Search

Purpose: Evidence-based practice (EBP) integrates the best evidence from research, clinician expertise, and patient preferences and values to deliver the highest quality of care to improve patient outcomes. Occupational therapy (OT), physical therapy (PT), and rehabilitation students gain exposure to EBP through both didactic and experiential learning. The differences in cultural, educational systems, and student learning styles between the United States and China may lead to different students’ perceptions and attitudes towards EBP. The purpose of the study was to characterize and compare the perceptions of and attitudes towards EBP between the U.S. and Chinese OT and PT students. Methods: A cross-sectional survey of the Evidence-Based Practice Process Assessment Scale (EBPPAS) was sent to professional students enrolled in Doctor of Occupational Therapy (OTD), Doctor of Physical Therapy (DPT), and Master of Occupational Therapy (MOT) programs at three universities in the U.S. (n=1,062) and OT, PT, and rehabilitation students of four-year bachelor programs at four universities in China (n=1,017). Students’ perception of the overall and individual domain of EBP was compared between the U.S. and China with independent samples t-test. Results: In general, all students showed a positive attitude towards EBP across the five domains. The U.S. DPT students had the highest mean score of 3.90 in the domain of “attitude about EBP” followed by the U.S. MOT students (mean=3.88), and the U.S. OTD students (mean=3.84). On average, the U.S. students scored 0.44 (13.8%) higher than Chinese students in all domains combined. Responses from both countries showed the highest scores in the domain of “attitude about EBP” followed by “familiarity with EBP” and “intention to engage in EBP”. In addition, the overall mean score increased non-significantly by 0.07 for the U.S. students from 1st year to 3rd year while it increased significantly by 0.15 (pnd year to 4th year. Conclusion: Few research studies have compared professional students’ attitudes towards EBP between the U.S. and China. This study demonstrated that the U.S. students were more positive overall and in all five domains. Future studies may focus on novice ways to promote EBP in didactic teaching and in clinical practice.

Caregivers frequently find the premature birth of a child as a crisis. This pilot study explored the perceived types of stress experienced by parents of premature infants and the impact on caregivi...

This case report was designed to assess the efficacy of virtual reality (VR) rehabilitation on improving upper extremity function for a child with spastic hemiplegic cerebral palsy.In addition to conventional therapies completed three times per week, the participant engaged in virtual reality rehabilitation with the Neofect Smart Kids five to seven days per week for six weeks totaling just over twelve hours of intervention time. Outcome measures were administered pre-intervention, post-intervention, and 6-weeks post-intervention.Varying levels of improvement in motor function, quality of movement, and functional use were observed during intervention evidenced by improved scores on the following standardized assessments: Peabody Developmental Motor Scales, Second Edition; the Quality of Upper Extremity Skills Test; and the Pediatric Evaluation and Disability Inventory-Computer Adaptive Test. The participant maintained improvements in motor skills at 6-weeks post intervention, however, the quality of his movements and overall frequency of use with his affected upper extremity decreased in the 6-weeks following termination of intervention.Even though the results are not generalizable, the VR intervention for this child allowed for greater movement repetition and improved functional upper extremity use.

Accredited occupational therapy education programs are required to include telehealth technology in their curricula as outlined by the Accreditation Council for Occupational Therapy Education. An innovative Doctor of Occupational Therapy program piloted a telehealth module with first- and second-year students. Both dynamic lecture content and active learning lab exercises were created to advance student knowledge in the use of telehealth technology and to inform occupational therapy telehealth education. The teaching approaches in lecture and lab were assessed using a mixed methods approach. A quantitative pre and posttest assessment of student self-efficacy and knowledge was collected at three time points. At the final timepoint, a post survey was also completed to collect qualitative perspectives of student experiences after the lecture content and lab exercise, to further explain quantitative findings. Results indicated that the students’ knowledge significantly improved after the module. In addition, engaging in lab after lecture did add a significant improvement in self-efficacy of students’ perception of their knowledge regarding telehealth as well as confidence in their ability to use telehealth. The outcomes of this study assist and inform occupational therapy education programs in determining an effective teaching format for instruction on the use of telehealth technology in practice.

Collaboration to increase capacity for healthcare professionals requires careful planning, open communication, implementation, formative and summative evaluation, and sustainability. International collaboration to meet the rehabilitation needs of China requires a supportive structure of faculty and staff implementing the program. The purpose of this article is to explore the development of a collaborative international rehabilitation education program and illustrate outcomes as they relate to professional development, cultural competency, and healthcare team skills. A retrospective analysis of program assessment data was completed including pre and posttest survey results and focused interviews. Results indicate that program participants had a significant positive change in values and beliefs towards cultural diversity and increased awareness of interdisciplinary team skills which contributed to overall professional development as future rehabilitation practitioners. The description and assessment of the program also serves as a framework for the development of future collaborative international rehabilitation education programs. Future research could explore institutional growth and faculty development of collaborating educational institutions.

Date Presented 4/20/2018 This study examined occupational therapy and physical therapy students’ attitudes toward evidence-based practice and the impact of their professional education on their attitudes. Similarities and differences between occupational therapy and physical therapy students were examined. Primary Author and Speaker: Bobbi Greiner Additional Authors and Speakers: Angela Patterson, Michelle de la Garza, Keli Mu Contributing Authors: Margaret Schumacher, Qi Yongyue, Rebecca Jessen

Date Presented 4/21/2018 Fine motor skills impact children’s handwriting and school performance. This study found that programs with the best outcomes were structured, intensive, repetitive, and designed or implemented by an occupational therapist. These findings can help shape classroom or community-based writing programs. Primary Author and Speaker: Kristin Hasenauer Additional Authors and Speakers: Bobbi Greiner Contributing Authors: Samantha Duff, Rebecca Jessen, Jillian Pindar, Jessica Wojcik

Introduction/Background One of the important and enduring strategies that developing countries take in advancing education and training of rehabilitation students and professionals is fostering international partnerships, improving the quality of international education provision, and encouraging partnerships with foreign education institutions. The purpose of this presentation is to describe and examine the effect of an international visiting student program in a university of USA on students’ professional development. A total of seventy students in rehabilitation from China participated in the three-month summer visiting student program that included a combination of didactic coursework, clinical observation, and cultural immersion in the past three summers. Material and method The outcomes of the program were evaluated annually through a mixed methods approach incorporating a single group pre/posttest analysis and focus group discussions. The quantitative portion of the study incorporated the use of two instruments: the Team Skills Scale (TSS) (Hepburn, Tsukuda, & Fasser, 2002), and one subscale of the Cultural Competence Health Practitioner Assessment (CCHPA) (National Center for Cultural Competency, 2014). Qualitative data collection included videotaped interviews with participants at the end of the CRISP prior to the participants returning to China. The participants were asked open-ended reflection questions by a CRISP staff moderator. Results The results of quantitative data analyses revealed significant differences between pre and post tests suggesting the summer program had significant impact on students’ team work skills and cultural competence. The results of qualitative data analysis echoed the findings of the quantitative data. Conclusion Findings of the program evaluation revealed that international immersion programs is one of the effective stepping stones to help prepare and develop rehabilitation professionals for countries in which rehabilitation is less developed. The willingness of educational institutions to commit to working with partners in another country is vital to initiate the collaboration.