Building Relationship-Rich Opportunities Online

Mentoring is an important process in building rich relationships in learning. The use of e-mentoring as an innovative strategy to promote a relationship rich experience for faculty and students is described. Data collected reinforces learner-centered professional value in the promotion of student engagement

Transparent Roles in Feedback in the Student-Faculty Partnership for Teaching and Learning

Faculty devote effort and energy promoting learner-centered opportunities that reinforce course content. Through the use of varied pedagogical strategies, appreciating the transparency in learning and teaching (TILT) process, faculty-structured learning opportunities can promote students thinking critically about their performance, building a repertoire of skills to advance learning at higher levels. The feedback that faculty provide and the format given can enhance student-faculty partnerships and success in the service-learning or practicum classroom. Feedback considerations for type (verbal, written, or a combination) and time are paramount to promoting faculty and student partnerships. The method of feedback delivery should be taken into consideration to support student learning

Using Video Technology for Discussion Forums: Building an Engaged Online Community

Faculty used various multimedia technology delivery methods within higher education in response to the COVID-19 pandemic. Instructors were urged to be more agile when considering tools to promote student engagement within the forced, online environment. Video technology is a mainstay in both online and hybrid education as well as in the workforce. Flipgrid, an agile learning tool, promotes asynchronous class discussions to reinforce higher levels of thinking in Bloom’s taxonomy of learning. Data collected from three courses suggests that Flipgrid promotes student engagement in a learner-centered approach. Implications are suggested for online learning

Doing It Right: OT Meeting Population Needs with COVID-19

In 2010, the U.S. Department of Health and Human Services (HHS) identified strategic goals for health promotion and disease prevention in Healthy People 2020. Some of the overarching goals were to “achieve health equity, eliminate disparities, and improve the health of all groups” in order to address inequities tied to race and ethnicity, gender, socioeconomic status, geography, and disability (p. 3). The plan also targeted health disparities by recognizing social determinants of health and creating “social and physical environments that promote good health,” including the development of policy and programs (HHS, 2010, p. 3). Health disparities are population specific and quantify “differences in disease rates, health outcomes, and access to health care services” (American Occupational Therapy Association [AOTA], 2013, p. S48). In times of crisis, vulnerable populations may be particularly susceptible to disease, illness, and mortality because of health disparities related to social and environmental barriers and determinants of health. AOTA’s official stand on nondiscrimination and inclusion is that every individual be treated fairly and equitably (AOTA, 2014b); that an individual’s culture, race, ethnicity, age, and capacities be respected; and that all occupational therapy personnel avoid prejudice and bias (AOTA, 2015). As a profession, occupational therapy promotes access and inclusion and limits health disparities in daily practice. Advocacy is a critical role and value of the profession for promoting resilience for populations based on health equity and occupational justice

Promoting Population Health in Local Communities: Parental Perceptions of an Embedded Movement and Physical Activity Program for a Preschool Population

Background: Many children reach kindergarten lacking age-appropriate motor skills because of a lack of access to early intervention services or a lack of continued early intervention beyond 3 years of age. Research suggests sedentary children become sedentary adults, which contributes to a growing population of unhealthy Americans with chronic health conditions, such as high blood pressure, diabetes, heart disease, and psychosocial difficulties. Parents often are not aware of the benefits of engaging in physical activity or possess a lack of awareness of their local resources. A community based preschool movement program was created to foster physical activity and promote carryover through participation in family activities. Method: A program evaluation design model was used to explore parental perceptions of their child’s interest and participation in physical activities. Knowledge of local resources was also measured. Results: The parent responses reported an increase in interest for physical activities by their child along with an increase in parental understanding of the value of movement in daily routines. The family’s awareness of local resources increased as a result of the movement program and supporting materials. Conclusion: Collaborating with existing entities can further parental education about movement and non-sedentary routines. Future research is needed to measure outcomes over time

Creating an Interprofessional Collaborative Research Opportunity for Physical and Occupational Therapy Students

Physical therapy (PT) and occupational therapy (OT) professional associations assert the importance that entry-level therapists learn and apply the knowledge and skills necessary for interprofessional collaborative practice; however, the majority of PT and OT programs do not have the other discipline at their university. A challenge exists for the creation of a transparent active learning opportunity promoting interprofessional student engagement when the two professions do not reside in the same university. This case study provides a model for how to feasibly create an interprofessional experience for students in universities that do not include a complementary or collaborative allied health professional program, using various technologies. While creating this collaborative project, we provided opportunities to meet the Interprofessional Education Collaborative’s (IPEC) competencies: a) value/ethics for interprofessional practice, b) roles and responsibilities, c) interprofessional communication, and d) teams and teamwork through participation in a breast cancer survivorship research study. Within this demonstration project, the faculty were able to make “micro level” changes to foster interprofessional collaboration among universities with other allied health profession programs, which may lead to improved health outcomes for our clients

Developing Student Leadership Opportunities through Mentoring

Graduate assistants fulfill many roles and functions within the university setting. The partnership formed with supervisors is critical for mutual development and implementation of programs, building professionalism and student confidence. Supervisors provide many opportunities through coaching, sponsoring and connector roles. Intentional collaboration maximizes best practices supporting graduate student leadership development