Hands on learning: the use of simulated clients in intervention cases.

Standardized patients assist with the education of medical, physical therapy and nursing students. However, the literature does not discuss the use of these learning experiences with occupational therapy students. This article describes the use of standardized clients in a simulation learning experiences and the responses of occupational therapy students to the instructional modality. Qualitative data was analyzed and resulted in the following themes: "I felt like a therapist," "I integrated knowledge and applied my skills with the help of my partner," and "The experience could be enhanced." On a survey, students rated the live simulated learning experience higher than all other instructional methods presented. Included are recommendations for structuring activities using simulated clients and future research.

Development of critical thinking in occupational therapy students.

Do students who use the Guided Reciprocal Peer Questioning (GRPQ) method increase their ability to think critically? When compared to students in a traditional senior seminar course, the results of this study indicated no significant difference between the groups regarding changes in scores on the California Critical Thinking Skills Test. However, the students in the experimental group asked more questions labelled as critical thinking than the seminar control group. These findings suggest the use of the GRPQ may improve students' skills in asking questions that include application, analysis, and synthesis. Future research regarding the role of questions in stimulating critical analysis and the role of context in the learning environment is warranted.

A working around "it": the experience of occupational therapy students with a disability.

The purpose of this qualitative study was to gain an understanding of the experiences of students with disabilities in occupational therapy (OT) programs. Telephone and email interviews were conducted with five students from different universities who volunteered to participate in the study. Interviews were transcribed, and researchers used the constant comparison method for data analysis. Trustworthiness was assured by using an audit trail, triangulation of data analysis, and member checking. Results revealed that students with disabilities (1) have a strong desire to "work around it," (2) desire support and understanding both within and outside the academic environment, (3) understand that disability is an essential part of who they are as people, and (4) believe that having a disability will enhance their own practice. The discussion includes ways to optimize the experience of being an OT student with a disability.

Chaos theory as a planning tool for community-based educational experiences for health students.

Educational and community health systems are social systems composed of a group or collection of entities for which there is a unifying principle. The purpose of this paper is to briefly explain chaos theory and to apply it to the Interdisciplinary Rural Health Training Program (IRHTP) as a case study. The IRHTP is an existing rural, community based educational program for baccalaureate and graduate health care students. Chaos theory attempts to understand the underlying order in processes that appear to not have any guidelines or principles. These processes typically involve the interaction of several elements over time. Chaos theory provided the university with a method of anticipating the natural flux between order and chaos to allow the system to function at its highest level. To thrive in such a complex dynamic environment the authors recommend application of Ockerman's Five Factors.

A dialogal investigation of "Who am I as a teacher?".

Women health professionals who join academe reformulate their identities as they become professors and teachers. Teacher inquiry is a systematic intentional study of one's own professional teaching practice that framed the question "Who am I as a teacher?" Using a process of dialogal research, we explored our biases and assumptions about teaching, which served as the source for our data. We discovered that our teaching included being a "judge," "lifelong learner," "bridge to learning," and "researcher," and that our teaching was "affected by temporality" and "the environment." As teachers, we are "someone who works through challenges." We suggest that teacher inquiry can empower allied health educators, change educational practice, and provide meaningful opportunities for the professional development of faculty.

The use of theory in everyday practice: an exploratory study.

PURPOSE: This exploratory study, using a phenomenological framework with ethnographic methodology investigated the use of theory in everyday practice as described by three registered occupational therapists. METHOD: Semi-structured interviews were conducted with three practicing occupational therapists. Ethnographic observations and field notes supplemented the data collection. Data were analyzed using qualitative techniques. RESULTS: Six major themes emerged from the interview data and were supported by the observational data: (1)"This is where I kind of get confused."(2)"I remember hearing about theory."(3)"It helps me."(4)"I don't think there's a particular reason."(5)"We rarely use the terminology." (6)"It's kind of hard to incorporate that." DISCUSSION: The lack of the use of theory is paradoxical since all three therapists valued its use and saw it as a way to distinguish occupational therapy from other professions. The lack of use may be due to inadequate educational preparation, pragmatic issues prevalent in clinical sites, and lack of role models. An alternative learning strategy is provided.

Quality of life of older African American women in rural North Carolina.

PURPOSE: The purpose of this study was to investigate the relationship of activity to the quality of life of female African American elders. METHODS: Framed in the critical emancipatory paradigm, the study used qualitative research methodology, including the analysis of transcribed interviews and the critical review of relevant literature. RESULTS: Contributors to this study identified numerous past and present activities. The activities were bound together with the themes of "The Lord," Doing, Family, Environment, "I had to let it go," and "Just a part of life." DISCUSSION: Study results indicate that participants have enhanced their quality of life and emancipated themselves through engagement in a variety of activities that hold both real and symbolic meaning.

Wellness in Tillery: a community-built program.

Occupational therapy faculty and students from East Carolina University, in collaboration with the residents of Tillery, North Carolina, participated in a community-built wellness program. Outcomes of the program indicated that a program with participant input results in enhanced perceived wellness, maintenance of meaningful activities, and improved self-reported quality of life. Program elements necessary for duplication of the program are discussed. Recommendations for similar programs include developing mutual trust and respect, utilizing activities that are meaningful to participants, working within the culture, and considering the participants' lifestyles when planning.