AOTA EDUCATION SUMMIT/media/Corporate/Files/ConferenceDocs/Specialty... · EDUCATION SUMMIT Program Guide AOTA Program current as of September 16, 2019 Attendees can earn up to 12

EDUCATION SUMMITProgram Guide

AOTA

Program current as of September 16, 2019

Attendees can earn up to 12 contact hours!

• Faculty Development & Resources

• Instructional Methods

• Learner Characteristics & Competencies

• Signature Pedagogies

• Socialization to the Profession

• Theory Building

• Promotion of Diversity, Inclusion, and Equity Throughout the Education Pipeline and Curricula

Designed specifically for occupational therapy educators, attendees will experience advanced- level learning in the Education Summit Keynote Address, Plenary Session, and multiple concurrent sessions that are focused on:

Las Vegas, Nevada · October 18–19

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Friday, October 18

Platform Sessions

8:00 AM – 9:30 AMJUBILEE 2-3 BALLROOM

Platform 101An Developing Professional Behaviors & Attitudes: The Interprofessional Team SeminarContent Focus: Instructional MethodsCynthia Matlock, PhD, OTR/L; Sarah Walsh, MOT, OTR/L, both of Saint Louis University, St. Louis, MO

A retrospective qualitative research inquiry demonstrates the efficacy of participa-tion in an intentional learning activity, the Interprofessional Team Seminar, to facilitate the formation of professional behaviors and attitudes in student OTs.

Platform 101Bn Interprofessional Education During Level II/Capstone Fieldwork: Year-One Results of a Behavioral Health Workforce Education & Training ProgramContent Focus: Instructional MethodsAnn Chapleau, DHSc, OTR/L; Jennifer Harrison, PhD, LMSW, ACSW, CAADC, both of Western Michigan University, Kalamazoo, MI

MSOT and MSW students completing Level II/capstone fieldwork participated in a six-month interprofessional behavioral health-training program. Outcome data from focus groups, pre- and posttests following trainings, and level of individual-ized goal attainment support this blended instructional model.

Platform 101Cn Outcomes of an Interprofessional Education (IPE) Experience Using Role Reversal as an Instructional Method With MOT & Medical StudentsContent Focus: Instructional MethodsBridgett Piernik-Yoder, PhD, OTR; Carlos Herrera; David Henzi, EdD; Jason Morrow, MD, all of UT Health San Antonio, San Antonio, TX

This study presents the outcomes of a case-based IPE workshop conducted with second-year MSOT students and sec-ond-year medical students. Role reversal as an innovative instructional method was used in this IPE workshop.

8:00 AM – 9:30 AMLAS VEGAS 6-7 BALLROOM

Platform 102An Lifestyle Support for Academic Success (LSAS) Program for College Students Overcoming Life AdversityContent Focus: Promotion of Diversity, Inclusion, and Equity Throughout the Education Pipeline and CurriculaKatherine Dimitropoulou, PhD, OTR/L, Columbia University, New York, NY; Panagiotis Rekoutis, PhD, OTR/L, ReDiscoverKids, New York, NY

The LSAS program (needs assessment and intervention) provides an individualized academic advisement process for students from diverse socioeconomic and cultural backgrounds who have problems with their academic performance. We present pilot application data.

Platform 102Bn A Critical Analysis of Structured University Programs & Supports for Pre-OT Students With Underrepresented BackgroundsContent Focus: Promotion of Diversity, Inclusion, and Equity Throughout the Education Pipeline and CurriculaAlexia Rebne, MS, OTR/L; Karla Ausderau, PhD, OTR/L, both of University of Wisconsin-Madison, Madison, WI

A critical analysis of current university programs and supports identified evi-dence-based practices that can be utilized by OT programs to identify and enroll undergraduate students with minority or first-generation backgrounds into graduate OT programs.

Platform 102Cn Perceptions of Diversity in Graduate OT Education: A Qualitative StudyContent Focus: Promotion of Diversity, Inclusion, and Equity Throughout the Education Pipeline and CurriculaLesley Herold; Kim Schoessow, OTD, OTR/L, SCLV, both of MGH Institute of Health Professions, Boston, MA

A qualitative study was completed that identified individual perceptions of diversity within OT. The purpose is to better under-stand strategies to integrate an inclusive and diverse student body, with focus on the scholarship of teaching and learning.

Session Listings, Availability & Locations

• Programs and sessions are organized chronologically by day and time.

• All educational sessions are at the Bally’s Las Vegas.

• The location for each session is listed with its description.

How to Build & Download Your Online CE TranscriptAvailable October 24th

1) Go to www.aota.org/learn

2) Login using your AOTA username and password or create a new account. If you need assistance with your login information, please click the link “Forgot Your Password?”

CAUTION: Please do not create a new account if you have forgotten your login or password. This will create duplicate accounts in the system which will not allow you to access your account. Send an email to [email protected] if you need assistance with your login information.

3) Click on title Example: “2019 Education Summit”

4) Read and Check “I Agree” Attestation statement.

5) Select the sessions to add to your transcript by clicking on the ADD button.

NOTE: You can search by session number by entering the session number in quotations in the SEARCH field. Example: “Short Course 102”

6) Indicate amount of time you attended.

7) Click “Continue” and select another session.

8) When you have selected all of your sessions, click on “Review and Confirm” at the top of the screen.

There is a yellow start showing the number of sessions you have added to your transcript.

9) Review the listed sessions then click “Finalize Record” to complete your transcript.

10) Download your certificate.

http://www.aota.org/learn

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Platform 103An Benefits of an Intraprofessional Occupational Adaptation Mentoring Program for Court-Involved Adolescents, OT Students, and OT Assistant StudentsContent Focus: Theory BuildingLorrie George-Paschal, PhD, OTR/L, ATP, University of Central Arkansas, Conway, AR; Melissa Ross Bowen, MDiv, MS, OTR/L, Baptist Health College Little Rock, Little Rock, AR

An overview of an occupational adapta-tion-based intraprofessional mentoring program for court-involved youth will be presented. Outcomes include adolescents’ Relative Mastery Measurement Scale rat-ings and qualitative benefits of the program from the perspectives of adolescents and OT and OTA students.

Platform 103Bn Role-Emerging Fieldwork (REF) & Practice: Perspectives of Recently Graduated Practicing CliniciansContent Focus: Instructional MethodsMargaret Campbell-Rempel, MSc; Leanne Leclair, PhD; Jacquie Ripat, PhD, all of University of Manitoba, Winnipeg, MB, Canada

This study explores the perception of REF by practicing clinicians who chose to complete REF during their education. The presentation will describe study results and changes made to student preparation for REF based on these results and areas for further research.

Platform 103Cn Community-Based Experiential Learning Exemplar: Meeting the Unique Needs of Nontraditional PopulationsContent Focus: Promotion of Diversity, Inclusion, and Equity Throughout the Education Pipeline and CurriculaEmily Schulz, PhD, OTR/L; Lara Taggart, EdD, OTR/L, both of Northern Arizona University, Phoenix, AZ

An Integrated Community Project was cre-ated as an exemplar to advance Northern Arizona University OTD’s vision to produce “practice scholars” who use meaningful occupation in the community and expe-riential service learning embedded in two courses, Client Communication and Evalua-tion and Assessment.


Platform 104An The Anatomy Glove Learning System for Teaching Hand Anatomy & Function: Learning Outcomes & Student PerceptionsContent Focus: Instructional MethodsLynne Murphy, EdD, OTR/L, East Carolina University, Greenville, NC; Kate Eglseder, ScD, OTR/L, CLT, Towson University, Towson, MD

This multisite study of the Anatomy Glove Learning System (cloth glove and online vid-eos) found statistically significant improve-ments in OT student knowledge of hand anatomy and positive student feedback regarding learning engagement. Implications for OT education are discussed.

Platform 104Bn The Effectiveness of Haptico-Visual Observation and Drawing (HVOD) Technique in the Teaching of Anatomy in an OT ProgramContent Focus: Instructional MethodsJoydeep Chaudhuri, MD, MS, Husson University, Bangor, ME

Training in HVOD technique in an anatomy course in OT increased intrinsic motivation and learning gain in students and enhanced cognitive understanding of the subject. Thus this technique holds potential as an efficient tool in anatomy.

Platform 104Cn Occupation-Focused E-Service Learning Embedded Within an OT CurriculumContent Focus: Instructional MethodsSteven Taylor, OTD, OTR/L; Bridget Hahn, OTD, OTR/L; Lauren Little, PhD, OTR/L, all of Rush University, Chicago, IL

Professional education must prepare future OTs to address disparities in service access using health information technology. This study describes how an e-service learning curriculum influences students’ clinical reasoning and self-efficacy and describes students’ experiences of the program.


Platform 105An Social & Cultural Concepts Module: Curricula to Foster Cultural ResponsivenessContent Focus: Promotion of Diversity, Inclusion, and Equity Throughout the Education Pipeline and CurriculaElizabeth Ching, OTD, OTR/L; Elsa Contreras; Precious Dimalanta; Linda Duran; Robert Freeman; Ursula Hawe; Susannah Hong; Wilton Ramos, all of Samuel Merritt University, Oakland, CA

Graduate students of health science pro-grams, particularly within OT, who have been exposed to culturally responsive cur-ricula prior to internship programming will be significantly more prepared to serve diverse communities as they embark on their profession.

Platform 105Bn Student Perspectives of the Inclusion of Sexual and Gender Minority (SGM) Health-Related Content in OT CurriculaContent Focus: Promotion of Diversity, Inclusion, and Equity Throughout the Education Pipeline and CurriculaEmily Sherman; Steven Taff, PhD, OTR/L, FAOTA, FNAP; Stacy Smallfield, DrOT, OTR/L, FAOTA, BCG, all of Washington University in St. Louis, St. Louis, MO

This study investigated the need for SGM health information in OT curricula from a student perspective. Results indicate stu-dents want information to prepare them to provide culturally responsive care and can guide quality improvement initiatives.

Platform 105Cn What’s Taught Today Impacts the World Tomorrow: Addressing LGBTQ Issues in OT Education Through Culturally Informed CareContent Focus: Instructional MethodsErica Hellerstein, MOT, OTR/L; John Patro Jr., OTD, OTR/L, both of University of the Sciences, Philadelphia, PA

A major barrier to care of LGBTQ people is a lack of provider education. Preparing future OTs to engage with a diverse client population is challenging. In support of OT educators, we offer an overview of LGBTQ issues in healthcare and interactive learning activities to be used in the classroom.

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FRIDAY, OCTOBER 18

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Platform 106An Accommodation Use by Individuals With Disabilities in OT FieldworkContent Focus: Learner Characteristics and CompetenciesRebecca Ozelie, DHSc, OTR/L; Megan Delehoy; Sierra Jones; Erin Sykstus; Victoria Weil, all of Rush University, Chicago, IL

The number of graduate students with disabilities is on the rise. This study investi-gated the use, type, barriers, and prevalence of accommodations used by OT students with disabilities while performing fieldwork. Findings and suggestions to better support students with disabilities will be discussed.

Platform 106Bn Distinguishing the Use of Simulation for Lab Versus Level I FieldworkContent Focus: Instructional MethodsLacey Spark, MOT, OTR, University of St. Augustine for Health Sciences, Austin, TX

This presentation will provide a framework and guidelines for incorporating simulations for Level I fieldwork. We will also focus on differentiating standardized patient simula-tion experiences that are appropriate for lab activities from those that are appropriate for Level I fieldwork.

Platform 106Cn Supporting Accessibility & Occupational Engagement in a Community-Based Support Group: A Level 1 ExperienceContent Focus: Socialization to the ProfessionShannon Levandowski, OTD, OTR, BCP, SCSS, Texas Woman’s University, Denton, TX

This session provides insight into the development of innovative, nontraditional, occupation-based Level 1 experiences within the community that included faculty and community program collaborations.

Platform Sessions

1:45 PM – 3:15 PMJUBILEE 2-3 BALLROOM

Platform 107An Interprofessional Simulation Scaffolding in an OT ProgramContent Focus: Instructional MethodsKaitlyn Cremer, OTD, OTR/L; Kelly Layne, OTD, OTR/L; Elizabeth McGee, DPT, PT, OTR/L, CHT, all of University of St. Augustine, St. Augustine, FL

Students must learn to work within an interprofessional team. This course will exemplify how to scaffold interprofessional experiences within a simulated environment to allow learning to transpire within various scenarios, across multiple courses, and with-in specific environments.

Platform 107Bn Defining Home From an Interprofessional PerspectiveContent Focus: Instructional MethodsColleen Sunderlin, PhD; Richard Panetta, DPT; Dimitar Todorov, PhD, all of Utica College, Utica, NY

Home is where individuals engage in a myriad of occupations. How this space is designed can enhance or hinder occupa-tional performance. Outcomes for people, populations, and community are improved through interprofessional collaboration, which promotes the pillars of Vision 2025.

Platform 107Cn Interprofessional Healthcare Education Simulation With TelehealthContent Focus: Instructional MethodsSclinda Janssen, PhD, OTR/L, CLA; Richard Van Eck, PhD; Darlene Hanson, RN, PhD, CHSE; Jon Allen, MD, FACP; David Relling, PT, PhD; Courtney Thorp, RN; Craig Burns, MA, MSW, all of University of North Dakota, Grand Forks, ND

This presentation describes three interpro-fessional simulations with telehealth based upon one standardized patient. The simula-tions help prepare OT students to collabo-rate within a team, advocate for their role, and use telehealth to enhance access to healthcare services.

1:45 PM – 3:15 PMLAS VEGAS 6-7 BALLROOM

Platform 108An Developing a Mentorship Program for New Educators & Academic Fieldwork Coordinators Using a Community Approach: Lessons From Three Program CyclesContent Focus: Faculty Development and ResourcesLenin Grajo, PhD, OTR/L, Columbia University, New York, NY; Giulianne Krug, PhD, OTR, University of Mary Hardin-Baylor, Belton, TX; Rebecca Simon, EdD, OTR, FAOTA, Johnson & Wales University, Providence, RI

This presentation will discuss an overview of the development, implementation, and evaluation of three cycles of mentorship programs using a community approach to build the capacity of new OT and OTA educators and new academic fieldwork coordinators transitioning to their new academic roles.

11:30 AM – 12:15 PMJUBILEE 2-3 BALLROOMn Higher Education: Disruptions, Corruptions, and SeductionsRobin Bowen, EdD, FAOTA, President, Arkansas Tech University, Russellville, Arkansas

A multitude of forces are converging that significantly impact higher education. From political and societal influences to demo-

graphic changes, the academy must adapt while maintaining its core mission and values. In this session, we will discuss these forces, their impact on colleges and universities, and how these changes can impact occupational therapy education programs outcomes.

Keynote

FRIDAY, OCTOBER 18

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Platform 108Bn Designing a Comprehensive & Meaningful 360° Evaluation of TeachingContent Focus: Faculty Development and ResourcesJulie McLaughlin Gray, PhD, OTR/L, FAOTA; Stephanie Mielke, OTD, OTR/L, both of University of Southern California, Los Angeles, CA

Advancement of the scholarship of teach-ing and learning requires meaningful and relevant faculty evaluation. This presen-tation offers an evidence-based approach to developing teaching excellence through the design and implementation of a comprehensive, discipline-specific plan for peer evaluation.

Platform 108Cn Looking Back & Moving Forward: Reflections on Outcomes of a National Scholarship of Teaching & Learning (SoTL) Institute for OT and OT Assistant FacultyContent Focus: Faculty Development and ResourcesLorrie George-Paschal, PhD, OTR/L, ATP, University of Central Arkansas, Conway, AR; Bridgett Piernik-Yoder, PhD, OTR, UT Health San Antonio, San Antonio, TX; Amanda Giles, OTD, OTR/L, Medical University of South Carolina, Charleston, SC; Jennifer Pitonyak, PhD, OTR/L, SCFES, University of Puget Sound, Tacoma, WA; Steven Taff, PhD, OTR/L, FAOTA, FNAP, Washington University in St. Louis, St. Louis, MO

The AOTA Scholarship of Teaching and Learning Institute and Mentoring Program was initiated in 2007 to support OT educa-tors’ participation in SoTL research through mentored inquiry communities. This study presents 10-year findings related to the outcomes of this ongoing program.


Platform 109An Fostering Student Confidence & Engagement Through Mentored Experiential Learning & Community EngagementContent Focus: Instructional MethodsWhitney Lucas Molitor, OTD, OTR/L, BCG; Ranelle Nissen, PhD, OTR/L; Allison Naber, OTD, OTR/L, CLT-LANA, all of University of South Dakota, Vermillion, SD

Promoting student engagement and de-veloping cognitive, behavioral, and psycho-motor capacities are unique challenges. Structuring learning opportunities that mimic real-life scenarios and that provide psychological safety and avenues for direct mentorship is critical in OT education.

Technology Roundtables


Tech 101n Preparing the Educator & Student for the Future of Healthcare With the Knowledge & Application of 3-D Printing TechnologyContent Focus: Signature PedagogiesMarian Leeman, EdD, OTR/L, CHT, Stony Brook University, Stony Brook, NY

This session instructs the educator on the findings of a qualitative research disser-tation on the topic of students’ perceived value of 3-D printing technology in the OT curriculum. It also measures the students’ perceived value of the online course format used in the 3-D printing technology course.

Tech 102n Implementing Collaborative Online Learning Strategies for Effective Interprofessional (IP) EducationContent Focus: Instructional MethodsJoan Tunningley, PhD, OTR/L, BCP, Xavier University, Cincinnati, OH

Following this course, participants can apply foundations of instructional design

to IP education to design and develop online course content and materials in a collaborative environment with positive instructional presence. Discuss resources for online learning tools.

Tech 103n Using Technology to Flip Orientation: Creating a Student-Centered Orientation Using an Evidence-Based ApproachContent Focus: Instructional MethodsScott Truskowski, PhD, OTR/L; Carla Floyd-Slabaugh, DrOT, OTR/L, CBIS, both of Grand Valley State University, Allendale, MI

Flipping orientation decreased the depth of information covered by providing de-tails via podcast, while allowing ongoing access to information following orienta-tion. The revised use of time facilitated socialization and permitted learning activities consistent with the program’s teaching style.

Tech 104n Promoting Interprofessional Collaboration: An Exemplar 3-D Printing Project Between OT & EngineeringContent Focus: Instructional MethodsKaren Jacobs, EdD, OTR, FAOTA, CPE; Rebecca Khurshid, PhD, both of Boston University, Boston, MA

As technology such as 3-D printing continues to develop, OT academic programs, in collaboration with other professions such as engineering, are in a position to provide students with the fundamental knowledge required to incorporate new technology into their future clinical practices.

Tech 106n Creating a Simulated Electronic Health Record (HER) for Enhancing the OT Student Learning ExperienceContent Focus: Instructional MethodsAndrea Harrison, MS, OTR/L, St. Catherine University, St. Paul, MN; Jason Thorne, Orbis Education, Carmel, IN

Creating and using this innovative EHR in our OTA educational setting, we are able to promote a collaborative experience for students. In addition, students will become competent in interprofessional education (IPE), doc-umentation, and intervention planning across the lifespan and throughout the curriculum.

FRIDAY, OCTOBER 18

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Platform 109Bn Experiencing Fieldwork: An Innovative Mixed-Methods Level I Psychosocial Fieldwork ExperienceContent Focus: Instructional MethodsAmanda Mack, OTD; Emily Zeman, OTD, both of MGH Institute of Health Professions, Boston, MA

The design, initial outcomes, curricular alignment, theoretical basis, and practical considerations of a mixed-methods Level I fieldwork model are shared. This model helps mitigate a fieldwork placement shortage, incorporates teaching and learning best prac-tices, and meets the 2018 ACOTE Standards.

Platform 109Cn Educating Students & Practitioners About Health Literacy via Fieldwork EducationContent Focus: Instructional MethodsElizabeth LeQuieu, PhD, OTR/L, CLA; Jennifer Moore, PhD, OTR/L, FAOTA, CLA, both of Arkansas Colleges of Health Education, Fort Smith, AR

This study of teaching and learning research examined student learning when infusing health literacy assignments in a Level 1 fieldwork experience. Results of this study support student learning and have the po-tential to influence health literacy practices of current fieldwork educators.

Poster Sessions


Poster 101n Faculty Perspectives on the Development of Creative Thinking in Entry-Level OT StudentsContent Focus: Theory BuildingLisa Griggs-Stapleton, PhD, OTR/L, University of St. Augustine for Health Sciences, Irving, TX; Mary Frances Baxter, PhD, OT, FAOTA; Gayle Hersch, PhD, OTR; Lene Symes, RN, PhD, all of Texas Woman’s University, Houston, TX

Creative thinking is valued in OT, but we know little about how it is taught or viewed in OT education. This mixed-methods study revealed how entry-level OT educators view and describe creativity and how they en-courage creative thinking in their students.

Poster 102n The Use of Epistemology in OT Education Literature: A Historical Mapping Review, 1917–2017Content Focus: Theory BuildingSteven Taff, PhD, OTR/L, FAOTA, FNAP; Arun Selvaratnam, MS, OTR/L, both of Washington University in St. Louis, St. Louis, MO

Epistemology, the study of knowledge, informs how any academic field of inquiry pursues, codifies, and passes on knowledge. This historical mapping review examines the prevalence and types of epistemology used in articles about OT education from its first 100 years.

Poster 103n Implementing Concept-Based Teaching Into a Multiconcept OT Intervention CourseContent Focus: Signature PedagogiesCherie Graves, MOT, OTR/L; Julie Grabanski, PhD, OTR/L; Roberta Carrlson, MOT, OTR/L; Jessa Hulteng, MOT, OTR/L; Andrea Young, MOT, OTR/L, all of University of North Dakota, Grand Forks, ND

This poster will focus on using principles of concept-based teaching and backward course design to develop an OT intervention course with multiple concepts. The process used to develop the multiconcept course and weekly lessons plans will be shared. Examples will be provided.

Poster 104n Promoting Innovation by Applying Human-Centered Design to the Doctoral Capstone Experience & Project ProcessContent Focus: Signature PedagogiesJulie Bednarski, OTD, OTR, University of Indianapolis, Indianapolis, IN; Elizabeth DeIuliis, OTD, OTR/L, CLA, Duquesne University, Pittsburgh, PA

Attendees will learn how applying hu-man-centered design to the doctoral capstone experience and project process can facilitate innovative client-centered outcomes in both role-emerging and tradi-tional areas of practice.

Poster 105n Promoting Professional Outreach Through Undergraduate EducationContent Focus: Signature PedagogiesKristy Payne, OTD, OTR/L; Catherine Crowley, OTD, OTR/L, both of University of Southern California, Los Angeles, CA

This poster presents innovative strategies for introducing a diverse group of undergraduate students to the profession of OT through a multilevel outreach approach including uni-versity administration, the general campus community, and prehealth students.

Poster 106n An Innovative, Occupational Approach to Teaching and Learning Evidence-Based Practice (EBP) Principles: A Lesson Template Incorporating Concepts of Evidence-BuildingContent Focus: Signature PedagogiesDeborah Dougherty, OTD, OTR/L, The Arc Westchester, Hawthorne, NY; Katrina Serwe, PhD, OTR/L, Concordia University Wisconsin, Mequon, WI; Jessica McHugh, PhD, OTR/L, BCP, University of South Dakota, Vermillion, SD

A lesson template integrating principles of occupation and EBP is shared. Subject-cen-tered learning, social constructivism and related pedagogies, and an occupation of evidence-building guide learning activities. Handwriting is used as an example, with application to other areas discussed.

Poster 108n Do You Have a Discerning Eye? An Art-Based Training Program Used as a Teaching Methodology for Nontechnical SkillsContent Focus: Instructional MethodsHillary Napier Gondek, MS, OTR/L, Rush University, Chicago, IL

Art-based training programs can be used to enhance clinical observation and profession-al skills. This poster will describe how one

COE Curriculum Committee Roundtable

3:30 PM – 4:30 PMLAS VEGAS 6-7 BALLROOMn Designing a Successful OT Curriculum: Key Ingredients & Necessary ResourcesDesigning an innovative, meaningful, effective, and evidence-based OT curriculum is a hefty task that should be attempted with resources and support from one’s national association and a large community of OT and OTA edu-cators. The OT Model Curriculum and OTA Model Curriculum documents are curriculum development guides that are currently available on the AOTA website. Based on recent survey data, the AOTA Commission on Education identified the need to revise these documents and make them more accessible. In this roundtable discussion, the COE Curric-ulum Committee will present new ideas and seek input from new and seasoned faculty. Active participation will be highly encouraged and appreciated!

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FRIDAY, OCTOBER 18

program incorporated art-based training into their entry-level OTD program. The impact of this program on professional skill development will also be discussed.

Poster 110n Flip to Learn, Learn to FlipContent Focus: Instructional MethodsSapna Chakraborty, OTD, OTR/L, Missouri State University, Springfield, MO; Denise Dermody, OTD, OTR/L, Allen College, Waterloo, IA; Salvador Bondoc, OTD, OTR/L, FAOTA, Quinnipiac University, Hamden, CT

The presenters will provide the findings of a scoping review of instructional design using a flipped classroom and will offer “flip to learn” examples that address targeted learn-ing outcomes related to attitudes, knowl-edge, and skills, and discuss how to translate those examples into practice.

Poster 111n Debriefing: A Critical Component To Promote Learning in Standardized Patient LabsContent Focus: Instructional MethodsCarole Ivey, PhD, OTR/L, Virginia Commonwealth University, Richmond, VA

In this poster, we review the promoting ex-cellence and reflective learning in simulation (PEARLS) framework for postsimulation debriefing. We will explore debriefing tech-niques that promote learning and provide opportunities to experience different debriefing styles.

Poster 112n Steps to Independence: A Retreat for Young Adults With Down SyndromeContent Focus: Instructional MethodsKristen Pataki, OTD, OTR/L; Susan Wayne, OTR/L, both of Cleveland State University, Cleveland, OH

A weekend retreat for adults with Down syndrome was held at Cleveland State University. MOT students were paired with adults with Down syndrome for the weekend, to stay in the dorm and encourage independent living skills. MOT students also led classes on various topics to learn new skills.

Poster 113n A Curriculum-Embedded Accountability Model for Preassessment Coaching & Professional Development Utilizing the NBCOT OTR® Study PackContent Focus: Instructional MethodsLaura Strickland, EdD, OTR/L, FAOTA; Lewis Strickland, EdD, OTR/L, FAOTA, both of Spalding University, Louisville, KY

NBCOT OTR® Study Pack’s benchmarked data is utilized by an entry-level OT program for creating individualized professional devel-opment plans for students’ success on the NBCOT OTR Certification Exam. Discussion of the first six months of outcome data is reported.

Poster 114n Interprofessional Education in Entry-Level Curricula: Case-Based Learning With Occupational & Speech Therapy StudentsContent Focus: Instructional MethodsAndrea Tyszka, OTD, OTR/L, SIPT; Carrie Knight, PhD, CCC-SLP, both of Salus University, Elkins Park, PA

To become collaborative practitioners, students need interdisciplinary learning opportunities. This poster describes the creation of an interdisciplinary case-based module on pediatric writing development with occupational and speech therapy stu-dents, including student perspectives and outcomes.

Poster 115n Interprofessional Collaboration in an OT Satellite ProgramContent Focus: Instructional MethodsKevin Anderson, PhD, OTR, ATP; Debra Hanson, PhD, OTR/L, FAOTA, University of Mary, Bismarck, ND

This poster highlights a collaborative effort between professional education programs of OT, physical therapy, and speech and language pathology to provide strategically sequenced interprofessional learning oppor-tunities in authentic learning contexts for their students.

Poster 116n Conquering Knowledge Gaps in the Acute-Care Setting: A Level II Student Education SeriesContent Focus: Instructional MethodsKate Heyman, MS, OTR/L; Melissa Kleinberg, MS, OTR/L, both of University of Maryland Medical Center, Baltimore, MD

Most OT programs do not comprehensively cover the acute-care setting, despite it be-ing a frequently pursued practice area. With the goal of improving student outcomes in a large academic hospital, a three-part student education series was created to supplement knowledge gaps.

Poster 117n Conflict Management in OT Education: Process Drama as a Teaching StrategyContent Focus: Instructional MethodsTheresa Delbert, OTR/L; Tyson Schrader, MA Ed, both of Chatham University, Pittsburgh, PA

Results from a conflict-management work-shop based on process-drama techniques indicate a statistically significant increase in students’ confidence and comfort with conflict. This can inform curriculum prior to fieldwork, as effective conflict management is important to success during fieldwork.

Poster 118n Action Research to Renew a Quantitative Research-Methods CourseContent Focus: Signature PedagogiesRobyn Otty, OTD, OTR/L, BCPR; Shaylee Ewing, both of Touro University Nevada, Henderson, NV

This poster describes how a participatory action research (PAR) project influenced a course redesign of a research-methods course. Review of methods to complete the PAR and resulting pedagogical approaches added to the course are revealed.

Poster 119n Clinical Practices and Needs of OT Practitioners Working With Parents Who Have a Physical ImpairmentContent Focus: Learner Characteristics and CompetenciesAngela Lampe, OTD, OTR/L, Creighton University, Omaha, NE

The results of this study indicate that OT practitioners have a good foundation of knowledge for providing services to parents with physical impairments and have a need for more information and resources. Findings from this study are relevant for practitioners and faculty preparing future practitioners.

Poster 120n Interprofessional Education (IPE): Perceptions of Third-Year Occupational & Physical Therapy StudentsContent Focus: Learner Characteristics and CompetenciesAngela Thomas-Davis, EdD, OTR/L, FAOTA; Mary Johns; Laura Higgins; Lindsey Jackson; Brittney Reese, all of Alabama State University, Montgomery, AL

This study emphasizes the importance of faculty’s awareness of students’ reported perceptions of IPE and the benefits they derive from engaging in IEP learning experiences. The findings from this study can also be useful in IEP program planning and evaluation.

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Poster 121n The Effect of Instructor-Produced Videos for Training Visual Screening ProceduresContent Focus: Instructional MethodsHolly Grieves, OTD, OTR/L; Tracy Young, MHS, OTR/L, both of Western Michigan University, Kalamazoo, MI; Noralyn Pickens, PhD, OT; Theresa Smith, PhD, OTR, CLVT, both of Texas Woman’s University, Dallas, TX

Exploration of student perceptions of instructor-produced videos to enhance stu-dent knowledge, self-efficacy, and clinical skill with administering visual screening proce-dures will inform OT educators of effective, evidence-based instructional methods.

Poster 122n Comparison of Clinical Reasoning of Rehabilitation Students During Experiential Learning in Different Learning ModelsContent Focus: Instructional MethodsHannah Oldenburg, EdD, OTR/L, Mayo Clinic, Rochester, MN; Karen Snyder, PhD, OTR/L, University of St. Augustine for Health Sciences, St. Augustine, FL; Donna Heinle, OTD, OTR/L, Mayo Clinic, Rochester, MN

This poster provides an overview of ob-jective methods used to measure clinical reasoning during experiential learning. It provides comparison study results that support different clinical model use within experiential learning to support rehabilita-tion clinical reasoning development.

Poster 123n Level I Fieldwork Practice in the Home Setting: Informing Occupation-Based PracticeContent Focus: Instructional MethodsBecky Bernhardt, OTD, OTR/L, C/NDT; Debra Collette, OTD, OTR/L, both of The Sage Colleges, Troy, NY

Adults living with chronic illness typically have difficulty completing activities of daily living (ADLs). This study explores the value of the home setting for patients with chronic illness as a natural occupation-cen-tered learning environment in which Level I fieldwork students can address ADLs.

Poster 124n Transforming Students’ Beliefs & Skills for Advocacy Through Situated Cognition & Authentic ExperiencesContent Focus: Instructional MethodsSonia Lawson, PhD, OTR/L, FAOTA; Kate Eglseder, ScD, OTR/L, CLT, both of Towson University, Towson, MD

The use of a situated cognition framework and authentic learning in transforming advo-

cacy skills and beliefs with a sample of 41 OT students is described. Results from an anal-ysis of a pre- and posttest self-assessment of advocacy were positive and can inform teaching practices.

Poster 125n The Use of Experiential Learning Methods in OT Education: Results of a National SurveyContent Focus: Instructional MethodsAmanda Mack, OTD; Anne Escher, OTD, both of Boston University, Boston, MA

Results from a national survey of entry-level OT and OT assistant programs regarding the use of nontraditional experiential learning methods, as outlined in the 2018 ACOTE Standards for Level I fieldwork, are shared. Implications are discussed.

Poster 126n Campus & Community Clinics: Designing Experiential Learning To Meet the Needs of Diverse CommunitiesContent Focus: Instructional MethodsKirsten Wilbur, EdD, OTR/L, CFWE; Jennifer Pitonyak, PhD, OTR/L, SCFES; Sheryl Zylstra, DOT, OTR/L, BCP, all of University of Puget Sound, Tacoma, WA

Through the use of innovative clinic experi-ences integrated into an OT curriculum, the authors illustrate how campus and commu-nity clinics foster student learning outcomes related to professional reasoning, interperson-al skills, and culturally responsive practices.

Poster 127n Perceived Self-Efficacy Among OT Students: The Impact of a LEGO Club Service-Learning ActivityContent Focus: Instructional MethodsEmily Zeman, OTD, OTR/L; Cathy Leslie, MS, OTR/L, CEIS; Andrea Fairman, PhD, OTR/L, CPRP; Anthony Sindelar, MEd; Amanda Worek, MS, CCC-SLP, all of MGH Institute of Health Professions, Boston, MA

The perceived self-efficacy and relationships with learning outcomes of a pilot LEGO club service-learning activity with OTD students are shared. Feasibility of future integration into interprofessional and experiential learn-ing activities is explored.

Poster 128n Insights & Teaching Implications of Using a Systematic Coding System to Evaluate the Level of Reflective Writing in OT StudentsContent Focus: Instructional MethodsHeather Panczykowski, DHSc, OTR/L, East Carolina University, Greenville, NC

Reflective ability is lauded as a necessary component in health-care curricula. Howev-er, a systematic method of instructing and assessing levels of reflection has not been thoroughly explored. Explicit instructional and evaluative methods for developing re-flective abilities in students will be offered.

Poster 129n Fostering Student Resilience in an Interprofessional ContextContent Focus: Learner Characteristics and CompetenciesPam Stephenson, OTD, OTR/L, Mary Baldwin University, Staunton, VA

This poster describes how practical strate-gies for building resilience were integrated into an interprofessional course for OT and physical therapy students. It also summariz-es key themes that were identified through analysis of students’ resilience plans.

Poster 130n Preparing for the Future of Healthcare: Interprofessional Partnerships to Promote Diversity, Inclusion & Equity in OT EducationContent Focus: Promotion of Diversity, Inclusion, and Equity Throughout the Education Pipeline and CurriculaCristina Smith, OTD, OTR/L, Medical University of South Carolina, Charleston, SC

This poster discusses the rationale and strategies for promoting equity, inclusion, and diversity in OT academic programs. Case scenarios for interprofessional partnerships for recruitment and community engagement at an academic medical institution will be discussed.

Poster 131n Heart to Heart: Effectiveness of Providing Interprofessional & Intraprofessional Education for Therapists Who Serve Individuals With Heart FailureContent Focus: Instructional MethodsSamantha Barefoot, OTD, MOTR/L, Cape Fear Valley Health System, Fayetteville, NC; Cindy Hayden, DHEd, OTR/L, CHT, Eastern Kentucky University, Richmond, KY

This poster addresses interprofessional and intraprofessional education regarding OTs serving clients with heart failure. The results of this study support the OT’s leadership role in educating health professionals serv-ing clients with heart failure about disease self-management and nonmedical needs.

FRIDAY, OCTOBER 18

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Saturday, October 19

Platform Sessions


Platform 201An The Relationship Between Aerobic Exercise Habits, Stress, Well-Being & Functional Cognition Among OT Graduate StudentsContent Focus: Learner Characteristics and CompetenciesJamie Brill; Stacy Smallfield, DrOT, OTR/L, FAOTA, BCG, both of Washington University in St. Louis, St. Louis, MO

Aerobic exercise, stress, and well-being are strongly related to cognition. Therefore, institutions should prioritize programming and policies that support self-care among students. These efforts will ultimately facili-tate successful learning and will increase the quality of care future OTs provide.

Platform 201Bn The Effect of Mindfulness on Stress, Emotional Regulation & Academic Performance in OT Graduate StudentsContent Focus: Learner Characteristics and CompetenciesKelly Erickson, PhD, OTR/L; Ivy Kuschke; Chelsea Silvers, all of The College of St. Scholastica, Duluth, MN

Significant results were found within unstructured and structured mindfulness groups for perceived stress and emotional regulation. Graduate programs should con-sider providing unstructured mindfulness techniques for students. Other strategies should be considered during high-stress periods.

Platform 201Cn Exploring Sleep Health Among OT StudentsContent Focus: Learner Characteristics and CompetenciesKathy Yang; Stacy Smallfield, DrOT, OTR/L, FAOTA, BCG, both of Washington University in St. Louis, St. Louis, MO

This study explored OT graduate-student perspectives on sleep and measured their sleep duration, quality, and practices. Results suggest a need to improve stu-dent sleep health and may guide wellness programming through an innovative model centered on student experiential learning.


Platform 202An Involving Students in Knowledge Translation & Program Development Activities That Promote Quality CareContent Focus: Instructional MethodsAmy Carroll, OTD, OTR/L; Adel Herge, OTD, OTR/L, FAOTA, both of Thomas Jefferson University, Philadelphia, PA

In this session, we will share how faculty partner with fieldwork sites to involve stu-dents in program development and evalua-tion projects. These projects use knowledge translation strategies to promote high-qual-ity interventions, measure outcomes, and demonstrate the value of OT services.

Platform 202Bn Value-Based Reimbursement Systems: How Students Add Value to Fieldwork SitesContent Focus: Instructional MethodsPatricia Laverdure, OTD, OTR/L, FAOTA, BCP, Virginia Commonwealth University, Richmond, VA; Nicole Stolz, OTD, OTR/L, The University of Toledo, Toledo, OH; Joscelyn Varland, OTD, OTR/L, CLT, University of Mary, Bismarck, ND

Participants will examine key curricular components required to prepare students to practice within value-based payment models and identify the ways in which students add value to fieldwork sites and contribute to the value outcomes of OT practice in these settings.

Platform 202Cn Extending the Profession’s Reach: Developing Practice Scholars of the Future Through Innovative Entry-Level OTD EducationContent Focus: Signature PedagogiesTina DeAngelis, EdD, OTR/L; Kimberly Mollo, OTD, OTR/L; Lydia Navarro-Walker, OTD, OTR/L, all of Thomas Jefferson University, Philadelphia, PA

Outcomes from an entry-level OTD cur-riculum will describe and apply Knowles’s principles of andragogy to push entry-lev-el practice scholar OTD students to disseminate quality capstone projects and scholarly manuscripts to audiences inside and outside of OT.


Platform 203An Facilitating Fieldwork Educator (FWE) Intentionality, Competency & Student Learning Outcomes: Perceptions of the Utility of the Intentional FWE ModelContent Focus: Theory BuildingNadine Hanner, OTD, OTR/L; E. Joy Crawford, OTD, OTR/L, both of Trident Technical College, Charleston, SC

The Intentional Fieldwork Education Model was developed to facilitate fieldwork educa-tor competency, self-efficacy, and participa-tion, and to increase student outcomes. The model focuses on intentionality and individ-ualizing the learning experience. Perceptions of the model’s utility will be discussed.

Platform 203Bn A Mapping Review of OT Fieldwork LiteratureContent Focus: Theory BuildingJayson Zeigler, MS, OTR/L, University of Indianapolis, Indianapolis, IN; Becki Cohill, OTD, OTR/L, University of St. Augustine for Health Sciences, San Marcos, CA; Ann Cook, OTD, OTR/L, Duquesne University, Pittsburgh, PA; Anne Escher, OTD, OTR, Boston University, Boston, MA; Stacia Galey, OTD, OTR/L, Xavier University, Cincinnati, OH; Debra Hanson, PhD, OTR/L, FAOTA, University of Mary, Bismarck, ND; William Janes, OTD, OTR/L, University of Missouri, Columbia, MO; Elizabeth LeQuieu, PhD, OTR/L, CLA, Arkansas Colleges of Health Education, Fort Smith, AR; Devon Olson, MLIS, University of North Dakota, Grand Forks, ND; Kari Williams, MS, OTR, Abilene Christian University, Abilene, TX

A mapping review of OT fieldwork literature is currently underway. Articles are being classified by degree level, fieldwork level, and AOTA’s Education Research Agenda. A total of 1,218 articles are under consideration. This work will identify gaps in the literature and guide coordinated fieldwork scholarship.

Platform 203Cn Exploring Preparedness for Competency in the Role of Clinical Fieldwork EducatorContent Focus: Learner Characteristics and CompetenciesTara Collins, DHSc, OTR/L, Touro College, Bay Shore, NY; Pamela Karp, EdD, OTR/L, CHT; Kelly Lavin, OTD, OTR/L, both of New York Institute of Technology–Long Island, Old Westbury, NY

This study examined how OT practitioners prepare for the role of fieldwork educator. Supports to facilitate the role and barriers to the utilization of fieldwork education tools were identified. Comparison of practice set-tings noted statistically significant differences.

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Platform 204An OTA Students’ Perspectives About Activities That Promote the Development of Clinical Reasoning During FieldworkContent Focus: Instructional MethodsMarie-Christine Potvin, PhD, OTR/L; Caitlin Taylor; Jeanne Coviello, OTD, OTR/L; LaRonda Lockhart-Keene, OTD, OTR/L; Eden Rothacker, all of Thomas Jefferson University, Philadelphia, PA

This mixed-method study identified the learning activities that 57 OTA students experienced during their Level II fieldwork. The study also explored the OTA students’ perceptions of the learning activities that promoted the development of their clinical reasoning skills during fieldwork.

Platform 204Bn Academic Intraprofessional Collaboration: Empiricism to PracticeContent Focus: Signature PedagogiesTerri Dennehy, DEd, OTR/L, Elizabethtown College, Elizabethtown, PA; Janeene Sibla, OTD, OTR/L, University of Mary, Bismarck, ND

Intraprofessional partnerships are key to quality work and best practices. Two recent studies examined how OT and OTA edu-cators are promoting intraprofessionalism. Findings support the value of collabora-tion, but consistency, depth, and timing of content vary. Current integrative practices in academia are shared.

Platform 204Cn Theory Driven Inquiry-Based Learning: Process and Outcomes Within An Occupation-Centered CurriculumContent Focus: Signature PedagogiesAdam DePrimo, MS, OTR/L; Susan Coppola, OTD, OT/L, FAOTA; Jenny Womack; PhD, OTR/L, FAOTA; Nancy Bagatell, PhD, OTR/L, FAOTA; Amanda Carroll, MS, OTR/L, all of University of North Carolina, Chapel Hill, NC

Carefully designed inquiry-based learning (IBL) experiences can progress students’ clinical reasoning by connecting evi-dence-base with the complexities of con-text specific content in an occupation-cen-tered curriculum. This session will discuss how to design, implement, and evaluate an IBL course.


Platform 205An Pilot Faculty Development Program: Sexual & Gender Minority Education for Health Professions CurriculumContent Focus: Promotion of Diversity, Inclusion, and Equity Throughout the Education Pipeline and CurriculaAudrey Zapletal, OTD, OTR/L, CLA; Karla Bell, DPT, PT, OCS, GCS; Tracey Earland, PhD, OTR/L; Susan Toth-Cohen, PhD, OTR/L, all of Thomas Jefferson University, Philadelphia, PA

This presentation describes the develop-ment and implementation of a cultural awareness program that’s specific to sexual and gender minority communities and designed for faculty in the health pro-fessions. Results and future programming will be shared.

Platform 205Bn Educating to Reduce Health Disparities: Transforming Social Determinants of Health TrainingContent Focus: Instructional MethodsShirley Wells, DrPH, OTR, FAOTA; Eva Anger, OTD, OTR, both of University of Texas Rio Grande Valley, Edinburg, TX

Addressing social determinants of health re-quires action at multiple levels. An OT edu-cational approach that aligns the classroom, clinic, research, and community prepares students to address the outside forces that influence the health decisions of individuals, communities, and populations.

Platform 205Cn Implementing the Learn, Expand & Engage (LEE) Model to Facilitate Clinical Competency for OT Students Working in Underserved CommunitiesContent Focus: Signature PedagogiesJohn Luna, OTD, OTR/L; Roel Garcia, OTD, OTR/L; Leslie Garcia, all of University of Texas Rio Grande Valley, Edinburg, TX

This presentation provides strategies and resources for integrating the LEE model into clinical courses to meet competency-based learning objectives.


Platform 206An Using Resiliency Theory to Create an Elevated Pediatric Experiential Learning OpportunityContent Focus: Instructional MethodsAmy Armstrong-Heimsoth, OTD, OTR/L, Northern Arizona University, Flagstaff, AZ

A three-semester experiential learning opportunity for pediatric coursework will be presented. Resiliency theory was utilized to organize and structure this hands-on experience in foster-care group homes. Ties to ACOTE standards, didactic courses, and assignments will be discussed.

Platform 206Bn Safe Spaces: Creating Innovative Simulation Experiences to Prepare Students for Fieldwork & BeyondContent Focus: Instructional MethodsMonica Perlmutter, OTD, OTR/L, SCLV, FAOTA, Washington University, St. Louis, MO; Susan Cleghorn, DrOT, OTR/L, TRS, CAPS, Grand Valley State University, Allendale, MI

Curricular examples of innovative simu-lation experiences that foster students’ assessment, intervention, implementation, and reasoning will be provided. In addition, methods of scaffolding experiences, ensur-ing fidelity, debriefing, and managing simula-tion challenges will be highlighted.

Platform 206Cn Rock Your Writing Handwriting Camp: A Service-Learning Model Designed To Advance Clinical Skills & Apply Evidence to PracticeContent Focus: Instructional MethodsAnna Domina, OTD, OTR/L; Bobbi Greiner, OTD, OTR/L, BCP, both of Creighton University, Omaha, NE

This faculty-mentored service experience provides OT students an opportunity to de-sign and implement pediatric interventions in a group setting and to apply evidence in a practical way. This model supports the development of future practitioners who can effectively engage in and model evidence-based practice.

SATURDAY, OCTOBER 19

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Poster Sessions

11:30 AM – 12:30 PMLAS VEGAS 1-3 BALLROOM

Poster 201n The Pedagogy of Online Curriculum Design: Developing an OT Leadership Course as an ExampleContent Focus: Faculty Development and ResourcesPatricia Gentile, DPS, OTR/L, New York University, New York, NY

Designing an online course is a challenging process, especially for anyone new to online teaching. This poster will describe the expe-rience of developing an online OT leadership course, review best practices for online course design, and offer tips for facilitating active student engagement.

Poster 202n Exploring Examples of the Doctoral Capstone Experience & Project Using the ACOTE Focus AreasContent Focus: Faculty Development and ResourcesElizabeth DeIuliis, OTD, OTR/L, Duquesne University, Pittsburgh, PA; Julie Bednarski, OTD, OTR, University of Indianapolis, Indianapolis, IN; Ann Cook, OTD, OTR/L, Duquesne University, Pittsburgh, PA

With OT programs transitioning to the entry-level doctorate, attendees will benefit from understanding exemplary doctoral capstones and authentic projects and their outcomes from two accredited OTD programs.

Poster 203n Predictors of Retention in the OT Assistant ProgramContent Focus: Faculty Development and ResourcesLeah Sowers, MOT, OTA/L, OTR/L; Ave Mitta, MS, OTR/L, both of Jefferson College of Health Sciences, Roanoke, VA

The Jefferson College OTA program’s selec-tive admissions process has proven statisti-cal significance in its ability to predict which applicants have the greatest potential to complete the program. This can model as a tool for other OTA programs, increasing the number of successful OTA students enter-ing the workforce.

Poster 204n A Conversation that STILL Matters: LGBTQIA+ Content in the Academic RealmContent Focus: Promotion of Diversity, Inclusion, and Equity Throughout the Education Pipeline and CurriculaErica Hellerstein, OTR/L, University of the Sciences, Philadelphia, PA; Jadyn Sharber, MSOTR/L; Brianna Brimm, MOTR/L, CPAM, CLIPP, both of Salus University, Elkins Park, PA; Erin Connor, OTR, Quinsigamond Community College, Worcester, MA; Brooke Kruemmling, PhD, COMS, Salus University, Elkins Park, PA

A group of OT educators, students, and practitioners reported that OT curriculum does not sufficiently address LGBTQIA+ topics. A thematic analysis of their discussion reveals insights, including the importance of LGBTQIA+ education, perceived barriers and supports, and effective teaching strategies.

Poster 205n Road to Resilience: Student-Centered Group Advisement for Personal & Professional GrowthContent Focus: Socialization to the ProfessionJeni Dulek, OTD, OTR/L; Michelle Gorenberg, OTD, OTR/L, both of University of St. Augustine for Health Sciences, San Marcos, CA

Drawing upon emerging best practices for OT student advising and informed by principles of motivational interviewing, this poster details the development and implementation of a group advisement program. Contributions of the program to students’ personal and professional growth will be discussed.

Poster 206n Evaluating Effectiveness of a New Curriculum Designed To Help Students Develop Emotional Intelligence for Success in Fieldwork & Clinical PracticeContent Focus: Socialization to the ProfessionJasmin Thomas, OTD; Maggie Tappitakke, MSOT; Eva Guz, MSOT; Shoshana Menaged, MSOT, all of SUNY Downstate Medical Center, Brooklyn, NY

This poster evaluates the effectiveness of and need for a curriculum designed to help students develop emotional intelligence skills for success in fieldwork and clinical practice. Results show that a curriculum is vital to Level II preparation, clinical practice, and leadership in healthcare.

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Poster 207n OT Students’ Notetaking Preferences & Self-Perceived EffectivenessContent Focus: Learner Characteristics and CompetenciesMarie-Christine Potvin, PhD, OTR/L; Monique Chabot, OTD, OTR/L, CLIPP, CAPS; Abby Garrity; Colleen Zane, MS, OTR/L, CPRP; Anne Bower, PhD, all of Thomas Jefferson University, Philadelphia, PA

Notetaking is instrumental to learning. Little is known regarding the notetaking prefer-ences of OT students. This poster discusses first-year students’ notetaking preferences and self-perceptions of note quality, as well as areas of improvement to allow faculty to support their learning.

Poster 208n Perceptions of OTD Students Participating in the Doctoral Capstone Experience (DCE): An Exploration of Self-Efficacy & Transformative LearningContent Focus: Learner Characteristics and CompetenciesAmy Mattila, PhD, OTR/L; Elizabeth DeIuliis, OTD, OTR/L, CLA; Meghan Blaskowitz, DrPH, OTR/L; Ann Cook, OTD, OTR/L, all of Duquesne University, Pittsburgh, PA

Results of a mixed-methods study indicate that the DCE promotes personal and pro-fessional transformation in OTD students, including statistically significant changes in areas of self-efficacy. Recommendations for faculty and capstone coordinators will be discussed.

Poster 209n The Impact of a Mindfulness Program on Perceived Stress & Attention Among OT and PT Graduate Students: A Pilot StudyContent Focus: Learner Characteristics and CompetenciesJaneene Sibla, OTD, OTR/L; Erica Duerst; Erika Fagerstrom; Heather Gunderson; Desirae Hyde; Samantha Leingang; Catherine Swiderski, all of University of Mary, Bismarck, ND

The purpose of this quantitative pre-test-posttest design study was to examine the impact of mindfulness-based interven-tions on self-reported stress and attention levels of OT and PT students. Results indicated decreased stress and improved attention following the six-week mindful-ness intervention.

Poster 210n Examining the Differences in Evidence-Based Practice Confidence & Competence in Entry-Level Master’s & Doctoral OT GraduatesContent Focus: Learner Characteristics and CompetenciesStacy Smallfield, DrOT, OTR/L, FAOTA, BCG; Bernadette Sheffield, BS, both of Washington University, St. Louis, MO

There is limited research evidence demon-strating differences in evidence-based practice between current entry-level OT degrees. This study uses validated assessments to examine differences in evidence-based practice between OT mas-ter’s and doctoral graduates.

Poster 211n Exploring Health Policy & Advocacy Education in OTD ProgramsContent Focus: Learner Characteristics and CompetenciesAngela Lampe, OTD, OTR/L; Helene Lohman, OTD, OTR/L, FAOTA; Angela Ingram; Shaun Kramer; Michael Thomason; Carissa Stratton, all of Creighton University, Omaha, NE

Little is known about how OTD programs implement policy and advocacy content. Study findings indicate policy and advoca-cy content are important, and a variety of strategies are used to teach and stay cur-rent. OTD programs that incorporate these topics prepare students to be future leaders.

Poster 212n Peer Instruction as a Teaching Tool To Facilitate Student Critical Thinking: Use of Debriefing & Reflection After Acute-Care Patient SimulationsContent Focus: Instructional MethodsJodi Schreiber, OTD, OTR/L; Theresa Delbert, MOT, OTR/L; Laura Huth, MOT, OTR/L, all of Chatham University, Pittsburgh, PA

Pilot study results from high-fidelity simula-tions in acute-care settings, with emphasis on peer debriefing, will be presented. This poster calls attention to adult learning theories and evidence-based practice as ed-ucators use current technologies to prepare students for entry-level practice.

Poster 213n From Boring to Board Game: The Effect of a Serious Game on Key Learning OutcomesContent Focus: Instructional MethodsKendal Booker, MOT, OTR/L, CAPS; Anita Mitchell, PhD, OTR, FAOTA, both of The University of Tennessee Health Science Center, Memphis, TN

Thirty-eight OT students participated in a serious game to review qualitative research concepts. The effectiveness of this educational intervention was evident in pretest-posttest scores and a Learning Indicators Questionnaire. This game could be adapted for various types of content.

Poster 214n OT Students’ Perceptions of Types of Class-Preparation ActivitiesContent Focus: Instructional MethodsCaitlin Taylor; Margaret Ryan; Marie-Christine Potvin, PhD, OTR/L, all of Thomas Jefferson University, Philadelphia, PA

This pilot study analyzed four styles of class-preparation activities used in an OT course. The study examined students’ per-ceptions of how these activities benefited their learning and promoted their active engagement during class.

Poster 215n Facilitating Development of Future Reflective Practitioners Through Simulation & Experiential LearningContent Focus: Instructional MethodsTracy Van Oss, DHSc, OTR/L, FAOTA, SCEM, Quinnipiac University, Hamden, CT; Jean Prast, OTD, OTR/L, Saginaw Valley State University, University Center, MI; Maureen Hoppe, EdD, OTR/L, College of Saint Mary, Omaha, NE; Audrey Zapletal, OTD, OTR/L, CLA, Thomas Jefferson University, Philadelphia, PA; Joanne Baird, PhD, OTR/L, University of Pittsburgh, Pittsburgh, PA

Debriefing is a planned event that focus-es on guided reflection to analyze and strengthen the learning that occurs in a simulation or experiential learning event. This poster will identify factors and models associated with effective debriefing to fos-ter clinical reasoning and reflective practice.

Poster 217n What Is Best Practice for Mentoring Students & Supporting the Development of a Professional Identity?Content Focus: Socialization to the ProfessionSamia Rafeedie, OTD, OTR/L, BCPR, CBIS; Amber Bennett, OTD, OTR/L, both of University of Southern California, Los Angeles, CA

Students are faced with many challenges and stressors during the course of their academic programs and fieldwork experi-ences. It is critical that educators implement best-practice recommendations for mento-ring and teaching professional behaviors to the profession’s future workforce.

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Poster 218n Integrating International Students Into an Entry-Level OTD Program: Lessons Learned & Opportunities GainedContent Focus: Promotion of Diversity, Inclusion, and Equity Throughout the Education Pipeline and CurriculaAngela Patterson, OTD; Helene Lohman, OTD; Al Bracciano, EdD, all of Creighton University, Omaha, NE

This poster describes the opportunities and challenges of integrating international stu-dents into an entry-level OTD program. The lived experience of international students is used to identify adaptations and contextual issues facing academic institutions educat-ing international students.

Poster 219n Diversity in OT: A Review of High School Student Perceptions of Allied Health ProfessionsContent Focus: Promotion of Diversity, Inclusion, and Equity Throughout the Education Pipeline and CurriculaSelena Washington, PhD, MSPH, OTR/L, Saint Louis University, St. Louis, MO

School outreach is essential to informing diverse students about the profession of OT and ultimately creating a diverse workforce. Insight on diverse students’ knowledge and perceptions of the profession is vital to the fulfillment of the Vision 2025 pillar of Equity, Inclusion, and Diversity.

Poster 220n Implementation of Universal Design for Learning (UDL) in OT Education: Current Trends & Future DirectionsContent Focus: Faculty Development and ResourcesLynne Murphy, EdD, OTR/L; Heather Panczykowski, DHSc, OTR/L, both of East Carolina University, Greenville, NC

UDL was investigated in OT education and considered in the context of educator background and experiences. Opportunities to increase the use of UDL and meet a wider variety of learning outcomes will be explored.

Poster 221n Use of Evidence-Based Assessments to Enhance OT Simulation EncountersContent Focus: Faculty Development and ResourcesTracy VanOss, DHSc, OTR/L, FAOTA, SCEM, Quinnipiac University, Hamden, CT; Audrey Zapletal, OTD, OTR/L , CLA, Thomas Jefferson University, Philadelphia, PA; Joanne Baird, PhD, OTR/L, CHSE, University of Pittsburgh, Pittsburgh, PA; Jean Prast, OTD, OTR/L, Saginaw Valley State University, University Center, MI; Maureen Hoppe, EdD, OTR/L, College of Saint Mary, Omaha, NE

Evaluation is critical in designing effective skill-building simulation experiences. This poster examines three standardized as-sessment tools that: critique aspects of the learner’s performance, assess the simulation encounter, or evaluate the fieldwork and simulation program concurrently.

Poster 222n Building Advanced Competency in Education Through Successful Doctoral CapstonesContent Focus: Faculty Development and ResourcesCarole Ivey, PhD, OTR/L; Patricia Laverdure, OTD, OTR/L, FAOTA, BCP, both of Virginia Commonwealth University, Richmond, VA

This poster presents four examples of successful education doctoral capstone ex-periences and shares how we developed and organized learning objectives, activities, and outcomes for an education-based capstone.

Poster 223n Addressing Student Stress During Field-work Through Online Mindfulness ModulesContent Focus: Instructional MethodsDomenique Embrey, OTD, Samuel Merritt University, Oakland, CA

Student stress levels are rising. The transition to Level II fieldwork can be anxiety-provok-ing. Using mindfulness activities embedded into online coursework during fieldwork can be a successful way to address student stress and help our future practitioners learn new ways of coping.

Poster 224n A Community Volunteer Model for Teaching NeurorehabilitationContent Focus: Instructional MethodsBecky Bernhardt, OTD, OTR/L, C/NDT; Debra Collette, OTD, OTR/L, both of The Sage Colleges, Troy, NY

A teaching design was practiced on commu-nity volunteer patients with chronic neuro-logical conditions. Student skill levels and knowledge increased in occupation-based intervention, handling strategies, neurologi-cal issues, and quality of life issues. Volun-teer patients reported positive results.

Poster 225n The Use of a Grand Rounds Style of Education To Facilitate Interprofessional Education Among Health Professions StudentsContent Focus: Instructional MethodsLea Ann Lowery, OTD, University of Missouri, Columbia, MO

Application of contemporary instructional methods and interprofessional content

make the use of a grand rounds model an efficient method of instruction for health-professions students. Grand rounds can also improve positive feelings and a sense of competency.

Poster 226n Occupational Performance and Neuroscience: A Novel Interprofessional Team Approach to Concept-Based, Occupation-Centered TeachingContent Focus: Signature PedagogiesNicole Harris, EdD; Mandy Meyer, PhD; Sarah Nielson, PhD; Kelly Dornbier, OTR/L; Sclinda Janssen, PhD, all of University of North Dakota, Grand Forks, ND

This poster describes a novel interprofes-sional team approach to concept-based, occupation-centered teaching. It covers development of objectives, teaching strate-gies, and assessment methods for a course that integrates occupational performance with neuroscience.

Poster 227n Integrating Experiential Learning of Lego-Based Sensory Social Group Into a Didactic CourseContent Focus: Signature PedagogiesLori Charney, OTD, OTR/L; Orley Templeton, OTD, OTR/L, both of Misericordia University, Dallas, PA

Pairing didactic instruction and commu-nity-based practice in a semester-long class enhances the clinical reasoning and interpersonal skills of the student in an OT curriculum. Academic programs can use this model to enhance educational offerings, as well as to provide service to the community.

Poster 228n Integrating Trauma-Informed Care Education Into OT CurriculaContent Focus: Promotion of Diversity, Inclusion, and Equity Throughout the Education Pipeline and CurriculaSarah Anderson, MOT, OTR/L, Midwestern University, Glendale, AZ

The long-term impact of childhood trauma has been well established in the literature, but education on trauma-informed care within healthcare curricula is lacking. Due to the diverse population that OTs serve, a trauma-informed care elective course was designed and implemented.

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Platform Sessions


Platform 207An Critical Reading Skills in Graduate Students—Take IIContent Focus: Instructional MethodsLeslie Hardman, OTD, OTR/L, Eastern Kentucky University, Richmond, KY; Debra Collette, OTD, OTR/L; Wendy Gaughan, MS, OTR/L, both of The Sage Colleges, Troy, NY; MaryEllen Thompson, PhD, OTR/L, Eastern Kentucky University, Richmond, KY

Results from the second phase of a Schol-arship of Teaching and Learning critical reading project completed in two graduate OT programs will examine comparisons of students’ critical reading data and inform changes in curricular design to enhance students’ critical reading skills.

Platform 207Bn Metacognition & Clinical Reasoning: Tools for Student ExcellenceContent Focus: Learner Characteristics and CompetenciesTiffany Bolton, OTD, OTR/L; Whitney Henderson, OTD, OTR/L, both of University of Missouri, Columbia, MO

Researchers analyzed the Self-Assessment of Clinical Reasoning & Reflection (SACRR) results of two OT cohorts. Using self-deter-mination theory (SDT) and metacognitive literature, we will provide practical applica-tion of this analysis to the teaching, learn-ing, and clinical experiences of students.


Platform 208An OT and Respiratory Therapy Collaboration: Understanding Roles & Early Mobility SimulationContent Focus: Instructional MethodsJessica Mason, OTD, OTR/L; Mary Kay Arvin, OTD, OTR, CHT; Jody Delp, MEd, RRT; Julie Morgan, MHA, RRT-ACCS; Wesley Phy, MEd, RRT, all of University of Southern Indiana, Evansville, IN

Occupational therapists and respiratory therapists work collaboratively on early mobility teams. Students should learn team member roles to best work together. The purpose of this study was to explore per-ceptions regarding a peer teaching experi-ence between occupational and respiratory therapy students.

Platform 208Bn Developing Clinical Competency and Advancing Experiential Learning through Computer-Based SimulationContent Focus: Instructional MethodsMaura Lavelle, MS, OTR/L; Katie Ondo, MA, CCC-SLP, CHSE; Clint Johnson, MA, CCC-SLP, CHSE; Wendy Brzozowski, COTA/L; all of Simucase, Houston, TX

The integration of computer-based simu-lation into occupational therapy education represents an opportunity to positively impact the value and quality of care. A pilot program investigating user perceptions and efficacy will be discussed and best practice simulation methodologies will be analyzed.


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Platform 209An Creative Occupations That Support Student Health & Well-Being in Higher EducationContent Focus: Learner Characteristics and CompetenciesKim Morris-Eggleston, OTD, OTR/L, University of Southern California, Los Angeles, CA

Teaching OT students about the health benefits of creative expression, as well as encouraging them to engage in their own creative occupations, will help students best support their clients and help students care for themselves during the stressful period of emerging adulthood.

Platform 209Bn Outside the Classroom: Building Student ResilienceContent Focus: Socialization to the ProfessionMyka Winder, OTD, OTR/L, University of Southern California, Los Angeles, CA

OT educators have a role to play at college campuses in promoting healthy lifestyle behaviors for students. Mentoring students in lifestyle balance can improve well-being and support student success, thus strength-ening the profession.


n Entry-level Competencies: Navigating the Disruptions, Corruptions, and Seductions in Education and Health Care Neil Harvison, PhD, OTR, FNAP, FAOTA, American Occupational Therapy Association, Bethesda, MD

In addition to meeting the challenges converging on higher education, occupational therapy education programs must adapt to prepare entry-level practitioners to address the challenges facing traditional and emerging health and educational systems. In this session, we will discuss the entry-level competencies that will enable new graduate occupational therapy practitioners to successfully navigate these changes.

Closing

The Education Summit is now an annual event

See you on October 16–17, 2020

in

The 2019 Education Summit is sponsored by the American Occupational Therapy Association.

AOTA wants to specially thank our sponsors for the 2019 AOTA Education Summit.

We could not have done this without their support.

Thank You!

AOTA EDUCATION SUMMIT/media/Corporate/Files/ConferenceDocs/Specialty... · EDUCATION SUMMIT Program Guide AOTA Program current as of September 16, 2019 Attendees can earn up to 12

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