scholarly journals Mentoring: A Role to Facilitate Academic Change

2005 ◽  
Author(s):  
Ingrid Provident
Keyword(s):  
Occupational Therapy ◽  
Curriculum Change ◽  
Theoretical Models ◽  
Communication Style ◽  
Curricular Change ◽  
Historical Overview ◽  
Roles And Responsibilities ◽  
Academic Change

The concept of mentoring is presented, including a historical overview and definitions of both mentor and protégé as well as corresponding typical roles and responsibilities. Theoretical models of mentoring are presented and contemporary views on using mentors to create meaningful curricular change are discussed. In particular, the overall results of the American Occupational Therapy Foundation’s Curriculum-Mentoring Project are presented. The conclusion appears to be that both the process and outcomes of curriculum change seem to be highly dependent on the communication style and make-up of the faculty and their relationship with the mentor.

scholarly journals Managing Older Adults With Cognitive Impairment: An Interprofessional, Standardized Patient Approach

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 10-10
Author(s):  
Shaun Varrecchia ◽  
Carol Maritz ◽  
Colleen Maher ◽  
Megan Strauss
Keyword(s):  
Older Adults ◽  
Cognitive Impairment ◽  
Occupational Therapy ◽  
Interprofessional Education ◽  
Professional Organizations ◽  
Standardized Patient ◽  
Geriatric Population ◽  
Roles And Responsibilities ◽  
Interprofessional Teams ◽  
Occupational Therapy Students

Abstract Several professional organizations have called for increased preparation of health professionals capable of working with older adults, including those with cognitive impairment. Standardized patients (SP) are often used in interprofessional education (IPE) in the health professions, but limited data exists to support their use when teaching about the care and management of older adults with cognitive impairment. The purposes of this project were to: 1) develop, implement, and assess an interprofessional standardized patient exercise involving physical and occupational therapy students and 2) to evaluate students’ perceptions of a SP encounter on relevance and utility to patients with cognitive impairment. 88 students representing physical therapy (DPT) and occupational therapy (DrOT) were assigned to interprofessional teams to evaluate an SP portraying an older adult with cognitive impairment. At the conclusion of the session the SP provided the group formative feedback. Student teams then completed an assignment to develop a collaborative intervention plan and addressed questions about roles and responsibilities and communication/teamwork. Pre-/post- surveys focusing on the knowledge of roles and responsibilities, communication, and teamwork were completed by all students. Students also completed an evaluation about the SP experience. Results demonstrated student agreement to understanding the role of the other’s profession improved 28.67%; being comfortable communicating with the geriatric population improved 27.31%; and working in interprofessional teams can improve geriatric patient care improved 32.11%. These findings demonstrate that use of SPs has several advantages in teaching students how to work and communicate with individuals with cognitive impairments as an interprofessional team.

AOTA 2021 Standards for Continuing Competence in Occupational Therapy

2021 ◽  
Vol 75 (Supplement_3) ◽  
Author(s):  
Keyword(s):  
Occupational Therapy ◽  
Interpersonal Skills ◽  
Occupational Therapists ◽  
Ethical Practice ◽  
Self Assessment ◽  
New Developments ◽  
Performance Skills ◽  
Roles And Responsibilities ◽  
Ongoing Process ◽  
Continuing Competence

Continuing competence is essential to occupational therapists and occupational therapy assistants for fulfilling their roles and abilities across experience, context, and time. It requires an ongoing process to keep up with new developments related to the profession and specialty areas throughout one’s career (i.e., early, mid-, late, change, or reentry). To build capacity, occupational therapists and occupational therapy assistants must commit to a process of self-assessment, reflecting on, in, and toward action to advance the knowledge, professional reasoning, interpersonal skills, performance skills, and ethical practice necessary to perform current and future roles and responsibilities within the profession. The American Occupational Therapy Association’s Standards for Continuing Competence serve as a foundation for analyzing the occupation in regard to continuing competence. These standards can be viewed separately and collectively and can be combined with other standards documents to gain an overarching perspective.

scholarly journals Lumumba, Hammerskjoeld and the 1960 Congo Crisis: a Case of International Misunderstanding?

Afrika Focus ◽  
1990 ◽  
Vol 6 (2) ◽  
Author(s):  
Jan Blommaert
Keyword(s):  
Key Words ◽  
Intercultural Communication ◽  
Theoretical Models ◽  
Communication Style ◽  
Value Systems ◽  
General Picture ◽  
Communication Breakdown ◽  
Congo Crisis

A number of influential works on the 1960 Congo Crisis, as well as most theoretical models of intercultural communication, consistently explain conflicts between cul- turally different participants in terms of features of ethnic communication style, cognition, value systems etc. A general picture emerges in which culture is seen as the cause of conflicts, misunderstandings, or communication breakdown. An ana- lysis of six letters exchanged between Lumumba and Hammarskjoeld during one of the crucial episodes of the Congo Crisis reveals that ethnic features of communica- tion style are the consequence, rather than the cause of conflicts. KEY WORDS: Congo (Zaïre), history, linguistics 

scholarly journals Lumumba, Hammarskjoeld, and the 1960 Congo Crisis: A case of international misunderstanding?

Afrika Focus ◽  
1990 ◽  
Vol 6 (2) ◽  
pp. 97-118
Author(s):  
Jan Blommaert
Keyword(s):  
Intercultural Communication ◽  
Theoretical Models ◽  
Communication Style ◽  
Value Systems ◽  
General Picture ◽  
Communication Breakdown ◽  
Culturally Different ◽  
Congo Crisis

Lumumba, Hammarskjoeld, and The 1960 Congo Crisis. A Case of International Misunderstanding? A number of influential works on the 1960 Congo Crisis, as well as most theoretical models of intercultural communication, consistently explain conflicts between culturally different participants in terms of features of ethnic communication style, cognition, value systems etc. A general picture emerges in which culture is seen as the cause of conflicts, misunderstandings, or communication breakdown. An analysis of six Letters exchanged between Lumumba and Hammarskjoeld during one of the crucial episodes of the Congo Crisis reveals that ethnic features of communication style are the consequence, rather than the cause of conflicts.

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