A Historical Cross-Professional Perspective on the Fellowship in Occupational Therapy.

Health professions education is increasingly creating learning experiences after one's entry-level practice degree. Such experiences include residency and fellowship experiences for health professions practitioners. This review of residency and fellowship programs across several health professions includes the development of residency programs and the implications these developments have on occupational therapy.

Meeting Global Rehabilitation Needs: The Development and Evaluation of an International Visiting Rehabilitation Student Program.

Collaboration to increase capacity for healthcare professionals requires careful planning, open communication, implementation, formative and summative evaluation, and sustainability. International collaboration to meet the rehabilitation needs of China requires a supportive structure of faculty and staff implementing the program. The purpose of this article is to explore the development of a collaborative international rehabilitation education program and illustrate outcomes as they relate to professional development, cultural competency, and healthcare team skills.

Occupational and Physical Therapists' Perception of Evidence-Based Practice.

Background: The significance of evidence-based practice (EBP) cannot be overstated. However, literature on the perception of occupational and physical therapists toward EBP is scarce.

Methods: This survey study was intended to examine occupational and physical therapists' perceptions of EBP.

The entry-level occupational therapy clinical doctorate: The next education wave of change in Canada?

Background: Currently, Canada and the United States are the only two countries that mandate entry to the occupational therapy profession at the master's level. There was a recommendation considered by the American Occupational Therapy Association that by 2025 all education programs would move to the clinical doctorate level. In August 2015, the Accreditation Council for Occupational Therapy Education made the formal decision that for now, the entry-level qualification for occupational therapists in the United States will remain at both the master's and clinical doctorate levels.

CHIP: Facilitating Interprofessional and Culturally Competent Patient Care Through Experiential Learning in China.

Health care professionals have advocated for educating culturally competent practitioners. Immersion in international experiences has an impact on student cultural competency and interprofessional development. The China Honors Interprofessional Program (CHIP) at a university in the Midwest is designed to increase students' cultural competency and interprofessional development.

The Next Paradigm Shift in Occupational Therapy Education: The Move to the Entry-Level Clinical Doctorate.

The occupational therapy profession in the United States is considering another shift in the level of entry-to-practice education. Currently, all accredited U.S.

The entry-level occupational therapy clinical doctorate: advantages, challenges, and international issues to consider.

Internationally, occupational therapy education has gone through several paradigm shifts during the last few decades, moving from certificate to diploma to bachelors to masters and now in some instances to clinical doctorate as the entry-level professional credential to practice. In the United States there is a recommendation under consideration by the American Occupational Therapy Association (AOTA) that by 2025, all occupational therapy university programs will move to the clinical doctorate level. It should be noted, however, that the AOTA Board can only make recommendations and it is the Accreditation Council for Occupational Therapy Education (ACOTE) who has regulatory authority to approve such a change.

Comparison of on-campus and hybrid student outcomes in occupational therapy doctoral education.

We compared the graduate outcomes of doctoral students in a traditional on-campus occupational therapy program with those in a hybrid program. Participants were 81 students from an on-campus program and 13 students from a hybrid program. Graduate outcomes were measured with student grade-point average (GPA) at the end of each academic year, cumulative GPA, Fieldwork Performance Exam, National Board for Certification in Occupational Therapy (NBCOT) practice exam scores, and final NBCOT pass rate.

International practice experiences in pharmacy education.

Objectives: To identify reasons for inclusion of international practice experiences in pharmacy curricula and to understand the related structure, benefits, and challenges related to the programs.

Methods: A convenience sample of 20 colleges and schools of pharmacy in the United States with international pharmacy education programs was used. Telephone interviews were conducted by 2 study investigators.

Fostering cultural competency, clinical reasoning, and leadership through international outreach.

ABSTRACT The Centennial Vision of the American Occupational Therapy Association (AOTA) has called for occupational therapy to be globally connected. Students can gain cultural competency, clinical reasoning, and leadership from attending didactic coursework and participating in discussions and clinical simulations. Immersing oneself in international settings, however, tends to have a greater impact on learning.

Occupational therapy students' attitudes towards inclusion education in Australia, United Kingdom, United States and Taiwan.

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.

Occupational therapy students' attitudes towards individuals with disabilities: a comparison between Australia, Taiwan, the United Kingdom, and the United States.

Introduction: Students who are enrolled in professional education programs such as occupational therapy may have inherent attitudes towards the future clients they work with. These attitudes may be influenced by the level of their professional education as well as cultural values of their country of origin.

Purpose: The purpose of the study was to examine occupational therapy students' attitudes towards individuals with disabilities from an international, cross-cultural perspective and to investigate the possible impact of professional education on students' attitudes.

Preventing practice errors and improving patient safety: an examination of case studies reflecting common errors in occupational therapy practice.

Like other health care professionals, occupational therapists make errors in clinical practice. Only recently have we systematically studied errors in occupational therapy practice. In this report, key findings from two grant projects in occupational therapy practice errors are further examined.

Physical therapists' perspectives on practice errors in geriatric, neurologic, or orthopedic clinical settings.

While practice errors have been studied extensively in medicine and pharmacy, little research exists in physical therapy. The purpose of this study was to explore the phenomenon of physical therapy practice errors in geriatric, adult neurologic, and orthopedic clinical settings. Thirty physical therapists with three or more years of practice experience participated in the study, representing four geographically distinct regions of the United States.

Impact of an interprofessional community-based educational experience on students' perceptions of other health professions and older adults.

Caring for older adults has become increasingly complex due to multiple health and societal factors. The purpose of this study was to evaluate the impact of an interprofessional community-based educational project on students' attitudes toward other health care professions and older adults. A pretest and posttest quasi-experimental research design was implemented with 64 participating students from four health care professions (nursing, occupational therapy, physical therapy, and pharmacy).

Development of the Sensory Processing Measure-School: initial studies of reliability and validity.

Objective: The history and development of the Sensory Processing Measure-School are detailed, and findings of initial pilot studies are reported.

Method: Multiple reviews, focus groups, case studies, and two pilot studies were used to develop the early versions of the tool. Internal consistency and discriminatory ability were examined.

Brains Rule!: a model program for developing professional stewardship among neuroscientists.

Brains Rule! Neuroscience Expositions, funded through a National Institute on Drug Abuse Science Education Drug Abuse Partnership Award, has developed a successful model for informal neuroscience education. Each Exposition is a "reverse science fair" in which neuroscientists present short neuroscience teaching modules to students. This study focuses on results of assessments conducted with neuroscientist presenters during Expositions at two sites, Atlanta, Georgia and Corpus Christi, Texas.

Occupational therapy practice errors in physical rehabilitation and geriatrics settings: a national survey study.

Objectives: The purpose of this survey study was to investigate occupational therapy practice errors in physical rehabilitation and geriatric practice settings.

Method: Two hundred and forty-five (245) out of 994 surveyed occupational therapists who have practiced or currently practice in physical rehabilitation or geriatrics settings responded to a self-developed questionnaire. Descriptive statistical analysis was used to describe practice errors as to the types, causes, impact on, and responses of occupational therapists and work sites.

Interprofessional vs. interdisciplinary services in school-based occupational therapy practice.

Interdisciplinary or transdisciplinary service is strongly advocated in school-based occupational therapy practice. The terms, interdisciplinary and transdisciplinary, however, are not accurate in their use. This paper examines the difference between the terms of discipline and profession and recommends the more precise and appropriate use of interprofession and transprofession related to school-based occupational therapy practice.

Teacher education professionals as partners in health science outreach.

Medical school and other health science outreach programs to educate and recruit precollege students always have relied on successful collaborative efforts. Creighton University shares the value, significance, and strategies of involving teacher education professionals in several of its current outreach programs, including HPPI, Brains Rule! Neuroscience Expositions, and HHMI Build a Human Project. The education department partner serves as an essential team member in the development, implementation, assessment, and dissemination of these projects to promote science and mathematics achievement and interest in medical careers.

Facilitating participation of students with severe disabilities: aligning school based occupational therapy practice with best practices in severe disabilities.

School-based occupational therapy is the largest employer of occupational therapists. School-based occupational therapists work extensively with students with severe disabilities. Over the past decade, one significant change in the field of severe disabilities has been the advocacy of best practices.

Effects of interprofessional rural training on students' perceptions of interprofessional health care services.

Interprofessional training has been advocated in the education of students in health care professions to facilitate collaboration and cooperation among health care providers. This study reported on one facet of the outcomes of a larger grant project funded by the Department of Health and Human Services HRSA grant #1-D36 AH 10082-03, which aimed to develop a new and innovative model for interprofessional student training. Over the 3-year period of the project, a total of 111 students from allied health professions including occupational therapy, physical therapy, and pharmacy participated in the project training.

Stability of tactile defensiveness across cultures: European and American children's responses to the Touch Inventory for Elementary school aged children.

Screening and assessment for single and discrete sensory systems, such as screening for tactile defensiveness, can provide valid information for identifying sensory processing dysfunction of children. Tactile defensiveness may be considered to be a specialized type of what was previously called a sensory integrative disorder and now is termed a sensory modulation disorder. The current study was designed to examine further the phenomenon of tactile defensiveness, particularly the stability of the concept, across different cultures.

Occupational therapists' responses to practice errors in physical rehabilitation settings.

Objective: Errors occur in all health care professions. Practice errors, however, have not been systematically examined in occupational therapy. The purpose of this study was to examine occupational therapists' responses to practice errors in physical rehabilitation settings.

Computerized platform posturography for children: test-retest reliability of the sensory test of the VSR System.

The purpose of this study was to examine the consistency of scores from typically developing children on the sensory test of the NeuroCom International VSR System. Participants included 18 children between five and nine years of age. Postural sway was measured using the VSR System, a computerized platform posturography assessment tool.