Exploring ableism and occupational therapy: Occupational therapy students' perspectives.

The purpose of this study was to examine the existence of preprofessional stereotypes in physical therapy (PT) and occupational therapy (OT) students at an urban midwestern university. Forty-two junior PT students and 42 junior OT students completed the Health Team Stereotyping Scale (HTSS) as a self-administered survey questionnaire. The students' total and individual word-pair scores on the HTSS were then compared. The first comparison, between the PT students' and the OT students' views of the PT profession, indicated that the PT students' assessment of the PT profession was more positive than that of the OT students. The second comparison, between the OT students' and the PT students' views of the OT profession, indicated that the OT students' perception of the OT profession was more positive than that of the PT students. Each student group chose both positive and negative descriptors for the other group. Some positive adjectives chosen by the OT students to describe PT students were "proud," "passive," and "precise." The PT students chose "casual" and "intentional" to positively describe OT students. Some negative adjectives chosen by the OT students to describe PT students were "overrated," "competitive," and "strict." The PT students described OT students as "passive," "dull," and "narrow." Both groups thought the other group was conventional and conservative. Awareness of the existence of positive and negative stereotypes may influence behaviors in preprofessional and professional environments.

This study aimed to determine occupational therapy students’ coping strategies and styles to manage stress. The final sample included 160 students, with 39 master of occupational therapy (MOT) students and 121 occupational therapy doctoral (OTD) students who were currently enrolled in an MOT or OTD program. This study used a cross-sectional, descriptive survey. The survey included both closed-ended and open-ended items to provide a greater insight into occupational therapy graduate students’ stressors, coping strategies, and coping styles. Results of the survey showed the most frequently reported coping strategies for both programs were emotional support, instrumental support, self-blame, and religion. The least used strategies included denial, substance use, behavioral disengagement, and venting. When comparing the two groups, results suggested that both MOT and OTD employed similar coping strategies, with OTD students more likely to use religion as a coping strategy. Participants most frequently reported using the problem-focused coping style. These results indicated that students were implementing both healthy and unhealthy coping strategies. This study will allow students and educators to better understand how MOT and OTD students cope with stress and develop programming to enhance coping among occupational therapy graduate students. Implications for improved occupational therapy educational success include: (1) addressing and acknowledging the stressors that occupational therapy students experience, (2) facilitating and supporting occupational therapy students’ healthy coping strategies, and (3) increasing awareness of unhealthy coping strategies that occupational therapy students may be using.

Prison inmates who have engaged in substance abuse often have decreased functioning in many areas of activities of daily living. This article describes a unique interdisciplinary substance abuse relapse prevention programme conducted by occupational therapy and psychology graduate students under faculty supervision in a northwestern rural United States women's prison. The psychology students taught the inmates the theoretical bases for the programme, trigger identification and coping skills, social support development and assertive communication. The occupational therapy students used activities to help the inmates to identify their values and interests, develop ideas and resources for leisure and jobs, structure and manage their time, practise assertiveness and identify strengths. Although programme effectiveness was not formally measured, it appeared to both the students and the faculty members that the inmates experienced personal growth and that the student therapists gained professional skills in working with another discipline and in leading groups.

IntroductionAustralian and New Zealand accreditation standards for occupational therapy courses mandate consumer involvement in the design, delivery, and evaluation of courses. Consumer involvement in medical, dental, and nursing education has been evidenced as a factor for increasing student empathy. To date, there has been no known research on the impact of mental health consumer involvement on occupational therapy students' empathy. The aim of this study was to investigate if occupational therapy students who receive teaching from a mental health consumer demonstrate higher levels of empathy compared with students who receive teaching delivered by occupational therapy academics.MethodsPre–post, quasi experimental, two group comparison design was used to measure second‐year student empathy pre and post a consumer‐led teaching tutorial. Students (N = 217) were randomised into two groups across three university campuses: ‘teaching as usual group’ (control) or ‘consumer‐led’ group (experimental group). The Jefferson Scale of Empathy was used to measure student empathy.ResultsN = 138 matched scales were returned. Little difference in empathy scales was detected between groups. The ‘consumer‐led’ group increased for the empathy scale by 3.4(95% CI: 0.7,6.1, p = 0.014) but was not statistically significant compared to 1.3(95% CI: −1.0,3.5, p = 0.267) for the control group. Both groups scored highly on empathy.ConclusionThis study found that occupational therapy students had pre‐existing high levels of empathy. The challenge for future research is to identify appropriate ways to measure the impact of mental health consumer involvement on occupational therapy curriculum and students.

BackgroundAssessing self-efficacy in evidence-based practice (EBP) is crucial for identifying training needs, evaluating the effectiveness of educational programs, and assessing the overall application confidence of EBP in healthcare professions, including occupational therapy (OT). Thus, the objectives of this study were to cross-culturally adapt the Evidence-Based Practice Confidence Scale (EPIC) for Spanish-speaking OT students and professionals and to evaluate its internal consistency, test–retest reliability, and construct validity.MethodsA professional translation and cross-cultural adaptation of the EPIC was developed, including a pilot study that resulted in the EPIC Spanish version. A total of 260 OT students and 202 professionals completed the Spanish EPIC at baseline, with 177 (68.1%) students and 129 (63.9%) professionals participating in the test–retest reliability assessment two weeks later. The EPIC’s internal consistency was evaluated using Cronbach’s alpha. Test–retest reliability was assessed using Spearman’s correlations and intra-class correlations (ICC). Known-groups validity hypothesis based on participants' roles (students, diploma/bachelor’s, master’s, and doctorate) was explored using ANOVA. Finally, an exploratory factor analysis with oblique Promax rotation was conducted to examine the EPIC factor structure.ResultsCronbach’s alpha for the total EPIC score was excellent in both OT professionals (α = 0.91) and students (α = 0.90). For OT students, Spearman’s correlation was 0.67 (p < 0.001) for the total score, and the ICC was 0.66 (95%CI 0.57–0.73). Conversely, for OT professionals, test–retest reliability showed a Spearman’s correlation of 0.87 (p < 0.001) for the total score, and the ICC was 0.87 (95%CI 0.81–0.90). The highest scores were observed in professionals with a doctorate followed by those with a master’s degree (p < 0.001). The exploratory factor analysis yielded a 3-factor solution that explained 71% of the observed variance, with item-level loadings ≥ 0.35.ConclusionsThe EPIC scale showed excellent internal consistency, strong test–retest reliability, and adequate construct validity for evaluating EBP self-efficacy among Spanish-speaking OT professionals using the total score. However, test–retest reliability was moderate among Spanish-speaking OT students, indicating that changes in EBP confidence assessed with the EPIC scale in this group should be interpreted with caution.

Research on the factors contributing to low academic performance of first-generation students studying occupational therapy is limited, and how these factors affect the students' academic performance is insufficiently described. To explore how first-generation students in occupational therapy perceive their academic self-efficacy, academic engagement, and social integration. Explanatory sequential mixed-methods design. Occupational therapy program on the East Coast of the United States. The total sample included 18 first-generation students in occupational therapy through purposeful sampling. Eighteen participants completed the survey, and 5 participants participated in the interview. Measures included a demographic questionnaire, the Self-Efficacy for Learning Form-Abridged, the Survey of Student Engagement, the Social Integration Scale, and semistructured interviews. Participants reported a low level of academic self-efficacy, academic engagement, and social integration. This study fills the gap in research regarding factors contributing to low academic performance of first-generation students in occupational therapy and how the identified barriers of academic self-efficacy, academic engagement, and social integration can be addressed for these students. Plain-Language Summary: This study explored how first-generation occupational therapy students think about their academic performance, engagement, and social integration. Students reported a low level of academic performance, engagement, and social integration. Identifying and understanding the factors that affect the academic performance of first-generation students can improve the support and services provided by occupational therapy programs to first-generation students. Positionality Statement: Positionality is described as the location of the researcher in their research (Milner, 2007). It influences the researcher's assumptions, findings, and interpretations (Banks, 2015). As a first-generation doctoral student, I identify with the unique challenges faced by many first-generation students. As Milner (2007) suggested, it is important to be introspective during research and acknowledge any internal biases to maintain objectivity during the research process. I aimed to be reflexive by taking notes about my thoughts throughout the study to actively reflect on my understanding of how my positionality may affect my data collection and analysis.

Background: Learning styles of health care professionals are unique and tend to be profession- specific. This study aimed to compare the learning styles of undergraduate occupational therapy and physiotherapy students and to determine the relationship between preferred learning styles, demographic factors, and academic performance.Method: The study design was a cross-sectional, descriptive study. Undergraduate occupational therapy and physiotherapy students completed a self-developed questionnaire and the Grasha-Reichmann Learning Style Inventory.Results: A total of 313 students with a mean age of 19.6±1.58 years participated in this study. The results showed that students preferred the collaborative (75%) learning style, with the first-year students scoring significantly higher in the collaborative style (3.97±0.48; p&lt;0.001). The male students (2.67±0.65) scored higher in the competitive learning style than female students (2.20±0.62; p=0.001, d=0.757). The competitive learning style, when controlling for sociodemographic variables, is a significant predictor of an increase in academic performance in English language (B=2.28, [0.60-3.96]), physics (B=3.62, [0.22-7.02]) and overall academic performance (B=2.12, [0.34-3.90]).Conclusion: The predominant preferred learning styles are the collaborative and participant styles. The application in the teaching space should be carefully considered for the selection of teaching approaches and activities. This study points to the Physiotherapy and Occupational Therapy programmes need to align to the collaborative style and respond with a variety of teaching methods. The associations shown between preferred learning styles and demographic variables point to the need to pay attention to diversity when selecting teaching approaches and activities.

Occupational therapy students’ attitudes towards individuals with disabilities: A comparison between Australia, Taiwan, the United Kingdom, and the United States

Introduction: This exploratory study examined occupational therapy (OT) students’ learning behaviors using a custom-built ChatGPT version 4.0 (OpenAI, Inc., San Francisco, United States) based question-generating bot. Particularly, this study examined changes in mock examination scores before and after one month of use, correlations between usage logs and score improvements, and learning behavior clusters to identify distinct engagement patterns.Methods: This study comprised 29 OT students, using a one-group pre-post design. The intervention comprised one month of access to a ChatGPT-based bot, developed to generate multiple-choice questions in anatomy, kinesiology, and physiology. Participants were instructed to use the bot as part of their self-study and submit weekly reports via Google Forms (Google LLC, Mountain View, California, United States), documenting the number of questions generated, the number of sessions, and total usage time. Performance was assessed using two 50-item mock exams administered before (Exam I) and after (Exam II) the intervention. Paired t-tests were used to compare the exam scores. Correlations were calculated between the score gains (Exams II-I) and the learning logs. Ward’s hierarchical cluster analysis was performed to explore the distinct patterns of learning behavior.Results: In total, 28 datasets were analyzed. Exam scores significantly improved between Exam I (17.1 ± 4.4) and Exam II (22.1 ± 7.6), with a mean gain of +5.0 ± 6.0 (t-statistic=4.40, degrees of freedom=27, p<0.001, Cohen’s d=0.83). Correlation analysis indicated weak-to-moderate associations between Exam II scores and the number of questions (r=0.39, p<0.05) and sessions (r=0.36, p<0.10), but no significant association with total usage time. Cluster analysis identified three groups: Cluster 1 (n=14) with low activity and minimal gains; Cluster 2 (n=9) with more questions but little improvement; and Cluster 3 (n=6) with moderate activity but high total usage time, achieving the greatest improvements.Conclusions: This exploratory study examined OT students’ learning behaviors when using a ChatGPT-based question-generating bot. The findings suggest that increased total time investment may be more relevant to performance gains than the generated question quantity. Future studies should incorporate qualitative analyses of the learning processes and controlled comparisons to further validate these patterns.

This international, cross-cultural study investigated the attitudes of occupational therapy students from Australia, United Kingdom, United States and Taiwan towards inclusive education for students with disabilities. The possible impact of professional education on students' attitudes was also explored. A total of 485 students from 11 entry-level occupational therapy education programmes from Australia, the United Kingdom, the United States and Taiwan participated in the study. Among them, 264 were freshmen (first-year students) and 221 were seniors (final-year students). Data collected from a custom-designed questionnaire were analysed both quantitatively and qualitatively. In general, the occupational therapy students reported having positive attitudes towards inclusion. Considerable differences, however, existed among the student groups from the four countries. Professional education appeared to have a significant impact on students' attitudes towards inclusion from first year to senior year. Although students were in favour of inclusion, they also cautioned that their support for inclusive practices depended on various factors such as adequate preparation, support and assistance to students with disabilities. Limitations of the study included the small, convenience sample and different degree structures of the participating programmes. Future research studies need to compare occupational therapy students' attitudes with students from other health care professions. A longitudinal study on the impact of the professional education programme on students' attitudes towards inclusive education is warranted.

To determine the amounts of time that physiotherapy (PT) and occupational therapy (OT) students in problem-based curricula spent in non-scheduled and scheduled educational activities, and to determine whether the students increased or decreased the time spent in educational activities as they progressed through the curricula. The participants were the 29 PT and 29 OT students in the classes of 1992 in the two-year problem-based educational programs at McMaster University. Each student was randomly assigned to different days of the week to record his or her time utilization for a 24-hour period in each of weeks three, seven, and 11 of the second, fourth, and sixth units of the seven-unit curricula. Weeks 11 of the second and fourth units emphasized clinical education; the other weeks involved academic study only. During the academic weeks, the grand ratios of non-scheduled to scheduled time were 2.8:1 for the PT students and 2.9:1 for the OT students. During the two weeks focusing on clinical education, the ratios were lower: 0.4:1 and 0.2:1 for the PT students, and 1:1 and 0.8:1 for the OT students (the discrepancy between the groups may be due to the fact that the OT students had academic assignments during their clinical placements, while the PT students did not). As the students proceeded through the programs, a general decrease in time spent in educational activities was noted. The general decrease in time spent in educational activities as the students progressed through the programs was probably due to their becoming familiar with expectations and their gaining efficiency in using learning resources.

Research Article| Online November 01 1996 Clinical Interpretation of “Occupational Therapy Students’ Perspectives on Occupation as an Agent That Promotes Healthful Lifestyles” Judith Bloomer Judith Bloomer Judith Bloomer, PhD, OTR/L, is Associate Professor and Chairperson, Department of Occupational Therapy, Xavier University, 3800 Victory Parkway, Cincinnati, Ohio 45207-7341 Search for other works by this author on: This Site PubMed Google Scholar Author & Article Information Online ISSN: 1943-7676 Print ISSN: 0272-9490 Copyright © 1996 by the American Occupational Therapy Association, Inc.1996 The American Journal of Occupational Therapy, 1996, Vol. 50(10), 842–843. https://doi.org/10.5014/ajot.50.10.842 Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Facebook Twitter LinkedIn MailTo Tools Icon Tools Get Permissions Cite Icon Cite Search Site Citation Judith Bloomer; Clinical Interpretation of “Occupational Therapy Students’ Perspectives on Occupation as an Agent That Promotes Healthful Lifestyles”. Am J Occup Ther November/December 1996, Vol. 50(10), 842–843. doi: https://doi.org/10.5014/ajot.50.10.842 Download citation file: Ris (Zotero) Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search All ContentThe American Journal of Occupational Therapy Search Advanced Search Keywords: life style, health promotion This content is only available via PDF. Copyright © 1996 by the American Occupational Therapy Association, Inc.1996 Article PDF first page preview Close Modal You do not currently have access to this content.

This study examined the viewpoints of occupational therapy educators in higher education regarding ableism and its impact on occupational therapy practice. It forms part of a wider study which also explored occupational therapy student perspectives, published separately. An online survey involved the administration of Likert-scales and open-ended survey questions, enabling a comprehensive examination of occupational therapy educators' perspectives on ableism in occupational therapy. The sample comprised 32 teaching staff actively engaged in occupational therapy degree-level education. Most participants (72%) perceived occupational therapy as inherently ableist. Content analysis showed variations in how respondents understood the term 'ableism', and this appeared to be a compounding factor in respondents' views as to whether the profession is ableist. Most (89%) respondents agreed that the profession focuses on independence, affirming past critiques. Themes, including cultural sensitivity, challenges with engaging in disability studies, and power dynamics within occupational therapy education, emerged. This study provides insight into educators' opinions of occupational therapy practices and their promotion of ableism. Future qualitative research should aim to unravel additional understanding of ableism within occupational therapy, including its origins, so future systemic changes required to address the harm of ableism can begin to be addressed.

Objective Along with other Australian health professionals, occupational therapy students need to understand Aboriginal and Torres Strait Islander culture and health issues to develop their capacity to work effectively with this community and meet accreditation standards. The study aimed to explore the learning experiences of occupational therapy students during a module focused on Aboriginal and Torres Strait Islander peoples' health issues and approaches. Methods A qualitative descriptive method was used. Individual interviews were audiotaped, transcribed and analysed thematically following the module. Participants were asked about their prior experience with Aboriginal and Torres Strait Islander peoples, feelings about undertaking the module, difficulties and highlights of the module, and how the module contributed to their learning. Results In all, 18 students participated in interviews. Interview themes were (1) student context of learning about Aboriginal and Torres Strait Islander peoples' heath and culture, (2) experiencing the module with others and (3) student learning gains following the module. Conclusion Students developed in their self-awareness and understanding of Aboriginal and Torres Strait Islander peoples' issues of relevance to occupational therapy. Further research is needed to evaluate educational activities with occupational therapy and other health professional students across Australia, and ongoing culturally responsiveness training for health professionals (post-registration).

Background: Interprofessional competence can be defined as knowledge and understanding of their own and the other team members’ professional roles, comprehension of communication and teamwork and collaboration in taking care of patients.Aim: To evaluate whether students perceived that they had achieved interprofessional competence after participating in clinical teamwork training.Method: Six hundred and sixteen students from four undergraduate educational programs–medicine, nursing, physiotherapy and occupational therapy–participated in an interprofessional course at a clinical education ward. The students filled out pre and post questionnaires (96% response rate).Results: All student groups increased their perceived interprofessional competence. Occupational therapy and medical students had the greatest achievements. All student groups perceived improved knowledge of the other three professions’ work (p = 0.000000) and assessed that the course had contributed to the understanding of the importance of communication and teamwork to patient care (effect size 1.0; p = 0.00002). The medical students had the greatest gain (p = 0.00093). All student groups perceived that the clarity of their own professional role had increased significantly (p = 0.00003). Occupational therapy students had the greatest gain (p = 0.000014).Conclusions: Active patient based learning by working together in a real ward context seemed to be an effective means to increase collaborative and professional competence.