Student Perceptions of Scholarly Writing

Learning the process of scholarly writing, including the significance of peer review, is an essential element in the preparation of students for professional practice. This descriptive research study, using Scholarship of Teaching and Learning methodology, explores one approach to teaching scholarly writing in an occupational science/occupational therapy curriculum. The writing assignment was designed to offer multiple points for feedback and revision and instructional features to reinforce learning. A survey of students [n = 169] participating in this scholarly writing project was conducted yearly to gather their perceptions of learning. The results revealed four key elements: instructional strategies are needed to support scholarly writing, students value explicit instructor feedback, a successful writing experience opens the possibility for students to write in their professional future, and students will develop the habits of a writer given structure and pedagogical considerations in the assignment construction. This experience shows students will work to achieve the expected standard for scholarship once writing is made an essential part of the course and their efforts are supported by scaffolding the assignment. Through this experience, it was also learned students need opportunities for repetition and practice to refine scholarly writing. Suggestions for future research are proposed

Splinting the hand to enhance motor control and brain plasticity

Theoretical constructs on the values of splinting the hand are reviewed. Therapists treating poststroke patients face a fast changing technology environment. This new technology allows scientists and physicians the opportunity to evaluate brain function. Scientists can increase understanding of the effects of stroke on function based upon location and severity. Physicians can evaluate the effects of medication and their interaction with the brain. Technology is unmasking the brain's vast ability to adapt and restore function due to its plasticity. Therapists must be diligent to gain knowledge of this everchanging science. Current research challenges the efficacy of splinting patients who are post stroke. If muscle and joint systems are allowed to become stiff and nonfunctional, what becomes of the sensory input to the brain? Now more than ever, therapists have an opportunity to apply motor reeducation with functionally based tasks and demonstrate the value of rehabilitation. This will only be realized if the peripheral muscle and joint systems are kept at a functional length. Custom splints applied after careful evaluation and as a adjunct prior to treatment will maximize functional outcomes