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.

Telerehabilitation position paper.

Though the use of telerehabilitation technologies is expanding quickly as a viable method of service delivery for many practitioners within the field of health care, there remain issues of efficacy, cost, reimbursement, legal and ethical ramifications, and practitioner competence. There is a significant need for occupational therapy practitioners to document, research, and publish on the efficacy of consultation, intervention, and follow-up services provided using telerehabilitation technologies. Further investigation of the use of telehealth technologies in professional development and supervision is needed to clarify effectiveness and efficiency, as demand for services, particularly in rural areas, threatens to exceed services available. Occupational therapy practitioners using telerehabilitation methods must adhere to the AOTA Occupational Therapy Code of Ethics (AOTA, 2000), maintain the AOTA Standards of Practice (AOTA, 2005), and comply with state regulations, ensuring both their proficiencies as practitioners and the well being of their clients.

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.

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.