PROGRAM GUIDE WILL BE ADDED LATER.
November 8, 2024
8:00 AM–8:45 AM
Keynote
See Full Description Below
9:00 AM–10:00 AM
Platform 101A | Inclusive Teaching & Learning: A Scoping Review of the Literature, 2010–2023
Content Focus: Promotion of Diversity, Inclusion, and Equity Throughout the Education Pipeline and Curricula
Anne Escher, Boston University, Boston, MA; Glen Cotton, OTD, OTR/L, HPCS, Midwestern University, Downers Grove, IL; Mark Koch, OTD, OTR/L, Cedar Crest College, Allentown, PA
This presentation will describe the development and results of a scoping review answering the question “How has inclusive teaching and learning been defined and implemented in higher education?”
Platform 101B | Evaluating Inclusion & Belonging in Health Professions Education: Development of the Inclusive Learning Environment Assessment
Content Focus: Promotion of Diversity, Inclusion, and Equity Throughout the Education Pipeline and Curricula
Steven Taff, PhD, OTR/L, FAOTA, FNAP, Washington University in St. Louis, Saint Louis, MO; Maribeth Clifton, OTD, OTR/L, University of Nebraska, Lincoln, NE
Inclusion and belonging support learner health, well-being, and academic outcomes. The Inclusive Learning Environment Assessment is an educational program evaluation tool to support quality improvement and advance OT education.
Platform 102A | Optimizing Engagement With Neurological Foundations of Occupation Using Principles of Active Learning
Content Focus: Instructional Methods
Mackenzie Feldhacker, OTD, OTR/L, CLT-LANA, University of South Dakota, Vermillion, SD
This study assessed the effectiveness of active learning strategies to increase engagement for OT students learning neuroanatomy. These results empower OT educators to implement active learning principles in traditionally lecture-based content areas.
Platform 102B | Coregulation in the Classroom: The Impact of Teaching Strategies on Fostering Self-Regulated Learners
Content Focus: Instructional Methods
Erin Westover, OTD, OTR/L, BCP, University of Nebraska, Lincoln, NE
This study explored coregulation of learning facilitated by OT faculty. Entry-level OT students weighed in on the use and effectiveness of course design and teaching methods that are thought to support students to be self-regulated learners.
Platform 103A | Level II Fieldwork Confidence & Competence: Enhancing the Acute-Care Therapy Session Program
Content Focus: Learner Characteristics and Competencies
Stacy Smallfield, DrOT, OTR/L, BCG, FAOTA; Leah Stade, OTD, OTR/L; M. Nicole Martino, all of University of Nebraska, Lincoln, NE
This session will describe a doctoral capstone designed to increase OT student confidence and competence in the acute-care setting.
Platform 103B | To Be Announced
10:15 AM–11:15 AM
Platform 104A | To Be Announced
Platform 104B | Addressing Student Mental Health & Academic Success: Strategies for Support & Advocacy
Content Focus: Learner Characteristics and Competencies
Carole Ivey, PhD, FAOTA; Sara Kohout, both of Virginia Commonwealth University, Richmond, VA
Supporting students’ mental health is crucial to their academic success and professional preparation. We will explore multitiered systems of support implemented by one program that resulted in enhanced student success.
Platform 105A | Designing Collaborative Community-Based Service Learning to Address Social Needs & Engage Students
Content Focus: Instructional Methods
Allison Naber, OTD, OTR/L, CLT-LANA; Whitney Lucas Molitor, both of University of South Dakota, Vermillion, SD
Collaborative community-based service learning can address social needs and enhance student learning. This session focuses on innovative approaches for incorporating evidence-based practices into service learning experiences.
Platform 105B | Empowering OT: Integrating Multisensory Environments & Community Partnerships
Content Focus: Faculty Development and Resources
Nicole Halliwell, DSc, OTR/L; John Patro, OTD, OTR/L, both of Monmouth University, West Long Branch, NJ
We present a project exemplar of integrating multisensory environments (MSE) into education and practice, emphasizing community partnerships for enhancing faculty scholarship and student learning of MSE applications.
Platform 106A | Promoting Intraprofessional Collaboration Through Student Projects
Content Focus: Learner Characteristics and Competencies
Amanda Troillett, OTD, OTR/L, University of Arkansas, Fayetteville, AR; Cindy Vincent; Cada Koone
This session promotes intraprofessional collaboration for meeting Accreditation Council for Occupational Therapy Education standards as well as providing transformational educational experiences and capstone projects that establish a foundation for productive and collaborative professional relationships.
Platform 106B | Interprofessional Experiential Education Through Parkinson’s Outreach
Content Focus: Signature Pedagogies
Tamara Turner, EdD, OTR/L; Alison De La Montaigne, MOT, OTR/L, both of Midwestern University, Downers Grove, IL
Using interprofessional experiential education, OT, PT, and speech therapy worked together to provide a grant-funded student-led Parkinson’s outreach event. Students reported increased confidence and preparedness for fieldwork.
11:30 AM–12:30 PM
Platform 107A | The Road to Compassion Satisfaction: Self-Care Planning for the Self-Care Masters
Content Focus: Faculty Development and Resources
Heather Johnson, OTD, OTR/L, NC; Alyssa Farrell, MS, OTR/L, both of St. Catherine University, St. Paul, MN
OT and OTA faculty provide support for students who experience distress or trauma during their academic career, resulting in emotional strain. Education on compassion fatigue and self-care planning is vital to build resilience and compassion satisfaction.
Platform 107B | Addressing Stress & Anxiety Among OT Students Using a Cognitive–Behavioral Approach: A Mixed-Methods Randomized Controlled Study
Content Focus: Learner Characteristics and Competencies
Stephanie Phares, DHSc, OTR/L; Anne Lansing, OTD, OTR/L, CAPS; Julie Jones, OTD, OTR/L, BCP, all of St. Ambrose University, Davenport, IA; Angela McCombs
Graduate students are six times more likely to face stress and anxiety. Pilot data from evidence-based workshops will provide educators with resources to foster inclusive environments tailored to the current characteristics of learners.
Platform 108A | The Impact of Medical Improv on Therapeutic Use of Self: A Randomized Controlled Waitlist Study
Content Focus: Instructional Methods
Cynthia Selim, DSc, OTR/L, Midwestern University, Downers Grove, IL
A randomized controlled waitlist trial suggests that the inclusion of medical improv in OT education will support the development of therapeutic use of self and build the adaptive skills required to provide high-quality health care.
Platform 108B | Near-Peer Teaching in an Entry-Level OT Curriculum to Enhance Learning Outcomes in an Assistive Technologies Class
Content Focus: Instructional Methods
Lauren Andelin, OTD, OTR/L, BCP, Virginia Commonwealth University, Richmond, VA; Isaiah Wills
The breadth of assistive technology (AT) options makes it challenging to effectively teach implementation of AT in entry-level education. This discussion explores the benefits of using a near-peer teaching model in an AT class.
Platform 109A | Enhancing Faculty Mentorship in the OTD Capstone Process: Innovative Practices & Faculty Development
Content Focus: Faculty Development and Resources
Theresa Delbert, Hanover College, Hanover, IN; Paula Costello, OTD, OTR/L, Rush University, Chicago, IL; Anna Domina, Creighton University, Omaha, NE; Andrew Rivera, Huntington University, Huntington, IN; Jennifer Kaldenberg, DrPH, OTR/L, FAOTA, SCLV, Boston University, Boston, MA
This presentation explores a faculty mentor’s role in OTD capstone success. Evidence-based teaching strategies to enhance faculty mentorship skills aligning with diverse program missions will be addressed.
Platform 109B | Mentoring Matters Pilot Project: An Evidence-Based Approach to Supporting Mentorship During the Doctoral Capstone Experience
Content Focus: Faculty Development and Resources
Michelle McCann, OTD, OTR/L, C/NDT, CBIS, PPSC; Elizabeth DeIuliis, OTD, OTR/L, FAOTA, FNAP; Retta Martin, EdD, OTR/L, all of Duquesne University, Pittsburgh, PA
Mentorship is key in the doctoral capstone experience (DCE). An innovative approach to build and implement an evidence-based structured mentorship program to improve perceptions of competence and confidence in the DCE site mentor role will be shared.
1:45 PM–2:45 PM
Platform 110A | Early Identification of Underperforming Students’ Behaviors
Content Focus: Learner Characteristics and Competencies
Elizabeth Cardell, PhD, OTR/L; Jeanette Koski, OTR, OTR/L, University of Utah, Salt Lake City, UT
Early identification of struggling students helps academic and clinical educators support students to become competent OT professionals. This presentation will review OT educators’ reflections and remediation recommendations for struggling students
Platform 110B | OT Educators’ Perceptions of Student Assessment Methods
Content Focus: Instructional Methods
Breanna Adkins, EdD, OTR/L, BCP, IMH-E, West Virginia University, Morgantown, WV
The study determined that OT educators perceive some student assessments to be more effective than others but continue to use less effective methods. The study suggests that OT educators require more education in student-centered assessment practices.
Platform 111A | Competency-Based Education: From Theory to Practice
Content Focus: Signature Pedagogies
Razan Hamed, PhD, OTR/L; Dawn Nilsen, both of Columbia University, New York, NY
Competency-based education (CBE) is a pedagogical approach that has been identified as a key trend for future health care education. This presentation describes the theoretical underpinning of CBE and provides a practical example of this approach.
Platform 111B | Translational Science in Occupation: The Strategic Development of an Open-Access Scholarly Journal
Content Focus: Faculty Development and Resources
Stacy Smallfield, DrOT, OTR/L, BCG, FAOTA; M. Nicole Martino, both of University of Nebraska, Lincoln, NE
An academic journal was developed to bridge the knowledge translation gap while strategically integrating a newly developed program’s mission, vision, curricular themes, and scholarship agenda.
Platform 112A | The Interprofessional Intervention Opportunities Tool: How It Supports Student Learning and OT Utilization
Content Focus: Instructional Methods
Lisa Milhan, OTD, OTR/L, CHT, University of Oklahoma, Norman, OK
This presentation discusses a novel tool for interprofessional education, team communication, and intervention utilization for clients with diabetes while highlighting its use to promote and advocate for OT services to improve quality of care.
Platform 112B | Student Perceptions of Disability After Attendance at an Interprofessional Event With Individuals With Disability
Content Focus: Instructional Methods
Monika Robinson, DrOT, OTR/L, Midwestern University, Downers Grove, IL
A mixed-methods study revealed the effectiveness of an interprofessional education event featuring the lived experiences of people with disabilities (PWDs) to address attitudes toward PWDs and the ongoing need to raise awareness of disability.
3:00 PM–4:00 PM
Platform 113A | Embracing Generative Artificial Intelligence to Enhance Student Engagement in Course-Related Assignments
Content Focus: Instructional Methods
Allison Naber, OTD, OTR/L, CLT-LANA, University of South Dakota, Vermillion, SD
Although generative artificial intelligence (AI) can enhance course activities, faculty must consider their teaching philosophies, department policies, and professional standards. This project highlights methods for using AI to promote student engagement in the learning process.
Platform 113B | Using a Gamified Virtual Reality to Teach Home Assessments
Content Focus: Instructional Methods
Kayla Collins; Bridget Scheidler, EdD, OTR/L, CAPS; Kelly Layne, OTD, OTR/L, all of Baylor University, Waco, TX
Explore how one program used a gamified virtual reality (VR) experience to teach students to perform a home assessment. Learn how the VR experience was developed and implemented. Feedback indicated that the VR experience was a valuable way to teach home assessment and clinical reasoning.
Platform 114A | Holistic Admissions in OT Education: A Look Toward the Future
Content Focus: Promotion of Diversity, Inclusion, and Equity Throughout the Education Pipeline and Curricula
Brenda Lyman, PPOTD, OTR/L, FAOTA; Sheri Montgomery, OTD, OTR/L, FAOTA, both of Hanover College, Hanover, IN
Holistic admission is all the buzz in OT education. Participants will be exposed to holistic admissions concepts, ways to attract a diverse applicant pool, and how the impact of holistic admissions may establish greater diversity in OT practice.
Platform 114B | Enhancing Workforce Diversity: Recruitment & Admissions Strategies Used by OT Programs
Content Focus: Promotion of Diversity, Inclusion, and Equity Throughout the Education Pipeline and Curricula
Joanna Behm, EdD, OTR/L, Messiah University, Mechanicsburg, PA
Many OT programs report that the recruitment and admission of diverse students is challenging. Results from a study examining this topic, including eight strategies used more frequently by programs with more cohort diversity (>25%), will be shared.
Platform 115A | Efficacy of a Multi-Institutional Module on Students’ Perceptions of Relative Mastery Through Application of Occupational Adaptation Theory
Content Focus: Instructional Methods
Anna Galloway, OTD, OTR/L, MT-BC, University of Florida, Gainesville, FL; Lorrie George-Paschal, PhD, OTR/L, ATP, University of Central Arkansas, Conway, AR; Nancy Krusen, PhD, OTR/L, University of Nebraska, Lincoln, NE; Linda Struckmeyer, PhD, OTR/L, University of Florida, Gainesville, FL
Efficacy of an occupational adaptation (OA) teaching module administered at three universities will be presented. Results include t tests for pre and post knowledge of OA, perceptions of mastery of the theory, and analysis of variance results by university.
Platform 115B | Practical Use of the Knowledge-to-Action Framework by Faculty & Organizational Leaders to Support OTPs’ Application of Evidence-Based Practice
Content Focus: Theory Building
Alyssa Ford, DHSc, OTR, Indiana Wesleyan University, Marion, IN
How can OT faculty and students support organizations in the quest for evidence-based practice? This session will include a discussion about the use of the knowledge-to-action framework to support practitioners as they systematically translate and apply research.
4:15 PM–5:15 PM
Poster Session & Technology Roundtables
Full details will be available in the program guide.
