Donna Drynan - Academia.edu (original) (raw)

Papers by Donna Drynan

Research paper thumbnail of A Reflection On: Reflection on Professionalism: Retrospective Review on Health Professional Student Reflections

Our motivation for writing "Reflection on Professionalism: Retrospective Review of Health Profess... more Our motivation for writing "Reflection on Professionalism: Retrospective Review of Health Professional Student Reflections" stemmed from the need to develop a student-centered professionalism curriculum. The lack of studies defining professionalism from occupational therapy (OT) and physical therapy (PT) students' perspectives, led us to design the study based on students' reflective writings. We developed a framework to define professionalism by deriving themes from their reflections.

Research paper thumbnail of Formation basée sur les compétences Formation clinique

Background. Internationally, the World Federation of Occupational Therapists has established a mi... more Background. Internationally, the World Federation of Occupational Therapists has established a minimum of 1,000 hours as the fieldwork standard. Purpose. To examine student development in fieldwork across placements to determine if students achieve entry-level competence after completion of 1,000 hours of field-work. Methods. Archival data (N=400) from six occupational therapy programs were analyzed to examine the acquisition of fieldwork competency over time as measured by the Competency Based Fieldwork Evaluation Scale. Findings. Com-petency scores increased with each fieldwork placement, the majority of students achieved entry-level scores upon completion of their final fieldwork placement. While, on average, some competency scores exceeded entry level by 1,000 hours, Practice Knowledge, Clinical Reasoning, and Facilitating Change fell just short. Im-plications. The identification of a plan for addressing the lower ratings in these three competencies should be considered. Résumé

Research paper thumbnail of Telesupervision Benefits for Placements: Allied Health Students’ and Supervisors’ Perceptions

International Journal of Practice-based Learning in Health and Social Care, 2016

Telesupervision (TS) uses Information and Communication Technology (ICT) for communication betwee... more Telesupervision (TS) uses Information and Communication Technology (ICT) for communication between university-based staff, clinical supervisors and students undertaking placements in the presence or absence of a clinical supervisor onsite. Despite examples of successful implementation (Carlin 2012, Chipchase et al. 2014, Dudding and Justice 2004, Hall 2013) there has been minimal uptake of TS in allied health. This study investigated students’ and clinical educators’ perceptions of the potential benefits and barriers of TS using readily accessible ICT during placements. During 2014-2015, telesupervision/telesupport was provided to a total of 54 Undergraduate and Graduate Entry Masters students from Speech Language Pathology (SLP), Occupational therapy (OT) and Physical therapy (PT) programs at one Australian and two Canadian universities and Exercise Physiology (EP) students at the Australian university. After receipt of TS, 39 students completed an online survey. Nine participating...

Research paper thumbnail of International fieldwork placements in low-income countries: Exploring community perspectives

Australian Occupational Therapy Journal, 2016

Background: There has been a significant increase in the number of occupational and physical ther... more Background: There has been a significant increase in the number of occupational and physical therapy students going on international fieldwork placements in low-income countries. Yet, there has been a lack of research describing this experience from the agencies that host students. The research question was 'how do members of an agency within a low-income country perceive, interpret and give meaning to international fieldwork placements where students from a Canadian university provide occupational and physical therapy services?' Methods: Purposive sampling was used to recruit participants from five affiliated international fieldwork sites. Six semi-structured interviews exploring the perspectives of individuals from agency sites in low-income countries facilitated the data collection. Interviews were audiotaped and transcribed verbatim for thematic analysis. Results: Four themes provided insight into the participants' experience of hosting student therapists. Participants emphasised: (i) there was a reciprocity of learning between agency members and students; (ii) they felt responsible for the health and safety of the students, as well as providing an enriching experience; (iii) participants questioned the preparation phase; and (iv) recommendations were made by participants to strengthen partnerships while contemplating sustainable practices. Conclusions: This study highlighted that effective preparation, enhanced communication, reflection and reciprocity is necessary to achieve what hosting agencies view as sustainable international placements. These results provide a platform for stakeholders to question their current processes for fieldwork placement engagement and potential suggestions for improving current international fieldwork partnerships.

Research paper thumbnail of Getting it “right”: how collaborative relationships between people with disabilities and professionals can lead to the acquisition of needed assistive technology

Disability and Rehabilitation: Assistive Technology, 2014

The purpose of this study was to examine the impact of a consumer-led equipment and device progra... more The purpose of this study was to examine the impact of a consumer-led equipment and device program [Equipment and Assistive Technology Initiative (EATI) in British Columbia, Canada] from the perspective of program participants. The importance of collaborative assessments for obtaining the right assistive technology (AT) for meeting an individual's needs is discussed in light of the program's participant-centered "Participation Model", or philosophy by which the program is structured. A cross-sectional survey with participants and semi-structured interviews were conducted with participants (≥ 18 years) who held a range of disabilities. The survey asked participants to rank their AT and to identify the method by which they obtained the technology [by self, prescribed by a health professional or collaborative (self and professional)]. Interviews addressed participants' opinions about obtaining and using AT. In total, 357 people responded to the survey (17% response rate) and 16 people participated in the interviews. The highest ranking AT was assigned to devices assessed via a collaborative method (self = 31%, practitioner = 26%, collaborative = 43%; χ(2) (16,180) = 39.604, p < 0.001). Shared decision-making between health professionals and people with disabilities within the assessment process for assistive technology leads to what participants perceive as the right AT. Collaborative decision-making can lead to the selection of assistive technology that is considered needed and right for the individual. Person-centered philosophy associated with assistive technology assessment is contributing to attaining "the right" AT.

Research paper thumbnail of An Interprofessional Web-Based Resource for Health Professions Preceptors

American Journal of Pharmaceutical Education, 2012

Objective. To develop a Web-based preceptor education resource for healthcare professionals and e... more Objective. To develop a Web-based preceptor education resource for healthcare professionals and evaluate its usefulness. Methods. Using an open source platform, 8 online modules called "E-tips for Practice Education" (E-tips) were developed that focused on topics identified relevant across healthcare disciplines. A cross-sectional survey design was used to evaluate the online resource. Ninety preceptors from 10 health disciplines affiliated with the University of British Columbia evaluated the E-tips. Results. The modules were well received by preceptors, with all participants indicating that they would recommend these modules to their colleagues, over 80% indicating the modules were very to extremely applicable, and over 60% indicating that E-tips had increased their confidence in their ability to teach. Conclusion. Participants reported E-tips to be highly applicable to their teaching role as preceptors. Given their multidisciplinary focus, these modules address a shared language and ideas about clinical teaching among those working in multidisciplinary settings.

Research paper thumbnail of Introducing the individual Teamwork Observation and Feedback Tool (iTOFT): Development and description of a new interprofessional teamwork measure

Journal of Interprofessional Care, 2016

The individual Teamwork Observation and Feedback Tool (iTOFT) was devised by a consortium of seve... more The individual Teamwork Observation and Feedback Tool (iTOFT) was devised by a consortium of seven universities in recognition of the need for a means of observing and giving feedback to individual learners undertaking an interprofessional teamwork task. It was developed through a literature review of the existing teamwork assessment tools, a discussion of accreditation standards for the health professions, Delphi consultation and field-testing with an emphasis on its feasibility and acceptability for formative assessment. There are two versions: the Basic tool is for use with students who have little clinical teamwork experience and lists 11 observable behaviours under two headings: 'shared decision making' and 'working in a team'. The Advanced version is for senior students and junior health professionals and has 10 observable behaviours under four headings: 'shared decision making', 'working in a team', 'leadership', and 'patient safety'. Both versions include a comprehensive scale and item descriptors. Further testing is required to focus on its validity and educational impact.

Research paper thumbnail of Time use in occupational therapy fieldwork education: a pilot Delphi study to identify time use items

The Clinical Supervisor, 2022

Research paper thumbnail of The Individual Teamwork Observation and Feedback Tool (iTOFT): development and delivery

Research paper thumbnail of Reflection on Professionalism: Retrospective Review of Health Professional Student Reflections

Professionalism is one of the core competencies for occupational and physical therapists. However... more Professionalism is one of the core competencies for occupational and physical therapists. However, difficulty in providing clear definitions of core professional values and behaviours makes professionalism a complex concept to teach. Most proposed frameworks for defining the concept are theoretical or have focused on the academics’ and clinicians’ perspectives; evidence from students’ experiences is lacking. The purpose of this study was to develop a framework to define the concept of professionalism from occupational therapy (OT) and physical therapy (PT) students’ perspectives through analysis of their reflections. The study was a retrospective content analysis of OT and PT students’ reflections completed during clinical placements from 2014-2015 academic years. Sixty students (30 PT and 30 OT) were randomly sampled and one anonymized reflection of each of these students was selected. The qualitative content analysis was initiated by applying a deductive approach using previously ...

Research paper thumbnail of Patient perspectives: Four pillars of professionalism

Patient Experience Journal

Research paper thumbnail of Building sustainable fieldwork partnerships between Canada and India: Finding common goals through evaluation

World Federation of Occupational Therapists Bulletin

Research paper thumbnail of Professionalism and disabled clinicians: the client’s perspective

Research paper thumbnail of Comparing Occupational Therapy Students' Competency Scores: 2:1 versus 1:1 Fieldwork

International Journal of Practice-based Learning in Health and Social Care

Fieldwork is essential to occupational therapy students' development of professional competencies... more Fieldwork is essential to occupational therapy students' development of professional competencies. Fieldwork models using student-to-fieldwork educator ratios of 1:1 and 2:1 are widely used, however, quantitative research exploring differences in student competencies between these two models is scarce. The objective of this study was to determine if development of student competencies differ between 2:1 and 1:1 fieldwork models during an occupational therapy educational program. A retrospective study using two years of occupational therapy students' competency ratings by fieldwork supervisors (N = 95 students; N = 355 fieldwork events) was performed. The Competency Based Fieldwork Evaluation for Occupational Therapists tool was used to assess student competencies at each fieldwork rotation (n = 5 placements). Independent samples t-tests were used to compare students' scores during 1:1 and 2:1 placements. No significant differences were noted in student competencies following participation in 2:1 and 1:1 placements. It was concluded that students are equally well prepared for practice if they have 1:1 or 2:1 fieldwork experiences.

Research paper thumbnail of Evaluation of the Quality of Occupational Therapy Fieldwork Experiences

International Journal of Practice-based Learning in Health and Social Care, Nov 1, 2018

Practice education, or fieldwork as it is referred to in occupational therapy, is a fundamental f... more Practice education, or fieldwork as it is referred to in occupational therapy, is a fundamental feature of occupational therapy education, priming students to become competent entry-level practitioners. Factors reported as contributing to poor quality fieldwork experiences include: students not receiving enough feedback; lack of opportunity to develop skills; and not being made to feel welcome in the environment. These are significant contributors to the overall development of competence so it is important to understand the current context of fieldwork experiences being offered in relation to the notion of quality in those learning environments. The purpose of this study was to evaluate the quality of the fieldwork learning environment from the perspective of occupational therapists’ working in one region of Canada. A validated survey, the Quality of Occupational Therapy Fieldwork Experience (QOTFE) tool, was used to identify features of what might constitute quality fieldwork education, and to determine whether there was a difference in quality of fieldwork experience between practice settings or types of practice areas. However, there was minimal variability in scores based on practice setting and practice area variables. These findings indicate a consistent quality of fieldwork experience across practice settings and practice areas. This research presents a picture of the current quality of fieldwork experiences available to occupational therapy students. This may be a starting place for further investigation into the factors that contribute to the quality of practice education learning experiences

Research paper thumbnail of Student Led Clinics: A win-win for Interprofessional Education and Practice

Background Despite a commitment to developing collaborative practice competencies, providing an a... more Background Despite a commitment to developing collaborative practice competencies, providing an appropriate number and quality of clinical Interprofessional learning experiences for health professional students can be challenging for academic institutions. Concurrently, health authorities are challenged to provide integrated health services for ambulatory patients with chronic disease issues or with multiple co-morbidities. Objectives The objectives were to develop a clinical placement site which would increase the number of locations allowing students to experience Interprofessional collaborative practice, whilst providing health authorities with an integrated service model for patients with complex needs. Methods A collaborative partnership between Fraser Health Authority (FHA) and the University of British Columbia (UBC) was formed to establish an Interprofessional student-led outpatient clinic (SLC). Initially funded by a grant from UBC, sustainability funding is provided by FHA...

Research paper thumbnail of Can assistive technology help people with disabilities obtain employment? An examination of overcoming barriers to participation in British Columbia, Canada

Assistive technology (AT) can help individuals overcome functional limitations, lead to increased... more Assistive technology (AT) can help individuals overcome functional limitations, lead to increased independence, and provide people with disabilities opportunities to participate more fully in society. Programs that offer AT for employment can suggest AT may help “level the playing field” to help participants obtain paid work. A program that provides AT for employment-related goals in British Columbia, Canada, is examined in light of the challenges faced by program participants. Results from this study suggest that the individualized approach of providing AT for people with disabilities to support them in employment holds limitations. Such an approach neglects to account for and/or address the many challenges and barriers people with disabilities face in their pursuit of employment, such as the discrimination they may encounter within the hiring process.

Research paper thumbnail of Evaluation of methods for teaching electronic visual scanning to children with cerebral palsy: two series of case studies

Disability and Rehabilitation: Assistive Technology, 2012

To evaluate the effectiveness of two instructional techniques in teaching electronic row-column s... more To evaluate the effectiveness of two instructional techniques in teaching electronic row-column scanning to children with cerebral palsy. Two case series involving four participants each. Eight children, four boys and four girls (ages 3-13 years), were assigned to one of two intervention groups and completed three baseline and five intervention sessions. One intervention (n = 4) consisted of computer-based activities alone, while the other intervention (n = 4) consisted of a sequential approach starting with paper-based activities and then shifting to computer-based activities. Participants within both groups demonstrated varying degrees of skill mastery (80% accuracy or better) of linear and, for some, electronic row-column scanning within the training phases of the intervention sessions. However, there was no clinically important change in test scores between baseline and outcome measures for either group. Significant challenges exist when studying the effectiveness of instructional techniques for teaching electronic row-column scanning to children with cerebral palsy. These case series provide information regarding the importance of selecting the most appropriate scanning technique to ensure reliable switch activation, carefully structuring the teaching environment to optimize learning, and being cognizant of the impact of fatigue and motivation on performance. [Box: see text].

Research paper thumbnail of 1000 fieldwork hours: Analysis of multi-site evidence

Background. Internationally, the World Federation of Occupational Therapists has established a mi... more Background. Internationally, the World Federation of Occupational Therapists has established a minimum of 1,000 hours as the fieldwork standard. Purpose. To examine student development in fieldwork across placements to determine if students achieve entry-level competence after completion of 1,000 hours of fieldwork. Methods. Archival data (N=400) from six occupational therapy programs were analyzed to examine the acquisition of fieldwork competency over time as measured by the Competency Based Fieldwork Evaluation Scale. Findings. Competency scores increased with each fieldwork placement, the majority of students achieved entry-level scores upon completion of their final fieldwork placement. While, on average, some competency scores exceeded entry level by 1,000 hours, Practice Knowledge, Clinical Reasoning, and Facilitating Change fell just short. Implications. The identification of a plan for addressing the lower ratings in these three competencies should be considered.

Research paper thumbnail of Getting it “right”: how collaborative relationships between people with disabilities and professionals can lead to the acquisition of needed assistive technology

Disability and Rehabilitation: Assistive Technology, 2014

Purpose: The purpose of this study was to examine the impact of a consumer-led equipment and devi... more Purpose: The purpose of this study was to examine the impact of a consumer-led equipment and device program [Equipment and Assistive Technology Initiative (EATI) in British Columbia, Canada] from the perspective of program participants. The importance of collaborative assessments for obtaining the right assistive technology (AT) for meeting an individual's needs is discussed in light of the program's participant-centered ''Participation Model'', or philosophy by which the program is structured. Method: A cross-sectional survey with participants and semi-structured interviews were conducted with participants (18 years) who held a range of disabilities. The survey asked participants to rank their AT and to identify the method by which they obtained the technology [by self, prescribed by a health professional or collaborative (self and professional)]. Interviews addressed participants' opinions about obtaining and using AT. Results: In total, 357 people responded to the survey (17% response rate) and 16 people participated in the interviews. The highest ranking AT was assigned to devices assessed via a collaborative method (self ¼ 31%, practitioner ¼ 26%, collaborative ¼ 43%; 2 (16, 180) ¼ 39.604, p50.001). Conclusions: Shared decision-making between health professionals and people with disabilities within the assessment process for assistive technology leads to what participants perceive as the right AT.

Research paper thumbnail of A Reflection On: Reflection on Professionalism: Retrospective Review on Health Professional Student Reflections

Our motivation for writing "Reflection on Professionalism: Retrospective Review of Health Profess... more Our motivation for writing "Reflection on Professionalism: Retrospective Review of Health Professional Student Reflections" stemmed from the need to develop a student-centered professionalism curriculum. The lack of studies defining professionalism from occupational therapy (OT) and physical therapy (PT) students' perspectives, led us to design the study based on students' reflective writings. We developed a framework to define professionalism by deriving themes from their reflections.

Research paper thumbnail of Formation basée sur les compétences Formation clinique

Background. Internationally, the World Federation of Occupational Therapists has established a mi... more Background. Internationally, the World Federation of Occupational Therapists has established a minimum of 1,000 hours as the fieldwork standard. Purpose. To examine student development in fieldwork across placements to determine if students achieve entry-level competence after completion of 1,000 hours of field-work. Methods. Archival data (N=400) from six occupational therapy programs were analyzed to examine the acquisition of fieldwork competency over time as measured by the Competency Based Fieldwork Evaluation Scale. Findings. Com-petency scores increased with each fieldwork placement, the majority of students achieved entry-level scores upon completion of their final fieldwork placement. While, on average, some competency scores exceeded entry level by 1,000 hours, Practice Knowledge, Clinical Reasoning, and Facilitating Change fell just short. Im-plications. The identification of a plan for addressing the lower ratings in these three competencies should be considered. Résumé

Research paper thumbnail of Telesupervision Benefits for Placements: Allied Health Students’ and Supervisors’ Perceptions

International Journal of Practice-based Learning in Health and Social Care, 2016

Telesupervision (TS) uses Information and Communication Technology (ICT) for communication betwee... more Telesupervision (TS) uses Information and Communication Technology (ICT) for communication between university-based staff, clinical supervisors and students undertaking placements in the presence or absence of a clinical supervisor onsite. Despite examples of successful implementation (Carlin 2012, Chipchase et al. 2014, Dudding and Justice 2004, Hall 2013) there has been minimal uptake of TS in allied health. This study investigated students’ and clinical educators’ perceptions of the potential benefits and barriers of TS using readily accessible ICT during placements. During 2014-2015, telesupervision/telesupport was provided to a total of 54 Undergraduate and Graduate Entry Masters students from Speech Language Pathology (SLP), Occupational therapy (OT) and Physical therapy (PT) programs at one Australian and two Canadian universities and Exercise Physiology (EP) students at the Australian university. After receipt of TS, 39 students completed an online survey. Nine participating...

Research paper thumbnail of International fieldwork placements in low-income countries: Exploring community perspectives

Australian Occupational Therapy Journal, 2016

Background: There has been a significant increase in the number of occupational and physical ther... more Background: There has been a significant increase in the number of occupational and physical therapy students going on international fieldwork placements in low-income countries. Yet, there has been a lack of research describing this experience from the agencies that host students. The research question was 'how do members of an agency within a low-income country perceive, interpret and give meaning to international fieldwork placements where students from a Canadian university provide occupational and physical therapy services?' Methods: Purposive sampling was used to recruit participants from five affiliated international fieldwork sites. Six semi-structured interviews exploring the perspectives of individuals from agency sites in low-income countries facilitated the data collection. Interviews were audiotaped and transcribed verbatim for thematic analysis. Results: Four themes provided insight into the participants' experience of hosting student therapists. Participants emphasised: (i) there was a reciprocity of learning between agency members and students; (ii) they felt responsible for the health and safety of the students, as well as providing an enriching experience; (iii) participants questioned the preparation phase; and (iv) recommendations were made by participants to strengthen partnerships while contemplating sustainable practices. Conclusions: This study highlighted that effective preparation, enhanced communication, reflection and reciprocity is necessary to achieve what hosting agencies view as sustainable international placements. These results provide a platform for stakeholders to question their current processes for fieldwork placement engagement and potential suggestions for improving current international fieldwork partnerships.

Research paper thumbnail of Getting it “right”: how collaborative relationships between people with disabilities and professionals can lead to the acquisition of needed assistive technology

Disability and Rehabilitation: Assistive Technology, 2014

The purpose of this study was to examine the impact of a consumer-led equipment and device progra... more The purpose of this study was to examine the impact of a consumer-led equipment and device program [Equipment and Assistive Technology Initiative (EATI) in British Columbia, Canada] from the perspective of program participants. The importance of collaborative assessments for obtaining the right assistive technology (AT) for meeting an individual's needs is discussed in light of the program's participant-centered "Participation Model", or philosophy by which the program is structured. A cross-sectional survey with participants and semi-structured interviews were conducted with participants (≥ 18 years) who held a range of disabilities. The survey asked participants to rank their AT and to identify the method by which they obtained the technology [by self, prescribed by a health professional or collaborative (self and professional)]. Interviews addressed participants' opinions about obtaining and using AT. In total, 357 people responded to the survey (17% response rate) and 16 people participated in the interviews. The highest ranking AT was assigned to devices assessed via a collaborative method (self = 31%, practitioner = 26%, collaborative = 43%; χ(2) (16,180) = 39.604, p < 0.001). Shared decision-making between health professionals and people with disabilities within the assessment process for assistive technology leads to what participants perceive as the right AT. Collaborative decision-making can lead to the selection of assistive technology that is considered needed and right for the individual. Person-centered philosophy associated with assistive technology assessment is contributing to attaining "the right" AT.

Research paper thumbnail of An Interprofessional Web-Based Resource for Health Professions Preceptors

American Journal of Pharmaceutical Education, 2012

Objective. To develop a Web-based preceptor education resource for healthcare professionals and e... more Objective. To develop a Web-based preceptor education resource for healthcare professionals and evaluate its usefulness. Methods. Using an open source platform, 8 online modules called "E-tips for Practice Education" (E-tips) were developed that focused on topics identified relevant across healthcare disciplines. A cross-sectional survey design was used to evaluate the online resource. Ninety preceptors from 10 health disciplines affiliated with the University of British Columbia evaluated the E-tips. Results. The modules were well received by preceptors, with all participants indicating that they would recommend these modules to their colleagues, over 80% indicating the modules were very to extremely applicable, and over 60% indicating that E-tips had increased their confidence in their ability to teach. Conclusion. Participants reported E-tips to be highly applicable to their teaching role as preceptors. Given their multidisciplinary focus, these modules address a shared language and ideas about clinical teaching among those working in multidisciplinary settings.

Research paper thumbnail of Introducing the individual Teamwork Observation and Feedback Tool (iTOFT): Development and description of a new interprofessional teamwork measure

Journal of Interprofessional Care, 2016

The individual Teamwork Observation and Feedback Tool (iTOFT) was devised by a consortium of seve... more The individual Teamwork Observation and Feedback Tool (iTOFT) was devised by a consortium of seven universities in recognition of the need for a means of observing and giving feedback to individual learners undertaking an interprofessional teamwork task. It was developed through a literature review of the existing teamwork assessment tools, a discussion of accreditation standards for the health professions, Delphi consultation and field-testing with an emphasis on its feasibility and acceptability for formative assessment. There are two versions: the Basic tool is for use with students who have little clinical teamwork experience and lists 11 observable behaviours under two headings: 'shared decision making' and 'working in a team'. The Advanced version is for senior students and junior health professionals and has 10 observable behaviours under four headings: 'shared decision making', 'working in a team', 'leadership', and 'patient safety'. Both versions include a comprehensive scale and item descriptors. Further testing is required to focus on its validity and educational impact.

Research paper thumbnail of Time use in occupational therapy fieldwork education: a pilot Delphi study to identify time use items

The Clinical Supervisor, 2022

Research paper thumbnail of The Individual Teamwork Observation and Feedback Tool (iTOFT): development and delivery

Research paper thumbnail of Reflection on Professionalism: Retrospective Review of Health Professional Student Reflections

Professionalism is one of the core competencies for occupational and physical therapists. However... more Professionalism is one of the core competencies for occupational and physical therapists. However, difficulty in providing clear definitions of core professional values and behaviours makes professionalism a complex concept to teach. Most proposed frameworks for defining the concept are theoretical or have focused on the academics’ and clinicians’ perspectives; evidence from students’ experiences is lacking. The purpose of this study was to develop a framework to define the concept of professionalism from occupational therapy (OT) and physical therapy (PT) students’ perspectives through analysis of their reflections. The study was a retrospective content analysis of OT and PT students’ reflections completed during clinical placements from 2014-2015 academic years. Sixty students (30 PT and 30 OT) were randomly sampled and one anonymized reflection of each of these students was selected. The qualitative content analysis was initiated by applying a deductive approach using previously ...

Research paper thumbnail of Patient perspectives: Four pillars of professionalism

Patient Experience Journal

Research paper thumbnail of Building sustainable fieldwork partnerships between Canada and India: Finding common goals through evaluation

World Federation of Occupational Therapists Bulletin

Research paper thumbnail of Professionalism and disabled clinicians: the client’s perspective

Research paper thumbnail of Comparing Occupational Therapy Students' Competency Scores: 2:1 versus 1:1 Fieldwork

International Journal of Practice-based Learning in Health and Social Care

Fieldwork is essential to occupational therapy students' development of professional competencies... more Fieldwork is essential to occupational therapy students' development of professional competencies. Fieldwork models using student-to-fieldwork educator ratios of 1:1 and 2:1 are widely used, however, quantitative research exploring differences in student competencies between these two models is scarce. The objective of this study was to determine if development of student competencies differ between 2:1 and 1:1 fieldwork models during an occupational therapy educational program. A retrospective study using two years of occupational therapy students' competency ratings by fieldwork supervisors (N = 95 students; N = 355 fieldwork events) was performed. The Competency Based Fieldwork Evaluation for Occupational Therapists tool was used to assess student competencies at each fieldwork rotation (n = 5 placements). Independent samples t-tests were used to compare students' scores during 1:1 and 2:1 placements. No significant differences were noted in student competencies following participation in 2:1 and 1:1 placements. It was concluded that students are equally well prepared for practice if they have 1:1 or 2:1 fieldwork experiences.

Research paper thumbnail of Evaluation of the Quality of Occupational Therapy Fieldwork Experiences

International Journal of Practice-based Learning in Health and Social Care, Nov 1, 2018

Practice education, or fieldwork as it is referred to in occupational therapy, is a fundamental f... more Practice education, or fieldwork as it is referred to in occupational therapy, is a fundamental feature of occupational therapy education, priming students to become competent entry-level practitioners. Factors reported as contributing to poor quality fieldwork experiences include: students not receiving enough feedback; lack of opportunity to develop skills; and not being made to feel welcome in the environment. These are significant contributors to the overall development of competence so it is important to understand the current context of fieldwork experiences being offered in relation to the notion of quality in those learning environments. The purpose of this study was to evaluate the quality of the fieldwork learning environment from the perspective of occupational therapists’ working in one region of Canada. A validated survey, the Quality of Occupational Therapy Fieldwork Experience (QOTFE) tool, was used to identify features of what might constitute quality fieldwork education, and to determine whether there was a difference in quality of fieldwork experience between practice settings or types of practice areas. However, there was minimal variability in scores based on practice setting and practice area variables. These findings indicate a consistent quality of fieldwork experience across practice settings and practice areas. This research presents a picture of the current quality of fieldwork experiences available to occupational therapy students. This may be a starting place for further investigation into the factors that contribute to the quality of practice education learning experiences

Research paper thumbnail of Student Led Clinics: A win-win for Interprofessional Education and Practice

Background Despite a commitment to developing collaborative practice competencies, providing an a... more Background Despite a commitment to developing collaborative practice competencies, providing an appropriate number and quality of clinical Interprofessional learning experiences for health professional students can be challenging for academic institutions. Concurrently, health authorities are challenged to provide integrated health services for ambulatory patients with chronic disease issues or with multiple co-morbidities. Objectives The objectives were to develop a clinical placement site which would increase the number of locations allowing students to experience Interprofessional collaborative practice, whilst providing health authorities with an integrated service model for patients with complex needs. Methods A collaborative partnership between Fraser Health Authority (FHA) and the University of British Columbia (UBC) was formed to establish an Interprofessional student-led outpatient clinic (SLC). Initially funded by a grant from UBC, sustainability funding is provided by FHA...

Research paper thumbnail of Can assistive technology help people with disabilities obtain employment? An examination of overcoming barriers to participation in British Columbia, Canada

Assistive technology (AT) can help individuals overcome functional limitations, lead to increased... more Assistive technology (AT) can help individuals overcome functional limitations, lead to increased independence, and provide people with disabilities opportunities to participate more fully in society. Programs that offer AT for employment can suggest AT may help “level the playing field” to help participants obtain paid work. A program that provides AT for employment-related goals in British Columbia, Canada, is examined in light of the challenges faced by program participants. Results from this study suggest that the individualized approach of providing AT for people with disabilities to support them in employment holds limitations. Such an approach neglects to account for and/or address the many challenges and barriers people with disabilities face in their pursuit of employment, such as the discrimination they may encounter within the hiring process.

Research paper thumbnail of Evaluation of methods for teaching electronic visual scanning to children with cerebral palsy: two series of case studies

Disability and Rehabilitation: Assistive Technology, 2012

To evaluate the effectiveness of two instructional techniques in teaching electronic row-column s... more To evaluate the effectiveness of two instructional techniques in teaching electronic row-column scanning to children with cerebral palsy. Two case series involving four participants each. Eight children, four boys and four girls (ages 3-13 years), were assigned to one of two intervention groups and completed three baseline and five intervention sessions. One intervention (n = 4) consisted of computer-based activities alone, while the other intervention (n = 4) consisted of a sequential approach starting with paper-based activities and then shifting to computer-based activities. Participants within both groups demonstrated varying degrees of skill mastery (80% accuracy or better) of linear and, for some, electronic row-column scanning within the training phases of the intervention sessions. However, there was no clinically important change in test scores between baseline and outcome measures for either group. Significant challenges exist when studying the effectiveness of instructional techniques for teaching electronic row-column scanning to children with cerebral palsy. These case series provide information regarding the importance of selecting the most appropriate scanning technique to ensure reliable switch activation, carefully structuring the teaching environment to optimize learning, and being cognizant of the impact of fatigue and motivation on performance. [Box: see text].

Research paper thumbnail of 1000 fieldwork hours: Analysis of multi-site evidence

Background. Internationally, the World Federation of Occupational Therapists has established a mi... more Background. Internationally, the World Federation of Occupational Therapists has established a minimum of 1,000 hours as the fieldwork standard. Purpose. To examine student development in fieldwork across placements to determine if students achieve entry-level competence after completion of 1,000 hours of fieldwork. Methods. Archival data (N=400) from six occupational therapy programs were analyzed to examine the acquisition of fieldwork competency over time as measured by the Competency Based Fieldwork Evaluation Scale. Findings. Competency scores increased with each fieldwork placement, the majority of students achieved entry-level scores upon completion of their final fieldwork placement. While, on average, some competency scores exceeded entry level by 1,000 hours, Practice Knowledge, Clinical Reasoning, and Facilitating Change fell just short. Implications. The identification of a plan for addressing the lower ratings in these three competencies should be considered.

Research paper thumbnail of Getting it “right”: how collaborative relationships between people with disabilities and professionals can lead to the acquisition of needed assistive technology

Disability and Rehabilitation: Assistive Technology, 2014

Purpose: The purpose of this study was to examine the impact of a consumer-led equipment and devi... more Purpose: The purpose of this study was to examine the impact of a consumer-led equipment and device program [Equipment and Assistive Technology Initiative (EATI) in British Columbia, Canada] from the perspective of program participants. The importance of collaborative assessments for obtaining the right assistive technology (AT) for meeting an individual's needs is discussed in light of the program's participant-centered ''Participation Model'', or philosophy by which the program is structured. Method: A cross-sectional survey with participants and semi-structured interviews were conducted with participants (18 years) who held a range of disabilities. The survey asked participants to rank their AT and to identify the method by which they obtained the technology [by self, prescribed by a health professional or collaborative (self and professional)]. Interviews addressed participants' opinions about obtaining and using AT. Results: In total, 357 people responded to the survey (17% response rate) and 16 people participated in the interviews. The highest ranking AT was assigned to devices assessed via a collaborative method (self ¼ 31%, practitioner ¼ 26%, collaborative ¼ 43%; 2 (16, 180) ¼ 39.604, p50.001). Conclusions: Shared decision-making between health professionals and people with disabilities within the assessment process for assistive technology leads to what participants perceive as the right AT.