about Knowledge and Knowing: Findings from Three Masters Level Programs in the US

One of the expected outcomes of higher education for all entry-level occupational therapy (OT) students is to develop the capacity to think critically and engage in complex clinical reasoning. Beliefs about the justification of knowledge (epistemic cognition) and the nature of knowledge (ontological cognition) underlie the ability to develop sophisticated ways of thinking. There is a scarcity of research specific to occupational therapy students in the literature related to epistemic and ontological cognition. Based on a discussion prompted during an AOTA Scholarship of Teaching and Learning (SoTL) workshop in 2014, OT faculty members from three entry-level occupational therapy programs initiated a longitudinal SoTL project designed to assess the epistemic and ontological beliefs of their respective student cohorts and compare results cross-institutionally. The Epistemic Beliefs Inventory (EBI), a modified Four-Quadrant Scale (mFQS), and 4 open-ended questions were used to assess student views at the beginning and end of a period of didactic learning in each occupational therapy program. Results suggest changes in student views may be based on the context and curriculum of the OT program in which they were enrolled. The findings associated with this SoTL project have implications for OT educators who want to help their students develop more mature views about knowledge in preparation for the metacognitive demands of clinical practice

Entry-Level Occupational Therapy Programs’ Emphasis on Play: A Survey

Play is a key occupation for children. Despite this, research suggests that pediatric occupational therapists primarily use play as a modality rather than addressing it as an outcome. Lack of education related to play has been identified as a factor contributing to the limited use of play in intervention; therefore, this study examined entry-level occupational therapy programs’ emphasis on play in their curricula. Faculty from entry-level occupational therapy programs in all regions of the U.S. responded to a validated survey. The majority (82%, n = 33) reported meeting Accreditation Council for Occupational Therapy Education (ACOTE) standards related to play, notwithstanding pediatric occupational therapy practitioners’ reports of a lack of education about the occupation of play. Play assessments and intervention methods taught, approaches to teaching play assessment and intervention, and the extent of teaching the assessments and intervention approaches are described. These results suggest that a review of the ACOTE standards and play content in occupational therapy curricula is needed

Working with Children with Learning Disabilities and/or who Communicate Non-verbally: Research experiences and their implications for social work education, increased participation and social inclusion

Social exclusion, although much debated in the UK, frequently focuses on children as a key 'at risk' group. However, some groups, such as disabled children, receive less consideration. Similarly, despite both UK and international policy and guidance encouraging the involvement of disabled children and their right to participate in decision-making arenas, they are frequently denied this right. UK based evidence suggests that disabled children's participation lags behind that of their non-disabled peers, often due to social work practitioners' lack of skills, expertise and knowledge on how to facilitate participation. The exclusion of disabled children from decision-making in social care processes echoes their exclusion from participation in society. This paper seeks to begin to address this situation, and to provide some examples of tools that social work educators can introduce into pre- and post-qualifying training programmes, as well as in-service training. The paper draws on the experiences of researchers using non-traditional qualitative research methods, especially non-verbal methods, and describes two research projects, focusing on the methods employed to communicate with and involve disabled children, the barriers encountered and lessons learnt. Some of the ways in which these methods of communication can inform social work education are explored alongside wider issues of how and if increased communication can facilitate greater social inclusion

Graft-Versus-Host Disease in Recipients of Male Unrelated Donor Compared with Parous Female Sibling Donor Transplants

Optimal donor selection is critical for successful allogeneic hematopoietic cell transplantation (HCT). Donor sex and parity are well-established risk factors for graft-versus-host disease (GVHD), with male donors typically associated with lower rates of GVHD. Well-matched unrelated donors (URDs) have also been associated with increased risks of GVHD as compared with matched sibling donors. These observations raise the question of whether male URDs would lead to more (or less) favorable transplant outcomes as compared with parous female sibling donors. We used the Center for International Blood and Marrow Transplant Research registry to complete a retrospective cohort study in adults with acute myeloid leukemia, acute lymphoblastic leukemia, or myelodysplastic syndrome, who underwent T-cell replete HCT from these 2 donor types (parous female sibling or male URD) between 2000 and 2012. Primary outcomes included grade 2 to 4 acute GVHD (aGVHD), chronic GVHD (cGVHD), and overall survival. Secondary outcomes included disease-free survival, transplant-related mortality, and relapse. In 2813 recipients, patients receiving male URD transplants (n = 1921) had 1.6 times higher risk of grade 2 to 4 aGVHD (P \u3c .0001). For cGVHD, recipient sex was a significant factor, so donor/recipient pairs were evaluated. Female recipients of male URD grafts had a higher risk of cGVHD than those receiving parous female sibling grafts (relative risk [RR] = 1.43, P \u3c .0001), whereas male recipients had similar rates of cGVHD regardless of donor type (RR = 1.09, P = .23). Donor type did not significantly affect any other end point. We conclude that when available, parous female siblings are preferred over male URDs

BMQ

BMQ: Boston Medical Quarterly was published from 1950-1966 by the Boston University School of Medicine and the Massachusetts Memorial Hospitals

Radiation dosimetry in digital breast tomosynthesis: Report of AAPM Tomosynthesis Subcommittee Task Group 223

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/134828/1/mp2600.pd