"And BAM. You Have a Connection”: Blind/Partially Blind Students and the Belonging in Academia Model

Belonging has significant impacts on success in postsecondary. Blind people are underrepresented in postsecondary and lack equitable opportunities to develop a sense of belonging. To build a better understanding of this underrepresented experience, this study shares narratives of 28 Blind students from across Turtle Island (and what is colonially called Canada) using Teng et al.’s (2020) Belonging in Academia Model (BAM) as a conceptual framework. Thematically analyzed findings suggest that blind students’ perspectives offer nuance to the BAM’s conceptualization of how belonging develops. For blind students, external factors such as class size are especially important in determining affiliation with an institution. Blind students elucidated the importance of familiarity with different ways of being in the world, including blindness. Third, acceptance involved having their blind embraced in postsecondary contexts. Forth, interdependence was key to building trusting connections for blind students. Fifth, blind participants discussed equity at length related to access, the added work of trying to obtain access, and the emotional work involved. This study helps fill a gap regarding the experiences of these traditionally underrepresented postsecondary students in Canada. The BAM may raise the consciousness of stakeholders in considering the unique factors impacting belonging for blind people. By attending to these perspectives, stakeholders can become more responsive to the experiences of people from equity-deserving groups. Understanding facilitators and barriers to belonging could result in culturally safer practices and inclusive pedagogical practices and system policies. Only when we create a space where everyone can belong will higher education be truly inclusive

Reflection on Professionalism: Retrospective Review of Health Professional Student Reflections

Professionalism is one of the core competencies for occupational and physical therapists. However, difficulty in providing clear definitions of core professional values and behaviours makes professionalism a complex concept to teach. Most proposed frameworks for defining the concept are theoretical or have focused on the academics’ and clinicians’ perspectives; evidence from students’ experiences is lacking. The purpose of this study was to develop a framework to define the concept of professionalism from occupational therapy (OT) and physical therapy (PT) students’ perspectives through analysis of their reflections. The study was a retrospective content analysis of OT and PT students’ reflections completed during clinical placements from 2014-2015 academic years. Sixty students (30 PT and 30 OT) were randomly sampled and one anonymized reflection of each of these students was selected. The qualitative content analysis was initiated by applying a deductive approach using previously presented frameworks to define professionalism. Four themes emerged which resulted in a new framework to define professionalism from students’ perspectives. The emergent themes included the effect of context, the relational dimension, personal dimension, and societal dimension. Students considered context an overarching factor influencing all dimensions of professionalism. Although their perceptions of professionalism were comparable to other presented frameworks, they primarily focused on the relational and personal dimensions of professionalism. The results of this study indicate that OT and PT students consider professionalism as a multi-dimensional and context-specific concept. Despite understanding contextual barriers, at this stage of their professional identity development, students tried to adhere to ethics, and professional values and responsibilities.&nbsp

Self-Determination Through Circus Arts: Exploring Youth Development in a Novel Activity Context

Youth development takes place in many contexts, with different resulting participant outcomes. Broadening the scope of research to include non-traditional contexts such as youth circus arts programs, which are both similar to and different from other out-of-school-time contexts, may promote better understanding of the ways in which these programs impact youth development. The present study examined the prevalence of support for basic psychological needs and positive developmental outcomes among youth circus program participants. Single time-point quantitative surveys were completed by 111 youth members of the American Youth Circus Organization (62% female), ranging in age from 10 to 21. Results indicated psychological need support predicted positive developmental outcomes. Relatedness was the strongest predictor of intrinsic motivation, affect, and positive youth development. This study illustrates a novel way in which physical activity and youth development can be integrated in youth programs. It contributes to the understanding of youths’ self-determined motivation in physical activities and points to the importance of examining under-studied youth activity contexts such as circus arts

Patient perspectives: Four pillars of professionalism

Professionalism is a core component of healthcare practice and education; however, there is often not a consistent description of professionalism, and current definitions lack a key perspective: that of the patient. This study aimed to deepen understandings of patients’ perspectives on how professionalism should be enacted by healthcare providers. Using a phenomenological approach informed by constructivist theory, the study team conducted semi-structured interviews and focus groups with 21 patients to ascertain their views on professionalism. Data analysis was conducted using a constant comparative approach wherein initial analysis informed subsequent data collection. Participant themes fell into four pillars of professionalism: taking a collaborative human-first approach; communicating with heart and mind; behaving with integrity; and practicing competently. This study highlights patient perspectives on professionalism and examines consistencies and differences between those perspectives and those of healthcare providers, which are extensively described in the literature. While published literature highlights competence and communication as main aspects of professionalism which our participants also focused on, participants in this study emphasized integrating patients into care teams, employing empathy, and demonstrating integrity. Experience Framework This article is associated with the Patient, Family & Community Engagement lens of The Beryl Institute Experience Framework. (http://bit.ly/ExperienceFramework) Access other PXJ articles related to this lens. Access other resources related to this lens

Jarus T: Virtual reality rehabilitation from social cognitive and motor learning theoretical perspectives in stroke population. Rehabil Res Pract 2014

Objectives. To identify the virtual reality (VR) interventions used for the lower extremity rehabilitation in stroke population and to explain their underlying training mechanisms using Social Cognitive (SCT) and Motor Learning (MLT) theoretical frameworks. Methods. Medline, Embase, Cinahl, and Cochrane databases were searched up to July 11, 2013. Randomized controlled trials that included a VR intervention for lower extremity rehabilitation in stroke population were included. The Physiotherapy Evidence Database (PEDro) scale was used to assess the quality of the included studies. The underlying training mechanisms involved in each VR intervention were explained according to the principles of SCT (vicarious learning, performance accomplishment, and verbal persuasion) and MLT (focus of attention, order and predictability of practice, augmented feedback, and feedback fading). Results. Eleven studies were included. PEDro scores varied from 3 to 7/10. All studies but one showed significant improvement in outcomes in favour of the VR group ( < 0.05). Ten VR interventions followed the principle of performance accomplishment. All the eleven VR interventions directed subject's attention externally, whereas nine provided training in an unpredictable and variable fashion. Conclusions. The results of this review suggest that VR applications used for lower extremity rehabilitation in stroke population predominantly mediate learning through providing a task-oriented and graduated learning under a variable and unpredictable practice

Work 24 (2005) 171-182 The implementation of motor learning principles in designing prevention programs at work

Abstract. Occupational therapy practitioners offer services to workers in the workplace to prevent musculoskeletal disorders (MSDs), to help the injured worker restore function, and to recover capacities needed to return to the job. Despite the existence of some evidence about the efficacy of prevention programs, there is uncertainty and even disagreement among health professionals, about the outcome of prevention programs for people with MSDs. It is proposed that principles of motor learning can assist the therapist in structuring prevention programs to facilitate the workers learning of correct movement patterns. This paper discusses basic concepts of motor learning emphasizing characteristics of the learner, the type of task, the structure of practice and application to prevention programs at work settings. We present a four-stage model for prevention programs based on principles of both motor learning and ergonomics. This model coincides with the broad perspective suggested in current occupational therapy models which focuses on the person, the environment, the occupation and their effects on occupational performance

The Effect of Engagement in Everyday Occupations, Role Overload and Social Support on Health and Life Satisfaction among Mothers

One of the founding assumptions underlying the health professions is the belief that there is a strong relationship between engagement in occupations, health, and wellbeing. The ability to perform everyday occupations (occupational performance) has a positive effect on health and wellbeing. However, there is also conflicting evidence indicating that participation in multiple roles or in certain occupations may lead to poorer health. Therefore, there is a need to better understand this relationship. The purpose of the present study was to examine three possible theoretical models to explain mothers’ health and life satisfaction from the perspective of their occupational performance, their role load, and their social support. 150 married mothers, ages of 25–45, who had at least one child between the ages of one to ten years, participated in the study. Data were collected by using seven self-report questionnaires. The models were analyzed using Structural Equation Modeling. The results show that social support has a direct effect on mothers’ physical health and life satisfaction and an indirect effect, mediated through the occupational performance variables, on mothers’ mental health and life satisfaction. Role overload does not affect mothers’ health and life satisfaction. These results suggest that mothers could benefit from health programs that help them manage their occupational routines. Such programs should focus on improving the mother’s occupational performance and adapting her social environment to fit her occupational needs.Medicine, Faculty ofNon UBCOccupational Science and Occupational Therapy, Department ofReviewedFacult

"And BAM. You Have a Connection”: Blind/Partially Blind Students and the Belonging in Academia Model

Blind/partially blind people are underrepresented in post-secondary education and lack equitable opportunities to develop a sense of belonging. This study shares narratives of 28 blind/partially blind students from across Turtle Island (in what is colonially called Canada) using Teng et al.’s (2020) Belonging in Academia Model (BAM) as a conceptual framework. Thematically analyzed findings suggest blind/partially blind students’ perspectives offer nuance to the BAM’s conceptualization of how belonging develops through affiliation, familiarity, acceptance, interdependent relationships, and sense of equity. Based on blind/partially blind perspectives, the former trusting connections dimension was renamed interdependent relationships. By attending to the underrepresented perspectives of blind/partially blind students, stakeholders can become more responsive to the experiences of people from equity-deserving groups. Understanding facilitators and barriers to belonging could result in culturally safer and more inclusive pedagogical practices. Only when we create spaces where everyone can belong will higher education move toward being more just.Les personnes aveugles/malvoyantes sont sous-représentées dans l'enseignement postsecondaire et manquent d'opportunités équitables pour développer un sentiment d'appartenance. Cette étude partage les récits de 28 étudiants aveugles/malvoyants de toute l'île de la Tortue (aujourd’hui appelé le Canada) en utilisant le Modèle d'Appartenance au milieu Universitaire (BAM) de Teng et al. (2020) comme cadre conceptuel. Les résultats analysés thématiquement suggèrent que les perspectives des étudiants aveugles/malvoyants offrent une nuance à la conceptualisation du BAM sur la façon dont l'appartenance se développe à travers l'affiliation, la familiarité, l'acceptation, les relations interdépendantes et le sentiment d'équité. En tenant compte des perspectives sous-représentées des étudiants aveugles/malvoyants, les intervenants peuvent devenir plus réceptifs aux expériences des personnes appartenant à des groupes méritant l'équité. Comprendre les facilitateurs et les obstacles à l'appartenance pourrait se traduire par des pratiques culturellement plus sûres et des pratiques pédagogiques plus inclusives. Ce n'est que lorsque nous créerons un espace où tout le monde peut appartenir que l'enseignement supérieur deviendra plus juste et équitable

Teaching Practices and University Student Well-being : an Outcome Evaluation

Student mental health is an increasing concern on university campuses, which can greatly impact learning. Different teaching practices can result in various learning outcomes. However, there is a gap in literature regarding the impact of teaching practices on student well-being. Our previous studies identified teaching strategies that promote student well-being by surveying students in a university in West Coast Canada in 2015-2016. We designed knowledge translation events on specific teaching practices that enhance student wellness. Accordingly, six knowledge translation events were presented to instructors from various faculties of the above identified university through symposiums and poster presentations. This project evaluated the effectiveness of these events by instructors’ reports before and after on their perceptions of their knowledge, skills, and sense of responsibility around supporting student well-being. Although not significant, the findings of this study suggest that instructors’ awareness is improved after participation in one knowledge translation event.Medicine, Faculty ofOccupational Science and Occupational Therapy, Department ofUnreviewedGraduat