scholarly journals SmartBathroom Data Visualization Tool to Inform OT Clinical Reasoning

2021 ◽  
Vol 5 (Supplement_1) ◽  
pp. 426-426
Author(s):  
Avinandan Basu ◽  
Yangyi Xu ◽  
Jon Sanford
Keyword(s):  
Occupational Therapy ◽  
Clinical Reasoning ◽  
Online Survey ◽  
Self Report ◽  
Sensor Data ◽  
Hand Position ◽  
Transfer Performance ◽  
Therapy Assessment ◽  
Occupational Therapy Students ◽  
Grasping Forces

Abstract Traditionally, Occupational Therapy assessment of an older adult’s toilet transfer performance has been based on qualitative observation and client self-report. The purpose of this study was to evaluate the effectiveness of supplementing traditional clinical reasoning with quantitative transfer performance data about body and foot position, balance, hand placement and grasping forces on grab bars. Specifically, we conducted an online survey of occupational therapy practitioners and educators to assess the usefulness and usability of 2D and 3D graphic visualizations representing foot and hand position and forces exerted on the floor, toilet seat and grab bars. These data were captured by sensors located throughout GA Tech’s SmartBathroom laboratory during a study of transfer performance. Findings are being used to identify the most useful sensor data and the most effective ways to convey that data to improve training of occupational therapy students.

Applying Clinical Reasoning: A Caseload Management System for Community Occupational Therapists

1996 ◽  
Vol 59 (5) ◽  
pp. 207-211 ◽  
Author(s):  
Tracy Fortune ◽  
Susan Ryan
Keyword(s):  
Occupational Therapy ◽  
Clinical Reasoning ◽  
Occupational Therapists ◽  
Occupational Therapist ◽  
Therapy Assessment ◽  
Therapy Services ◽  
Subjective Phenomenon ◽  
Experienced Therapist ◽  
Perceived Complexity ◽  
Complex Cases

This article presents a system of caseload management for community occupational therapists. Using the clinical reasoning work of Mattingly and Fleming as a framework, the perceived complexity of each case for a community occupational therapist was analysed and then paralleled with the type and amount of clinical reasoning required. Following an initial occupational therapy assessment, each case is given a numerical weighting, graded at 3 for complex cases and from 1 for non-complex or simple cases. The degree of complexity or weighting is recognised to be a subjective phenomenon dependent on the experience, knowledge and skills of the therapist. The cases held by an occupational therapist are able to be mixed so that the experienced therapist holds a varied caseload of complex and simple work. Beginning therapists can follow the same measured approach thus augmenting their background experience. This method promotes continuing education, assists experiential learning and provides variety. Using this system, it is proposed that occupational therapy services are enhanced by reducing unnecessary casework from therapists' active caseloads, allowing increased time to work on complex cases and using expertise more efficiently.

scholarly journals Deep, Surface, or Both? A Study of Occupational Therapy Students’ Learning Concepts

2018 ◽  
Vol 2018 ◽  
pp. 1-8
Author(s):  
Tore Bonsaksen
Keyword(s):  
Occupational Therapy ◽  
Personal Characteristics ◽  
Independent Study ◽  
Self Report ◽  
Personal Factors ◽  
Linear Regression Models ◽  
Occupational Therapy Students ◽  
Bivariate Correlation ◽  
Deep And Surface Learning ◽  
Learning Concept

Background. Students’ conceptualization of learning has been associated with their approaches to studying. However, whether students’ learning concepts are associated with their personal characteristics is unknown. Aim. To investigate whether sociodemographic, education-related, and personal factors were associated with the learning concepts of Norwegian occupational therapy students. Methods. One hundred and forty-nine students (mean age 23.9 years, 79.2% women) participated in the study. The employed self-report questionnaires included the Approaches and Study Skills Inventory for Students, the Rosenberg Self-Esteem Scale, and the General Self-Efficacy Scale. Differences between student cohorts were analyzed with one-way analyses of variance and χ2 tests, whereas factors associated with the students’ learning concepts were analyzed with bivariate correlation and linear regression models. Results. The students’ mean scores on the deep and surface learning concept scales were similar. Spending more time on the independent study was associated with having higher scores on the unidimensional learning concept measure. Conclusions. The students’ learning concept appears to encompass a surface concept as well as a deep concept of learning, and the two ways of conceptualizing learning were positively related to each other. Over time, a mature deep concept may add to, rather than replace, a basic surface concept of learning.

scholarly journals Predictors of academic integrity in undergraduate and graduate-entry masters occupational therapy students

2020 ◽  
pp. 156918612096803
Author(s):  
Ted Brown ◽  
Stephen Isbel ◽  
Alexandra Logan ◽  
Jamie Etherington
Keyword(s):  
Occupational Therapy ◽  
Academic Dishonesty ◽  
Academic Integrity ◽  
Self Report ◽  
General Tendency ◽  
Moral Code ◽  
Grade Point ◽  
Professional Students ◽  
Graduate Entry ◽  
Occupational Therapy Students

Background: Academic integrity is viewed as honest and responsible scholarship and the moral code of academia. Reported incidences of academic dishonesty among health professional students are widespread and may be an indicator of future unprofessional behaviour in the workplace. Aim: This study investigated the potential predictors of academic integrity in undergraduate and graduate-entry masters occupational therapy students. Method: Occupational therapy students from five universities ( n = 701 participants; 609 undergraduates; 92 graduate-entry masters) were recruited. Data were collected via a two-part self-report questionnaire that included six standardised scales: Academic Dishonesty Scale; Academic Dishonesty in the Classroom Setting Scale; Academic Dishonesty in the Clinical/Practice Education Setting Scale; Moral Development Scale for Professionals; Academic Dishonesty Tendency Scale; and Perceived Academic Sources of Stress. Data analysis involved multi-linear regression analyses with bootstrapping. Result: Significant predictors of academic integrity in occupational therapy students included age, gender, grade point average, public meaning, moral practice, general tendency towards cheating, tendency towards dishonesty in the conduct and reporting of research findings, tendency towards not providing appropriate references and acknowledgements and pressures to perform well academically. Conclusion: These findings will assist educators in identifying vulnerable students potentially prone to academic integrity infringements and implementing proactive strategies with them. Further studies are recommended to explore further predictors of students’ academic integrity.

scholarly journals Attitudes toward rehabilitating inmates among occupational therapy students in the United States

2019 ◽  
Vol 16 ◽  
pp. 6 ◽  
Author(s):  
Sarah Catherine Tucker ◽  
Hon Keung Yuen
Keyword(s):  
United States ◽  
Occupational Therapy ◽  
Online Survey ◽  
Internal Consistency Reliability ◽  
The United States ◽  
Dimensional Structure ◽  
The Public ◽  
Occupational Therapy Students ◽  
Orientation Scale ◽  
Students Attitudes

Purpose: This study was to examine occupational therapy (OT) students’ attitudes toward rehabilitating inmates and validate an instrument used to measure their attitudes. Methods: OT students (n=128) from one university in Alabama, United States, completed an online survey exploring their attitudes toward rehabilitating inmates, which was assessed using the Rehabilitation Orientation Scale (ROS), a 7-point scale. Dimensional structure, internal consistency reliability, construct validity, and relations to other variables of the ROS was evaluated using factor analyses, Cronbach’s alpha, known-groups method, and univariable correlations, respectively. Results: Unidimensionality of the ROS was confirmed with an alpha coefficient of 0.90. The mean ROS score of the respondents was 5.1; a score toward 7 indicated a more supportive attitude. About 60% of the respondents reported supportive attitudes (i.e., an ROS score ≥5). Respondents’ ROS scores were significantly higher than those of the public and criminal justice professionals. Female students reported a more supportive attitude than males. Multiple regression analysis indicated that respondents’ consideration of working in prison settings after graduation and their perception that OT has a role in prison settings were significantly associated with support for rehabilitating inmates, after controlling for gender and an acquaintance with someone who has been incarcerated. Conclusion: Results indicated that the ROS demonstrated adequate psychometric properties as it applied to this population. The majority of respondents reported supportive attitudes toward rehabilitating inmates. Consideration of working in prison settings after graduation and the perception that OT has a role in prison settings were 2 independent factors associated with respondents’ attitudes toward rehabilitating inmates.

scholarly journals Predictors of academic honesty and success in domestic and international occupational therapy students

2019 ◽  
Vol 47 (1) ◽  
pp. 18-41 ◽  
Author(s):  
Ted Brown ◽  
Stephen Isbel ◽  
Alexandra Logan ◽  
Jamie Etherington
Keyword(s):  
International Students ◽  
Occupational Therapy ◽  
Academic Dishonesty ◽  
Academic Integrity ◽  
Self Report ◽  
Moral Code ◽  
Academic Honesty ◽  
Content Type ◽  
Occupational Therapy Students ◽  
And Performance

PurposeAcademic integrity is the application of honest, ethical and responsible behaviours to all facets of students’ scholarly endeavours and is the moral code of academia. The international literature reports the prevalence of academic dishonesty in higher education across many disciplines (including the health sciences), and there is evidence linking academic dishonesty in health professional students with future unprofessional behaviour in the workplace. International students are reported to be a particularly vulnerable group. This paper aims to investigate the factors that may be predictive of academic honesty and performance in domestic and international occupational therapy students.Design/methodology/approachIn total, 701 participants (603 domestic students; 98 international students) were recruited from five Australian universities, and data were collected via a two-part self-report questionnaire. ANOVA and multi-linear regression analyses with bootstrapping were completed.FindingsTendency towards cheating and self-perception tendency towards dishonesty in research, gender, age and hours spent in indirect study were found to be statistically significant predictors of academic integrity and performance.Research limitations/implicationsLimitations of this study were the use of convenience sampling and self-report scales which can be prone to social desirability bias. Further studies are recommended to explore other potential predictors of academic honesty and performance in occupational therapy students.Originality/valueA range of predictors of academic honesty and success were found that will assist educators to target vulnerable domestic and international occupational therapy students as well as address deficiencies in academic integrity through proactive strategies.

scholarly journals Comparison of clinical reasoning skills in occupational therapy students in the USA and Scotland

2004 ◽  
Vol 11 (3) ◽  
pp. 160-176 ◽  
Author(s):  
Robin McCannon ◽  
David Robertson ◽  
Jennifer Caldwell ◽  
Charles Juwah ◽  
Abdulaziz Elfessi
Keyword(s):  
Occupational Therapy ◽  
Clinical Reasoning ◽  
Occupational Therapy Students ◽  
The Usa ◽  
Reasoning Skills ◽  
Clinical Reasoning Skills

scholarly journals The Development of a Measurement Tool Evaluating Knowledge Related to Sensory Processing among Graduate Occupational Therapy Students: A Process Description

2017 ◽  
Vol 2017 ◽  
pp. 1-7
Author(s):  
Bryan M. Gee ◽  
Kelly Thompson ◽  
Jane Strickland ◽  
Lucy Jane Miller
Keyword(s):  
Occupational Therapy ◽  
Student Perceptions ◽  
Clinical Reasoning ◽  
Sensory Processing ◽  
Measurement Tool ◽  
First Year ◽  
Clinical Experiences ◽  
Case Scenario ◽  
Occupational Therapy Students ◽  
Online Format

With an increased demand arising from stake holders to provide more complex clinical experiences and to have students better prepared for clinical rotations, educators need to develop instructional tasks and measures to teach and assess clinical reasoning. The purpose of this article is to highlight a clinical simulation measure revolving around the A SECRET reasoning approach, which is also generalizable to other conditions and interventions. Preliminary findings of 1st year Master of Occupational Therapy students (n=8) who took part in a pilot of the A SECRET case scenario reported positive, yet not strong, attitudes toward the A SECRET assessment and the sensory processing related content delivered in an online format as a part of a larger study. Overall the student perceptions and the processes of the measure development suggest an inherent value of using the proposed type of simulated case scenarios in assisting occupational therapy students in their program’s first year with the development of clinical reasoning.

Activity Analysis: Agreement between Participants and Observers on Perceived Factors in Occupation Components

1993 ◽  
Vol 13 (3) ◽  
pp. 198-211 ◽  
Author(s):  
Lela A. Llorens
Keyword(s):  
Occupational Therapy ◽  
Initial Study ◽  
Activity Analysis ◽  
Self Report ◽  
Validity And Reliability ◽  
Occupational Therapy Students ◽  
Student Participant ◽  
Report Data ◽  
Self Report Data ◽  
Student Subject

This study is part of research being conducted to test the validity and reliability of activity analysis in occupational therapy. The objective was to determine the percentage of agreement between participants in an activity and observers of the activity using self-report as the method of data collection. The study was designed to determine the agreement on subjects' perceptions of presence or absence of 29 factors in five occupation components related to chewing, buttoning, manual rolling, drawing, and spinning. Eighty occupational therapy students were participants in a laboratory used to gather self-report data in the initial study. Each student engaged in an activity that required chewing, buttoning, manual rolling, drawing, and spinning. Forty-seven registered occupational therapists were participants in this study. They observed a videotape of a student subject who performed the five activity (occupation) components. The student participant self-report responses are compared with the responses reported by the occupational therapist observers to determine the extent to which the two groups agreed on the presence of the activity factors. The results of the study indicated that agreement occurred between the two groups for 12 to 21 of the 29 factors across the five occupation components. This finding occurred 80% or more of the time with a calculated percentage of agreement of .724 for spinning, manual rolling, and buttoning.

Expert Clinicians' and Students' Views on Clinical Reasoning in Occupational Therapy

1995 ◽  
Vol 58 (3) ◽  
pp. 119-123 ◽  
Author(s):  
Jenny Strong ◽  
Jillian Gilbert ◽  
Susan Cassidy ◽  
Sally Bennett
Keyword(s):  
Occupational Therapy ◽  
Clinical Reasoning ◽  
Nominal Group Technique ◽  
Occupational Therapists ◽  
Nominal Group ◽  
Time Constraints ◽  
Relative Importance ◽  
Good Communication ◽  
Occupational Therapy Students ◽  
The Individual

In this study, an examination was made of the clinical reasoning processes used by expert occupational therapists and post-clinical fourth-year occupational therapy students. Using nominal group technique, the factors involved in clinical reasoning were derived and their relative importance determined. The most highly valued skill for the experts was good communication, while the most highly valued skill for the students was a knowledge of and understanding of disability. The experts considered a wider range of factors when making clinical decisions than did the students, and rated their level of clinical reasoning at a higher level than did the students. For the experts, the factors identified as important in clinical reasoning were concerned more with gaining an understanding of the patients both by using general principles of diagnosis and illness and by gaining an understanding of the illness as it affected the individual patient. Meanwhile, for the students, greater emphasis was placed upon the influence of pragmatic factors on treatment, such as resources, time constraints and other environmental factors.

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