Using a mixed methodology, this study investigated the effectiveness of the
College of Occupational Therapists’ careers video in increasing the knowledge
of six careers advisers about the profession and obtained their views of the
video as a promotional tool. To quantify the advisers’ knowledge, a pre-test
post-test questionnaire was used before and after viewing the video. A short
qualitative interview then ascertained their impressions of the video. Despite a
high baseline knowledge, viewing the video was effective in increasing it. The
advisers had mixed opinions about the video, suggesting that it could be
improved and clarified

Craik, C

Mitchell, S

British Journal of Occupational Therapy

English

Brunel University Research Archive

571British Journal of Occupational Therapy December 2003 66(12)IntroductionRecruitment to occupational therapy has long been ofconcern and studies, principally from North America, haveidentified the factors influencing career choice so that theshortfall of applicants may be addressed. Studies at BrunelUniversity in London have provided United Kingdom data,with the most recent study (Craik and Zaccaria 2003)summarising the views of 444 first-year students. This foundthat only 7% of students first heard about the professionthrough a school careers adviser and that the mostfrequently reported method of discovering the professionwas through work in health care (Craik and Zaccaria 2003).In a national survey by the College of Occupational Therapists(COT 2002), 25% of 1117 first-year students cited schoolcareers staff as the most influential source of careers advice,making it the third in importance, with friends and familyand the university prospectus being more influential.The pledges of the Department of Health to increase thenumber of funded education places in the United Kingdom(DH 2000a, 2000b, 2002) may be of limited use if divorcedfrom a sustained campaign to increase the public profile ofoccupational therapy.A recruitment strategy (Craik and Ross 2003) betweenBrunel University and the COT, funded by the North EastLondon Workforce Development Confederation, offered theopportunity to obtain the views of careers advisers. Thestudy aimed to establish the level of knowledge of careersadvisers about occupational therapy; to investigate whetherthe COT’s careers video, which centres on the work ofcommunity occupational therapists with their clients and onstudents in an educational setting, was effective in increasingthat knowledge; and to elicit the careers advisers’ opinionsof the video.Careers Advisers’ Opinions of the College ofOccupational Therapists’ Careers VideoChristine Craik and Suzanne MitchellMethodA mixed methodology was employed in a single studydesign. First, quantitative data were obtained to test therelationship between the video and knowledge aboutoccupational therapy. Using a pre-test post-test dependentdesign, the participants completed two questionnaires. Witheach participant acting as his or her own control, a baselineof knowledge was established and any increase after viewingthe video was measured. In the absence of a valid publishedtool, a questionnaire was designed to obtain demographicdata, information about careers services and knowledgeabout occupational therapy, using closed tick-box questionsderived from sources external to the video.Next, a semi-structured interview, with open questionsabout content, perceptions of occupational therapy,effectiveness, future use and recommendations, was used toelicit the more subjective perceptions of the effectiveness ofthe video as a promotional tool.Following approval by the Brunel University EthicsCommittee, a pilot study resulted in minor amendments tothe wording and layout of the questions. The potentialparticipants were careers advisers in London, excludingthose who had previously seen the video. Access wasorganised by writing to the 34 offices identified andexplaining the study, including participant selection, whatparticipation entailed, the duration, data security, anonymityand confidentiality. Individuals were assured of the right toask questions and to withdraw from the study. The term‘health profession’ rather than ‘occupational therapy’ wasused. Enclosed with the letter were an information andconsent sheet and a stamped addressed envelope. Twelveoffices responded, nominating an adviser, and six wereselected using random sampling. The advisers selected forShort ReportUsing a mixed methodology, this study investigated the effectiveness of theCollege of Occupational Therapists’ careers video in increasing the knowledgeof six careers advisers about the profession and obtained their views of thevideo as a promotional tool. To quantify the advisers’ knowledge, a pre-testpost-test questionnaire was used before and after viewing the video. A shortqualitative interview then ascertained their impressions of the video. Despite ahigh baseline knowledge, viewing the video was effective in increasing it. Theadvisers had mixed opinions about the video, suggesting that it could beimproved and clarified.572 British Journal of Occupational Therapy December 2003 66(12)the study were contacted to arrange an appointmentand confirm access to a video player.Having reiterated the procedure, the pre-testquestionnaire was administered in a private quiet room atthe participant’s workplace. The video was shown, followedby completion of the post-test questionnaire, and then theinterview was conducted and tape-recorded. The proceduretook approximately 40 minutes. Descriptive statisticscategorised nominal and ordinal data and content analysisidentified the themes in the qualitative data. The data werestored in a secure room and were computer datapassword protected.ResultsInformation about the careers advisersThe three male and three female careers advisers identifiedthemselves as white/European. All worked in officesproviding services for people aged 13-19 years, theirparents/guardians and clients with disabilities, althoughthere were individual differences in the services provided.Knowledge about occupational therapyThe pre-test questionnaire revealed an overall knowledge ofoccupational therapy of 85.3%, which increased to 90%post-test, as presented in Fig. 1. In areas of practice, overallknowledge decreased due to a reduction in knowledge ofsocial problems. Knowledge of other practice areas increasedor remained static. In relation to practice settings, overallknowledge remained the same; however, only threeparticipants understood that occupational therapists do notwork in job centres and the knowledge that occupationaltherapists do not work in fitness clubs decreased.Opinions about the careers videoFrom the interviews, positive comments about the videorelated to the variety of work settings, cross-section ofclients and provision of information. One advisercommented:I think knowledge does tend to stick a little bit more whenyou’re shown things through real case studies.However, another felt that the video was limited:I didn’t think it was broad enough … I still don’t think I couldanswer the question of where they would work … because itjust showed one person in one role in the community.One adviser thought that the video omitted theoccupational therapy process:There wasn’t much about the process … I think that’s probablywhere occupational therapists find their creative outlet isn’t it –not actually taking the equipment around to clients.For three advisers, their perceptions had not changed;however, two advisers had been unaware of interventionwith children and another was unaware of work in mentalhealth. Two advisers still had difficulty in differentiatingbetween occupational therapy and physiotherapy.The video was considered to raise awareness of a low-profile profession, to depict the diversity of its work, toconvey challenge and to demonstrate, with the exception ofphysiotherapy, its difference from other health professions.Two advisers noted the rewarding aspects of the work.Seeing students in context would appeal to potentialrecruits because, as one adviser stated, ‘if you’re thinking ofbecoming a student that’s what you’re interested in’. To bemore effective, job opportunities and prospects needed to beaddressed in the video.There was felt to be a lack of dynamism in the video,particularly in relation to a younger audience. Onecommented, ‘they like things like Casualty … you need thatbit more’. The lack of a male occupational therapist wasnoted and it was felt that the image portrayed was limited:The occupational therapists in the video were very similar …similar age, sort of white middle class background … that’s notgoing to do a lot for … attracting younger people or peoplefrom ethnic minorities.One adviser commented that the occupational therapistwas seen in isolation:It looks more attractive if it looks as though it’s linked tomedicine … it looks as though it’s more a community carer atwork [rather] than an actual professional.While five advisers linked future use of the video tocareer talks, none would use it due to practical reasons suchas a lack of facilities in the workplace. However, advisersbased in schools had the potential to use it in health andsocial care group sessions, with one commenting:When it comes to occupational information we have computerpackages, we have written information, we have libraryFig. 1. Pre-test and post-test level of knowledge ofoccupational therapy in each category for six careers advisers.0102030405060708090100Areas ofpracticeClient groups PracticesettingsPracticalinterventionsUse ofpurposefulactivitiesPsychosocialinterventionsCategoryPercentagePre-test knowledge Post-test knowledgeOverall, the participants agreed or strongly agreedwith the statement on the core skills of occupational therapy.For four advisers, the video presented clear informationabout the entry requirements. Five advisers perceived thatoccupational therapists had good employment prospects inthe United Kingdom but three did not know aboutopportunities for career advancement. All advisersknew more about occupational therapy after watchingthe video.573British Journal of Occupational Therapy December 2003 66(12)information. The nature of the video – it’s loud, it’s distracting –we’re more likely to take it into schools.All but one adviser suggested a greater mix of peoplefrom different backgrounds in the video and showingyounger students learning. The inclusion of more settingswas recommended, as was ‘a day in the life of anoccupational therapist’. Three advisers recommended thatentry requirements be clearer.DiscussionIt was planned to exclude the advisers who had already seenthe video but, at interview, three participants stated that theyhad seen it. Appointments had been made in advance and,since the information sheet stated that the video related to ahealth profession, managers may have nominated advisersfamiliar with this area. This was a consequence of preservingthe integrity of the study while providing participants withadequate information to give consent. However, it wasdecided to proceed with the interviews. Discarding thequantitative responses of these advisers was considered but,despite all advisers possessing a high baseline knowledge ofoccupational therapy, there was a small overall increase of 5%in knowledge, demonstrating the effectiveness of the video.Changes in knowledge were demonstrated objectivelyand experienced subjectively. The greatest increase was inthe awareness of occupational therapy in mental health andwith children and adolescents, but the awareness of therole with people with social problems decreased. As socialproblems are noted as a key area of practice in the Directoryof Occupational Therapy Courses (COT 2001), a clearerexplanation in the video would have been beneficial.Variety and challenge have been noted as major factorsattracting recruits (Craik and Zaccaria 2003) and, althoughthis was evident in the case studies, the video may havefocused too narrowly on community aspects. Presentingsolutions rather than processes, the results of treatmentrather than the reasoning behind decisions, may not haveillustrated the creative challenge of the work (Craik andZaccaria 2003). The altruistic factors drawing recruits to theprofession (Craik and Napthine 2001) were depicted.There was confusion about whether occupationaltherapists might be employed in fitness clubs or in jobcentres, probably attributable to the portrayal of a youngwoman and her occupational therapist in a gymnasium withthe voiceover stating:Occupational therapists have shown Terri new ways to tacklethe everyday tasks that most of us take for granted. Terri cannow drive a car, use a computer and is getting specialist careersguidance.It may have been interpreted that occupational therapistsspecialise in careers guidance. It is perhaps a failing of thevideo that it does not distinguish more clearly whatoccupational therapists do. If careers advisers are confusedabout what is unique about occupational therapy, what hopedo those seeking their advice have? Concentrating on coreaspects of the profession, which are not open to interpretation,and providing an explanation of what occupational therapyis not may help to dispel common misconceptions.Occupational therapy was seen in isolation in the videoand linking with other professions in a medical environmentwas recommended. However, confusion between occupationaltherapy and physiotherapy was salient in both sets of data.Occupational therapy students are predominantly whitefemales (Craik and Zaccaria 2003) and minority groups areunderrepresented in the allied health professions (DH2000a). The preponderance of white, female, middle-agedtherapists in the video was unrepresentative of the largercommunity; a greater diversity in the therapists depictedand more emphasis on student education to engage ayounger audience were recommended.Limitations of the studyHalf of this small sample from London had already seen thevideo and their high level of baseline knowledge preventsgeneralisation of the findings. Qualitative interviews reflectindividual opinions and the views expressed are notnecessarily representative of a larger population. Nevertheless,combining methods adds weight to the findings and providesa useful specialist view. The question about future amendmentsto the video may have encouraged the participants toemphasise its limitations rather than its strengths.RecommendationsDespite the number who had previously seen the video, thisviewing did increase knowledge and would probably havebeen even more effective with a less knowledgeable audience.If the video is to be used with schoolchildren, as thecareers advisers suggested, then schools could be targetedconcurrently with targeting careers advisers. Occupationaltalks by advisers usually take place in year 10, when pupilshave chosen their subjects. To maximise the effect of the video,it should be viewed before they select their options. Usingan occupational therapist to show this video would give anopportunity to clarify any misconceptions and to explain thecore skills, job prospects and challenges of the work, whichwere the identified limitations of the video. Alternatively, afact sheet accompanying the video could supplement it.The production of a future video needs consideration andresearch to determine its use across careers services. The viewsof young people and graduates about its effectiveness wouldbe particularly useful. A future video should place occupationaltherapy in the context of health and social care services,using a multidisciplinary team to demarcate core skills. Theuse of non-traditional visual images of occupational therapymay attract a more heterogeneous pool to the profession.The study has extended knowledge about the effectivenessof the methods used to promote occupational therapy as acareer and the findings may be useful to those developingfuture recruitment materials. However, the major studies ofrecruitment in the United Kingdom have shown that574 British Journal of Occupational Therapy December 2003 66(12)students first hear of the profession through work in healthcare (Craik and Zaccaria 2003) and are mainly influenced intheir career choice by friends and family (COT 2002). Thisemphasises the importance of occupational therapistsencouraging recruitment to the profession in both theirprofessional and their personal life.AcknowledgementsThanks are extended to the careers advisers who took the time tocomplete questionnaires and readily answered interview questions.ReferencesCollege of Occupational Therapists (2001) Directory of occupationaltherapy courses 2002. London: COT.College of Occupational Therapists (2002) To be or not to be? Factorsinfluencing the career choice of occupational therapy students.London: COT.Craik C, Napthine C (2001) Students’ choice of occupational therapy as asecond degree. British Journal of Occupational Therapy, 64(9),432-37.Craik C, Ross F (2003) Promotion of occupational therapy as a career: asurvey of occupational therapy managers. British Journal ofOccupational Therapy, 66(2), 78-81.Craik C, Zaccaria J-M (2003) The career choice of first-year occupationaltherapy students: a follow-up study. British Journal of OccupationalTherapy, 66(11), 531-34.Department of Health (2000a) The NHS plan: a plan for investment, a planfor reform.Available at: http://www.doh.gov.uk/nhsplan/nhsplan.htmAccessed 8.5.03.Department of Health (2000b) Meeting the challenge: a strategy for theallied health professions.Available at:www.doh.gov.uk/meetingthechallenge Accessed 8.5.03.Department of Health (2002) Delivering the NHS plan.Available at:http://www.doh.gov.uk/deliveringthenhsplan/index.htm Accessed 8.5.03.AuthorsChristine Craik, MPhil, DMS, DipCOT, MCMI, ILTM, Director ofOccupational Therapy, Department of Health and Social Care,Brunel University, Osterley Campus, Borough Road, Isleworth,Middlesex TW7 5DU. Email: christine.craik@brunel.ac.ukSuzanne Mitchell, BA(Hons), BSc(Hons), Occupational Therapist,Camden Primary Care Trust.

College of Occupational Therapists

Health (2000a) The NHS plan: a plan for investment, a plan for reform.Available at: http://www.doh.gov.uk/nhsplan/nhsplan.htm Accessed 8.5.03.

Health (2000b) Meeting the challenge: a strategy for the allied health professions.Available at: www.doh.gov.uk/meetingthechallenge Accessed 8.5.03.

Promotion of occupational therapy as a career: a survey of occupational therapy managers.British

Students’ choice of occupational therapy as a second degree.

The career choice of first-year occupational therapy students:a follow-up study.

To be or not to be? Factors influencing the career choice of occupational therapy students.

Careers advisors’ opinion of the College of Occupational Therapists  Careers Video

Careers advisors’ opinion of the College of Occupational Therapists Careers Video

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