Search

Background: Practice placements in occupational therapy are fundamental components in developing a student's professional identity. Various models of placements are available to expose and expand students' participation in various community-based services. The purpose of this study was to compare occupational therapy students' perceptions and expectations prior to placements with their perceptions and satisfaction levels upon completion of placements, and to compare clinical placement models (role-established and role-emerging)., Methods: The study included 155 undergraduate occupational therapy students, who completed questionnaires prior to and upon completion of their placements. The questionnaire included items that were divided into categories of placement setting and supervision, personal skills, professional skills, and community. Paired t-tests and two-way repeated measures analyses of variance (ANOVA) were used in order to examine the change in scores over time, and a-parametric tests were used in order to compare the two models., Results: For all students a significant decrease in scores was found from pre- to post-placement regarding setting and supervision (t[df] = 3.96[154], p < .001), and a significant increase in scores was found from pre- to post-placement regarding personal and professional skills (t[df] = 7.82[154], p < .001; t[df] = 14.24[154], p < .001, respectively). Comparison between placement models indicated nonsignificant differences regarding personal and professional skills. However, role-established post-scores were significantly higher than role-emerging scores regarding setting and supervision, but significantly lower regarding the contribution of services to the community., Conclusions: Practice placements promote a student's personal and professional skills. Students were less satisfied with the setting and supervision in comparison to their pre-placement expectations. Both models may contribute to students' professional development. Role-established model had an advantage in students' satisfaction with settings and supervision, while role-emerging models had an advantage in students' perceptions regarding contribution to the community. Role-emerging model may contribute to developing and expanding areas of practice in the community.

Background: A vitamin B(1)-deficient soy-based infant formula was marketed in Israel in 2003, exposing infants to clinical or subclinical B(1) deficiency. We investigated whether subclinical B(1) deficiency in early infancy had medical, neurodevelopmental, or cognitive effects at 3-5 y of age., Methods: A historical prospective cohort study was conducted consisting of four groups: "exposed," consuming a B(1)-deficient soy-based formula exclusively for four consecutive weeks or longer; "control," consuming no soy-based formula; "mixed," consuming the formula nonexclusively or exclusively for less than four consecutive weeks; and "other," consuming soy-based formulas other than Remedia. Participants were evaluated by medical examination, Stanford-Binet (SB) intelligence test, sensory profile evaluation, and Conners scales (attention deficit disorder/attention deficit and hyperactivity disorder (ADD/ADHD))., Results: Following adjustment for gender, age, and maternal education, there were no significant differences among the four groups on the mean SB scores, on the verbal and nonverbal scores, or in the proportion of children in each group with scores <90. A significantly higher proportion of exposed children as compared with control children had an impaired sensory profile and scores on the Conners scales (ADD/ADHD), but these proportions were also high in the "other" and "mixed" groups., Conclusion: The results do not support an association between subclinical B(1) deficiency in infancy and long-term development.

Aim: There is a lack of investigation into the functional developmental profile of children with Down syndrome. On the basis of current international health paradigms, the purpose of this study was to assess the developmental profile of these children., Method: Sixty children (33 males, 27 females) with Down syndrome (age range 6-16y; mean age 9y 3mo, SD 28.8mo), who had received standard, holistic, early intervention, were assessed. Of these, 42 (70%) had congenital anomalies, 12 had severe congenital heart defects. Participants were assessed on measures of cognitive function (Beery-Buktenica Developmental Test of Visual-Motor Integration; Stanford-Binet Intelligence Scale) and participation (Vineland Adaptive Behaviour Scales)., Results: No difference was found on any measure on the basis of severity of congenital anomaly. Results showed improvements in age-related body function and correlations between specific body functions and participation. No decline in IQ was found with age, and significant correlations between IQ and all other measures were noted. Although sex differences were found in the body functions of short-term memory and motor function, no difference in measures of activity performance and participation was found., Interpretation: Our findings emphasize the need for paediatric Down syndrome intervention to encourage improved body functions while emphasizing the acquisition of functional skills that enable enhanced participation in age-appropriate activities.