Adherence and perceptions regarding simulation training in undergraduate health Sciences

BACKGROUND: Simulation techniques are spreading rapidly in medicine. Suc h resources are increasingly concentrated in Simulation Laboratories. The MSRP-USP is structuring such a laboratory and is interested in the prevalence of individual initiatives that could be centralized there. The MSRP-USP currently has five full-curriculum courses in the health sciences: Medicine, Speech Therapy, Physical Therapy, Nutrition, and Occupational Therapy, all consisting of core disciplines. GOAL: To determine the prevalence of simulation techniques in the regular courses at MSRP-USP. METHODS: Coordinators of disciplines in the various courses were interviewed using a specifically designed semi-structured questionnaire, and all the collected data were stored in a dedicated database. The disciplines were grouped according to whether they used (GI) or did not use (GII) simulation resources. RESULTS AND DISCUSSION: 256 disciplines were analyzed, of which only 18.3% used simulation techniques, varying according to course: Medicine (24.7.3%), Occupational Therapy (23.0%), Nutrition (15.9%), Physical Therapy (9.8%), and Speech Therapy (9.1%). Computer simulation programs predominated (42.5%) in all five courses. The resources were provided mainly by MSRP-USP (56.3%), with additional funding coming from other sources based on individual initiatives. The same pattern was observed for maintenance. There was great interest in centralizing the resources in the new Simulation Laboratory in order to facilitate maintenance, but there was concern about training and access to the material. CONCLUSIONS: 1) The MSRP-USP simulation resources show low complexity and are mainly limited to computer programs; 2) Use of simulation varies according to course, and is most prevalent in Medicine; 3) Resources are scattered across several locations, and their acquisition and maintenance depend on individual initiatives rather than central coordination or curricular guidelines

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Three professions come together for an interdisciplinary approach to 3D printing: occupational therapy, biomedical engineering, and medical librarianship

Journal of the Medical Library Association JMLA ◽

10.5195/jmla.2018.321 ◽

2018 ◽

Vol 106 (3) ◽

Cited By ~ 1

Author(s):

Joan B. Wagner ◽

Laurel Scheinfeld ◽

Blanche Leeman ◽

Keith Pardini ◽

Jamie Saragossi ◽

...

Keyword(s):

Physical Therapy ◽

3D Printing ◽

Occupational Therapy ◽

Interdisciplinary Approach ◽

Health Sciences ◽

Assistive Device ◽

Primary Role ◽

Additional Funding ◽

Occupational And Physical Therapy ◽

Available Technology

Background: Although many libraries have offered 3D printing as a service or available technology, there is a lack of information on course-integrated programs for 3D printing in which the library played a primary role. Therefore, librarians at the Touro College School of Health Sciences began exploring 3D printing for inclusion in the occupational and physical therapy curriculum.Case Presentation: The goal of this project was to educate occupational and physical therapy students and faculty about the potential applications of 3D printing in health care and provide hands-on experience, while increasing collaboration between librarians and faculty. Students’ tasks included designing and creating a 3D-printed assistive device as part of their course.Conclusion: Students were able to successfully print assistive devices, demonstrating the feasibility of 3D printing in a health sciences curriculum. Librarians involved with this project reached approximately 78 students and 200 other librarians and faculty members. 3D printing at Touro College continues to evolve and expand; the trial 3D printing course is being reviewed for formal adoption into the occupational therapy curriculum, and additional funding for 3D printing technologies is currently being allocated by Touro administration.

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Physical Therapy, Occupational Therapy, and Speech Therapy

Physical Therapy ◽

10.1093/ptj/46.10.1116 ◽

1966 ◽

Vol 46 (10) ◽

pp. 1116-1118

Author(s):

George O. Egland

Keyword(s):

Physical Therapy ◽

Occupational Therapy ◽

Speech Therapy

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Physical Therapy, Speech Therapy and Occupational Therapy: past, present and future

Revista de Medicina ◽

10.11606/issn.1679-9836.v95ispe2p29-34 ◽

2016 ◽

Vol 95 (spe2) ◽

pp. 29

Author(s):

Raquel Aparecida Casarotto ◽

Claudia Regina Furquin de Andrade ◽

Clarice Tanaka ◽

Selma Lancman ◽

Fátima Corrêa Oliver

Keyword(s):

Physical Therapy ◽

Occupational Therapy ◽

Speech Therapy

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REHABILITATION, PHYSICAL THERAPY, OCCUPATIONAL THERAPY, AND SPEECH THERAPY

The Stroke Clinician's Handbook ◽

10.1142/9789812778802_0024 ◽

2008 ◽

pp. 169-179

Author(s):

Sherry Young

Keyword(s):

Physical Therapy ◽

Occupational Therapy ◽

Speech Therapy

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Concurrent Complementary and Alternative Medicine CAM and Conventional Rehabilitation Therapy in the Management of Children with Developmental Disorders

Evidence-based Complementary and Alternative Medicine ◽

10.1155/2013/812054 ◽

2013 ◽

Vol 2013 ◽

pp. 1-4 ◽

Cited By ~ 3

Author(s):

Soo Yeon Kim ◽

Yong-Il Shin ◽

Sang-Ook Nam ◽

Chang-Hyung Lee ◽

Yong Beom Shin ◽

...

Keyword(s):

Physical Therapy ◽

Occupational Therapy ◽

Alternative Medicine ◽

Complementary And Alternative Medicine ◽

Developmental Disorders ◽

Speech Therapy ◽

Behavioral Therapy ◽

Concurrent Use ◽

The Future ◽

Complementary And Alternative

Background. We investigated the concurrent use of conventional rehabilitations and complementary and alternative medicine (CAM) therapies for the long-term management of children with developmental disorders (DDs).Methods. The parents or caregivers of 533 children with DDs (age range, 1–19 years) who visited the rehabilitation centers were surveyed using in depth face-to-face interviews.Results. Of the 533 patients enrolled, 520 completed the questionnaire (97% response rate). A total of 292 (56%) children were receiving multiple therapies, more than two conventional rehabilitations and CAM, at the time of the interview. A total of 249 (48%) children reported lifetime CAM use, 23% used CAM at the time of the interview, and 62% of the patients planned to use CAM therapy in the future. Conventional rehabilitation therapies used at the time of the interview included physical therapy (30%), speech therapy (28%), and occupational therapy (19%), and the CAM therapies included herbal medicine (5%) and acupuncture or moxibustion (3%). The respondents indicated that in the future they planned to use acupuncture or moxibustion (57%), occupational therapy (18%), cognitive behavioral therapy (16%), speech therapy (10%), and physical therapy (8%).Conclusion. Concurrent management as conventional rehabilitations and CAM therapies is widely used by children with DDs.

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Review of: Culture in Rehabilitation from Competency to Proficiency

Internet Journal of Allied Health Sciences and Practice ◽

10.46743/1540-580x/2010.1310 ◽

2010 ◽

Author(s):

Robin Washington

Keyword(s):

Health Care ◽

Physical Therapy ◽

Occupational Therapy ◽

Health Care Professionals ◽

Culturally Diverse ◽

Speech Therapy ◽

Diverse Population ◽

Healthcare Professions ◽

Pertinent Information ◽

General Perspective

Culture in Rehabilitation from Competency to Proficiency provides pertinent information geared specifically towards health care professionals, educators, and students working in various settings with a culturally diverse population of patients and clients. The textbook is also applicable for all individuals interested in a general perspective of culture and ethnicity as related to health care issues. Contributors of this book represent a variety of healthcare professions that include occupational therapy, physical therapy, speech therapy, nursing, psychology, and pharmacy.

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University Student and Faculty Opinions on Academic Integrity Are Informed by Social Practices or Personal Values

Evidence Based Library and Information Practice ◽

10.18438/b8wk7b ◽

2009 ◽

Vol 4 (3) ◽

pp. 49

Author(s):

Matthew Thomas

Keyword(s):

Physical Therapy ◽

Occupational Therapy ◽

Academic Dishonesty ◽

Academic Integrity ◽

Quantitative Methods ◽

Common Ground ◽

Ethic Of Care ◽

Health Sciences ◽

Q Method ◽

Full Spectrum

A Review of: Randall, Ken, Denise G. Bender and Diane M. Montgomery. “Determining the Opinions of Health Sciences Students and Faculty Regarding Academic Integrity.” International Journal for Educational Integrity 3.2 (2007): 27-40. Objective – To understand the opinions of students and faculty in physical therapy (PT) and occupational therapy (OT) regarding issues of academic integrity such as plagiarism and cheating. Design – Q method (a mixed method of qualitative data collection with application of quantitative methods to facilitate grouping and interpretation). Setting – An urban university-affiliated health sciences facility in the mid-western United States. Subjects – Thirty-three students and five faculty members of ages 21 to 61 years, 30 associated with the physical therapy program and 8 with occupational therapy, including 6 males and 32 females. Methods –Initially, 300 opinion statements for, against, or neutral on the subject of academic integrity were gathered from journal articles, editorials and commentaries, Internet sites, and personal web logs, 36 of which were selected to represent a full spectrum of perspectives on the topic. Participants in the study performed a “Q-sort” in which they ranked the 36 statements as more-like or less-like their own values. A correlation matrix was developed based on the participants' rankings to create “factors” or groups of individuals with similar views. Two such groups were found and interpreted qualitatively to meaningfully describe the differing views of each group. Three participants could not be sorted into either group, being split between the factors. Main Results – Analysis of the two groups, using software specific to the Q method, revealed a good deal of consensus, particularly in being “most unlike” those statements in support of academic dishonesty. The two groups differed primarily in the motivation for academic honesty. Factor one, with 21 individuals, was labeled “Collective Integrity,” (CI) being represented by socially oriented statements such as “I believe in being honest, true, virtuous, and in doing good to all people,” or “My goal is to help create a world where all people are treated with fairness, decency, and respect.” Factor two, with 14 individuals, was described as “Personal Integrity,” (PI), and focused on an internal sense of values and self-modulation, identifying with statements like “Honour means having the courage to make difficult choices and accepting responsibility for actions and their consequences, even at personal cost.” There were also some demographic patterns in the results. Twenty of the 31 students, 20 of the 29 females, and 17 of the 25 participants aged 30 and under were in the CI group, while 3 of the 4 faculty were in PI. Males, occupational therapists, physical therapists, and those over the age of 30 did not belong clearly to one or the other group, having close to equal numbers in both. Conclusion – Given the two factors, CI and PI, this sample of OT and PT students and faculty can be seen to make academic decisions based on either what they believe society deems correct or what their own internal values tell them. The discovery that more females, students, and those 30 and under were associated with CI resonates with the some key claims in the literature, such as that younger individuals tend to have a more social outlook on academic integrity, or that women's ethic of care is often focused on connections among people. Most importantly, students and faculty appear to share a notable degree of common ground as it relates to their opinions on academic integrity. Additional exploration and the continued use and development of policies promoting academic integrity is called for.

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