TILTING Beyond the Classroom: Utilizing Transparency Components to Develop Student Centered Administrative Processes

Transparency in learning and teaching (TILT) has been shown to benefit student’s ability to be successful within the classroom. Transparent concepts produce positive outcomes within organizational systems as well. However, there is no research that analyzes how the TILT framework can be used to analyze and develop academic policies within educational institutions. This manuscript discusses the potential benefits of utilizing TILT components in the creation of academic policies and processes in order to promote successful student engagement within an occupational therapy academic program

Perceptions of the Impact of Non-Contact Boxing on Social and Community Engagement for Individuals With Parkinson’s Disease

Background: Parkinson’s disease is a progressive neurological condition that is characterized by a variety of physical and cognitive symptoms. Research supports the use of non-contact boxing for symptom management of Parkinson’s disease, but no research is available that examines the social and community impact of non-contact boxing on individuals with Parkinson’s disease. Purpose: The purpose of this study was to explore the perceptions of individuals with Parkinson’s disease on their experiences within a community based, non-contact boxing program. Specifically, this study considered how these individuals perceived non-contact boxing to influence their social and community engagement and factors influencing ongoing participation in this program. Theoretical Framework: This study used the Model of Human Occupation as the guiding framework. Methods: This was a phenomenological study that utilized qualitative method for data collection including semi-structured interviews and observation. Colaizzi’s method was used for data analysis. Results: The exhaustive description of the phenomenon was: “I fought to get in here” because occupations are important. Three themes were identified which included (1) “Parkinson’s Disease is not pretty. You know what the destination is, but we also got a journey to get there, (2) “I don’t have to be Muhammed Ali. It’s not about that”, and (3) “The people I’ve met here and spending time with will be friends forever.” Conclusions: Individuals with Parkinson’s disease involved in non-contact boxing believed that both old and new occupations were important for a variety of reasons. Noncontact boxing was an occupation that individuals with Parkinson’s disease perceived as valuable and beneficial

Interprofessional Education: A Team Approach in the Classroom

Interprofessional education is an increasingly common component of course work for health care professionals. Extant research provides examples of these collaborations across multiple health disciplines, however, there is no research that addresses interprofessional education between the fields of occupational therapy and dietetics. This study was conducted in order to fill the gap of extant research related to unique collaborations between occupational therapy and dietetics. The Interprofessional Attitudes Scale was given to occupational therapy and dietetic students pre/post participation in an interprofessional, active learning, educational case-study. There was one item on the scale that demonstrated a statistically significant change (“shared learning before graduation will help me become a better team worker”), while all other items showed only a slight positive increase. While this study suggests that students value interprofessional education, there is further research needed to determine what types of interprofessional education are most impactful for students at various levels of education

Perceptions of the Impact of Non-contact Boxing on Social and Community Engagement for Individuals with Parkinson’s Disease: A qualitative study

Purpose: To explore the perceptions of individuals with Parkinson’s disease (PD) on their experiences within a community based, non-contact boxing program. Specifically, this study considered how these individuals perceived non-contact boxing to influence their social and community engagement and factors influencing ongoing participation in this program. Method: This was a phenomenological case study that utilized qualitative methods for data collection including semi-structured interviews and observation. Colaizzi’s method was used for data analysis. A convenience sample obtained from a boxing club that offered PD specific boxing classes was used. The sample included 10 participants (3 female, 7 male) ranging in age from 52 to 84 years. Participants typically attended a 75 minute boxing class two to three times per week. Results: The exhaustive description of the phenomenon was that individuals with PD have a strong desire to maintain the life they had prior to their diagnosis and chose activities, such as non-contact boxing, which supported their ability to sustain that lifestyle. Two themes were identified which included 1) “The people I’ve met here and spent time with will be friends forever” and 2) “I don’t have to be Muhammed Ali. It’s not about that.” Conclusions: This study provided a basic understanding of the subjective experiences of individuals with PD who participated in non-contact boxing. Findings demonstrated that non-contact boxing facilitates the growth of supportive relationship for individuals with PD. The study also found that individuals with PD believe non-contact boxing provided a variety of physical, cognitive, and emotional benefits which facilitated their ability to maintain participation in valued activities

Assessment of an Online Learning Module to Promote Fieldwork Educator Preparedness: A Pilot Study

Fieldwork education is a vital component of occupational therapy education. Academic fieldwork coordinators face a shortage of qualified occupational therapists who are prepared to be fieldwork educators. This pilot study aimed to evaluate the effects of an online learning module developed to prepare occupational therapists to become fieldwork educators. A pre- and post-survey were used to measure changes in perceived preparedness following completion of an online learning module. A 39-item electronic survey measured perceived preparedness of the following fieldwork educator competencies: education, supervision, evaluation, and administration. Sixteen participants completed all three components of the study: pre-survey, the learning module, and post-survey. Significant findings indicate completion of the online learning module led to participants feeling more prepared to: (a) implement a professional development plan; (b) use a variety of instructional strategies; (c) use current supervision models and theories; (d) initiate interaction to resolve conflict; (e) communicate and collaborate with academic programs to integrate the academic curriculum; (f) complete and provide the academic program with required paperwork; (g) use fieldwork evaluation tools to accurately measure student performance and provide feedback; (h) design and implement a fieldwork program in collaboration with the academic fieldwork coordinator in accordance with Accreditation Council for Occupational Therapy Education (ACOTE) Standards; (i) document an organized, systematic, fieldwork program; (j) identify the legal and health care policies that directly influence fieldwork; and (k) complete an orientation for the student. Implementing an online fieldwork educator learning module had a positive impact on occupational therapists preparing for the role of Level II fieldwork educator

Occupational Therapy Students’ Test/Re-Test Reliability of the Readiness for Interprofessional Education Learning Scale and Interdisciplinary Education Perception Scale

The purpose of this study was to establish the test/re-test reliability of two interprofessional education (IPE) instruments, the Readiness for Interprofessional Learning Scale (RIPLS) and the Interdisciplinary Education Perception Scale (IEPS) among occupational therapy (OT) graduate students. The intent was to compare results based on previous IPE experience and year in the program. The RIPLS and IEPS were distributed to 111 OT students at one university. Both instruments were distributed a second time 10-14 days later. Cronbach’s alpha, weighted Kappas, intraclass correlation coefficients (ICC), standard error of measurement, and minimal detectable change were calculated for each instrument. Assessments occurred for all subjects, between students with and without previous IPE experience, and first and second-year students in the program. Overall and between group composite score reliability for the RIPLS and IEPS were fair to excellent (ICC≥0.72). RIPLS subscale ICC’s were variable per previous IPE experience and year in program, ranging from fair-excellent (ICC=0.45-0.93). IEPS subscale ICC’s were excellent for second-year students (ICC≥0.79), and fair-excellent for students with or without previous experience and first-year students (ICC=0.50-0.84). There were no differences for the RIPLS within or between sessions or groups. First-year students had significantly higher scores compared to second-year students within sessions for the IEPS composite score, Competency and Autonomy subscale, and Perception of Actual Cooperation subscale (p≤0.035). Both instruments have acceptable test-re-test reliability; however, previous IPE experience and year in program should be accounted for when distributing the instruments and interpreting the results

Relationship-Rich Pedagogy: Cultivating Positive Classroom Experiences for Undergraduate and Graduate Students

Felten and Lambert’s (2020) relational pedagogy encourages faculty to create educational experiences that ensure every student experiences a genuine welcome and deep care; is inspired to learn; encounters a web of significant relationships; and explores questions of meaning and purpose. These principles promote student success at both the undergraduate and graduate levels. This essay will provide methods to incorporate Felten and Lambert’s relationship-rich strategies into courses ranging from general education to the graduate level

“Where I am weak, they are strong”: Students’ Perceptions and Attitudes Toward Interprofessional Education

Purpose: Healthcare professionals strive for interprofessional practice to achieve optimal patient care. Extant research suggests that to best prepare students for interprofessional practice, interprofessional education (IPE) should be a key element in curriculum. The purpose of this mixed-methods study was to evaluate the impact of an IPE activity on participants’ attitudes and perceptions of IPE across five academic programs. Methods: This study utilized a modified version of the Readiness for Interprofessional Learning Scale Questionnaire (RIPLS) pre and post IPE and reflective essays. Participants included 67 students from nursing, occupational therapy, athletic training, dietetics, and speech-language pathology programs. After reviewing a hypothetical case study, participants collaboratively developed assessment and treatment recommendations. Questionnaires were analyzed using statistical procedures and reflective essays underwent thematic analysis. Results: Collectively, data revealed significant changes in participants’ perceptions, attitudes, and implementation readiness. Occupational therapy student participants had statistically significant increases in the RIPLS composite score, Teamwork and Collaboration, and the Positive Professional Identity components (p≤0.03). Participants with previous IPE experience scored 4-points higher on the RIPLS composite score (p=0.03). The reflective essays revealed the themes of barriers associated with collaboration, a deeper understanding and appreciation of other discipline’s roles and the value of teamwork in achieving optimal patient care. Participants reported beginning the interprofessional education experience with anxiety and uncertainty about not only their involvement but also the roles of other healthcare professionals. Throughout the experience, participants emerged with an increased knowledge of their role, others’ roles, and the value of working together within a professional setting to achieve the same goal, optimal patient care. Conclusions: Our findings reveal the benefits of interprofessional education and the necessity to include several healthcare professionals associated with rehabilitation in interprofessional research and education. With more disciplines represented, students receive a broader, more in-depth understanding of not only patient care but also the roles of multiple disciplines they will collaborate with during actual rehabilitative practice

Relationships between Reading Ability and Child Mental Health: Moderating Effects of Self-Esteem

Objective: Children with reading difficulties are at elevated risk for externalising (e.g., conduct disorder) and internalising (e.g., anxiety and depression) mental health problems. Reading ability is also negatively associated with self-esteem, a consistent predictor of child and adolescent mental health more broadly. This study examined whether self-esteem moderated and/or mediated relationships between reading ability and mental health. Method: One hundred and seventeen children (7-12 years) completed standardised reading assessments (Castles and Coltheart Test 2; CC2) and self-report measures of mental health (Strengths and Difficulties Questionnaire; SDQ) and self-esteem (Coopersmith Self-esteem Inventory). Non-verbal intelligence (IQ) was measured using the block design and matrix reasoning subscales of the Wechsler Abbreviated Scale of Intelligence, and was controlled for in all multivariate analyses. Results: Reading ability was negatively associated with internalising symptoms. This relationship was not moderated by self-esteem. Poor readers also reported more total difficulties and externalising symptoms, but only at low levels of self-esteem. There was no evidence that self-esteem mediated relationships between reading ability and mental health. Conclusions: Poor reading was associated with internalising symptoms. Self-esteem moderated the impact of reading ability on total difficulties and externalising symptoms, with high self-esteem buffering against negative impacts of poor reading. However, the reliability of the self-esteem scale used in the study was poor and findings need replication using a reliable and valid self-esteem measure, as well as other measures of child mental health. If replicated, future research should examine whether interventions aiming to improve self-esteem can reduce the risk of externalising problems in children with reading difficulties