An Ally as well as a Partner in Practice

1995 ◽  
Vol 62 (5) ◽  
pp. 283-285 ◽  
Author(s):  
Bonnie Sherr Klein
Keyword(s):  
Role Models ◽  
Occupational Therapists ◽  
Health Professions ◽  
Disabled People ◽  
Rehabilitation Process ◽  
Knowledge And Skills ◽  
Personal Story ◽  
Grass Roots ◽  
Body Of Knowledge

Through her own personal story and experience the author describes herself as the ultimate client. She recounts some of the stages in her own rehabilitation process, and the ways in which the health professions helped or hindered her. Her involvement with the grass roots organizations for disabled people strengthened her convictions about the value of peers and role models for those with a disability. She urges occupational therapists, because of their unique body of knowledge and skills, to become partners, and even more importantly, allies with their clients. She encourages the profession to become truly inclusive and representative, and to take steps to bridge the power gap between the profession and its clients, with whom it seeks partnerships.

The Use of Disabled Living Centres by Disabled People

1989 ◽  
Vol 52 (12) ◽  
pp. 469-472 ◽  
Author(s):  
Julia F Gallop ◽  
M Anne Chamberlain
Keyword(s):  
Occupational Therapy ◽  
Occupational Therapists ◽  
Disabled People ◽  
Rehabilitation Process ◽  
Self Help ◽  
The Disabled ◽  
Few Data

Disabled Living Centres are generally accepted as performing a useful service yet there are few data in the literature as to how they do this. The present study used an independent researcher who gained information about 75 consecutive non-professional visitors to one DLC. Visitors were questioned at the end of their visit to the centre and up to 6 months later. Most were significantly disabled with considerable locomotor difficulties. Most came to resolve specific problems and occupational therapists were the most important source of referral. A total of 95 items of equipment was suggested for 48 visitors. By the end of the study, 22 visitors had received all suggested items and most were highly satisfied. The situation was similar for adaptations but the time to deliver these was longer. DLCs were shown to be a most useful and effective resource for those seeking solutions to practical problems arising from disability. This self-help approach in which the disabled person takes the initiative in the rehabilitation process is to be encouraged and makes good use of occupational therapy expertise.

scholarly journals PEOPLE WITH DISABILITIES IN THE ARTISTIC FIELD

2020 ◽  
Vol 73 (9) ◽  
pp. 1840-1843
Author(s):  
Mariola Żuk
Keyword(s):  
European Union ◽  
Social Integration ◽  
People With Disabilities ◽  
Social Attitudes ◽  
Disabled People ◽  
Social Attitude ◽  
Rehabilitation Process ◽  
The Social ◽  
The World ◽  
The Disabled

According to statistic reports the number of disabled people in the world is still increasing. Nowadays it’s estimated that one for six citizens in European Union is disabled. New laws are established to improve the social attitude towards the sick and the disabled. The perception of people with disabilities is widely dominated by their limitations that often take priority. Completely different social attitudes concern artists. They are admired. The aim of the paper is to discuss the extent to which the disabled people can contribute to the culture and to reflect on the importance of art for the rehabilitation process as well as for the social integration of artists with disabilities. The conclusion that it implies is, that the art for ages well serves the integration and rehabilitation cause.

scholarly journals Clinical Reasoning Needs to Be Explicitly Addressed in Health Professions Curricula: Recommendations from a European Consortium

2021 ◽  
Vol 18 (21) ◽  
pp. 11202
Author(s):  
Ioannis Parodis ◽  
Lina Andersson ◽  
Steven J. Durning ◽  
Inga Hege ◽  
Jure Knez ◽  
...  
Keyword(s):  
Clinical Reasoning ◽  
Unmet Needs ◽  
Health Professions ◽  
Management Plan ◽  
Educational Programs ◽  
Learning Objectives ◽  
Common Language ◽  
Consensus Approach ◽  
Convenience Sample ◽  
Knowledge And Skills

Clinical reasoning entails the application of knowledge and skills to collect and integrate information, typically with the goal of arriving at a diagnosis and management plan based on the patient’s unique circumstances and preferences. Evidence-informed, structured, and explicit teaching and assessment of clinical reasoning in educational programs of medical and other health professions remain unmet needs. We herein summarize recommendations for clinical reasoning learning objectives (LOs), as derived from a consensus approach among European and US researchers and health professions educators. A four-step consensus approach was followed: (1) identification of a convenience sample of the most relevant and applied national LO catalogues for health professions educational programs (N = 9) from European and US countries, (2) extraction of LOs related to clinical reasoning and translation into English, (3) mapping of LOs into predefined categories developed within the Erasmus+ Developing, implementing, and disseminating an adaptive clinical reasoning curriculum for healthcare students and educators (DID-ACT) consortium, and (4) synthesis of analysis findings into recommendations for how LOs related to clinical reasoning could be presented and incorporated in LO catalogues, upon consensus. Three distinct recommendations were formulated: (1) make clinical reasoning explicit, (2) emphasize interprofessional and collaboration aspects of clinical reasoning, and (3) include aspects of teaching and assessment of clinical reasoning. In addition, the consortium understood that implementation of bilingual catalogues with English as a common language might contribute to lower heterogeneity regarding amount, structure, and level of granularity of clinical reasoning LOs across countries. These recommendations will hopefully motivate and guide initiatives towards the implementation of LOs related to clinical reasoning in existing and future LO catalogues.

TOWARDS A CLINICALLY COMPLIANT UPPER LIMB PART-TASK TRAINER IN SIMULATED LEARNING PROGRAM

2015 ◽  
Vol 76 (4) ◽  
Author(s):  
Nurul Atiqah Othman ◽  
Noor Ayuni Che Zakaria ◽  
Cheng Yee Low ◽  
Fazah Akhtar Hanapiah ◽  
Takashi Komeda ◽  
...  
Keyword(s):  
Upper Limb ◽  
Clinical Assessment ◽  
Occupational Therapists ◽  
Learning Program ◽  
Patient Simulator ◽  
Rehabilitation Process ◽  
Upper Limb Rehabilitation ◽  
Simulated Learning ◽  
Limb Rehabilitation ◽  
Assessment Scales

Patient simulator is one of the methods physiotherapists and occupational therapists trainee use to improve their skills. The focus here is on spasticity as part of the upper motor neuron (UMN) syndrome. The rehabilitation process for patients with UMN syndrome and management of spasticity is very important because spasticity will affect function and quality of life. A rehabilitation process requires physicians, occupational therapists and physiotherapists to assess the spasticity level using clinical assessment methods. To engage directly with the patients, the clinicians should have enough skill and experience to reduce risk of injury to the patients. Thus, it is mandatory for the physiotherapists and occupational therapists trainee to go through comprehensive training before they can conduct the therapy session. This paper reveals the research urgency in therapist education tools for upper limb rehabilitation training and points out the significance of having compliance with clinical assessment scales.

Investigation into Telephone Enquiries Made to the Leeds Disabled Living Center

1988 ◽  
Vol 51 (8) ◽  
pp. 270-272 ◽  
Author(s):  
Janet Stowe
Keyword(s):  
Social Services ◽  
Occupational Therapists ◽  
Initial Contact ◽  
Disabled People ◽  
Paramedical Staff ◽  
Wide Range ◽  
Telephone Calls ◽  
The Uk ◽  
Source Of Information ◽  
Valuable Service

Disabled Living Centres (DLCs), of which there are 23 in the UK, provide a valuable service of information for those involved in all aspects of life of disabled people. Most initial contact with the Leeds DLC is made by telephone. All incoming telephone calls were monitored over a 3-month period during 1986–87, with the aim of discovering who was telephoning the centre, for what purpose and from where they had heard of the centre. 145 calls were received: 33 from disabled people, 25 from their carers, 60 from medical and paramedical staff and 27 from others. The source of information covered a wide range, including hospitals (17), occupational therapists and physiotherapists (17), and social services (11). Nearly half of the reasons for calling were for information about equipment. Few (8%) disabled callers and their carers had discussed their problem with their GP. Information about such resource centres must be readily available to both disabled people and those involved in their care.

scholarly journals Online Meaningful Mathematics Learning Integrated by "Pintar tuntang Harati" in the New Normal Era

2020 ◽  
Vol 9 (3) ◽  
Author(s):  
Suci Amalia Pebrianti ◽  
Agustin Dewanti Putri
Keyword(s):  
Online Learning ◽  
Role Models ◽  
Core Competencies ◽  
Mathematics Learning ◽  
Scientific Work ◽  
Student Responses ◽  
Fully Integrated ◽  
Knowledge And Skills ◽  
Central Kalimantan ◽  
Three Stages

The 2013 curriculum focuses on achieving core competencies in attitudes, knowledge, and skills. The learning process which was replaced with online learning as a result of the COVID-19 pandemic does not mean eliminating the achievement of core competencies, especially attitude competencies. The positive attitude mandated by the 2013 curriculum is in the philosophy of Education in the Dayak tribe of Central Kalimantan, namely "Pintar tuntang Harati". The purpose of this scientific work is to provide a solution by first describing specifically the implementation of online learning in one of the Kotawaringin Timur district schools that are included in the co-pandemic red zone area in Central Kalimantan and student responses to online learning. The results of this study indicate that online learning has not fully integrated attitude core competencies. Attitude competencies can be achieved in online learning by making mathematics learning meaningful. The integration of meaningful mathematics learning with the attitude of "pintar tuntang harati" can go through three stages. This stage is to make learning close to students, learning not limited to online applications, and teachers as role models.

scholarly journals The information society: does it need the information professions?

2009 ◽  
Vol 33 (104) ◽  
pp. 3-10 ◽  
Author(s):  
John Feather
Keyword(s):  
Knowledge Economy ◽  
Information Society ◽  
Professional Knowledge ◽  
The Body ◽  
Formal Training ◽  
Knowledge And Skills ◽  
Body Of Knowledge

A profession is constituted by a group of people with a shared body of knowledge and skills, based on formal training and well defined criteria. But the knowledge and skills which characterise the information profession, as defined by CILIP in the Body of Professional Knowledge and other documents, are no longer confined to those who describe themselves in this way, or feel any attachment to the information profession as traditionally defined. The paper discusses how this group do, can and should contribute to the so-called 'information society'. It challenges the idea that information society is in itself something new, and focuses more on the concept of the 'knowledge economy' in which information (and therefore information workers) have a key role. The challenge for the profession is to go beyond its own recognition of its knowledge, skills and insights, and to persuade others of the contribution it (and they) can make.

scholarly journals Adaptation of First-Year Students to the Medical Academy

2019 ◽  
Vol 8 (9) ◽  
pp. 2892-2896
Keyword(s):  
Social Environment ◽  
Educational Process ◽  
First Year ◽  
First Year Students ◽  
Knowledge And Skills ◽  
Professional Activities ◽  
Personal Time ◽  
Body Of Knowledge ◽  
Medical Academy ◽  
Psychophysiological State

After entering university and starting their studies, a person changes the routine rhythm of their life. Their social environment changes and they become subject to new requirements in connection with the features of the educational process. Consequently, these changes affect a first-year student's personal time and their psychophysiological state. The process of preparation for professional activities involves not only the acquisition of a certain body of knowledge and skills but also the acquisition of a system of values and attitudes governing the life of society. Speed and degree of adaptation influence the success of training, psychological comfort and satisfaction with the career choice.

Historical Perspective of “How Did We Get Here and Where Are We Going” in the Rehabilitation of Patients With Vestibular Hypofunction

2019 ◽  
Vol 4 (6) ◽  
pp. 1385-1398 ◽  
Author(s):  
Susan J. Herdman
Keyword(s):  
Occupational Therapists ◽  
Vestibular Rehabilitation ◽  
The Body ◽  
Assessment Tools ◽  
Current Status ◽  
Vestibular Disorders ◽  
Body Of Knowledge ◽  
Vestibular Hypofunction ◽  
Published Research ◽  
Do So

Purpose Vestibular rehabilitation for patients with vestibular hypofunction is a relatively new clinical specialty, with effective therapies developing over the last 40 years for the most common peripheral vestibular disorders. This chapter illustrates the evolution of treatments used for the wide variety of vestibular disorders that we now recognize and takes us back to the origins of some of the assessment tools that we use to make a diagnosis. The chapter will also explore the current status of this field and the potential areas into which vestibular rehabilitation may grow. Conclusions In reality, the origins of various treatments date back almost 100 years, and the development of assessment tools dates back several hundred years. Today, as physical and occupational therapists who specialize in the management of people with dizziness and vestibular disorders and audiologists who test and analyze the function of the vestibular system, we do so with the confidence that our efforts will be beneficial to the patient. This is largely because of the availability of clinical research—systematic analyses of published research and clinical practice guidelines that support the decisions that we make about diagnoses and treatment. It is important to remember, however, that the skills now used in vestibular rehabilitation are based on generations of observation, deduction, and opinion that gradually evolved into the body of knowledge that we have today.

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