Occupational therapy practitioners utilize their knowledge of human anatomy to understand underlying anatomical dysfunction and how it impacts occupational performance. However, anatomy is not a required standalone course within occupational therapy curricula. This may leave students at a disadvantage throughout occupational therapy programs, fieldwork, and as practitioners. The primary purpose of this study was to explore graduate level occupational therapy students' previous anatomy undergraduate coursework, student perceived preparedness of anatomical knowledge, and their performance in a mandatory Analysis of Human Movement course within our university's occupational therapy graduate programs. The secondary purpose was to determine student interest in a standalone online anatomy review course if one were offered at the start of program matriculation. Participants (n=87) completed a 14-item survey regarding demographics, prior anatomy coursework, perceived preparedness, and academic performance in a mandatory Analysis of Human Movement course. Descriptive statistics and a Pearson's correlation were conducted. Data analysis revealed statistically significant correlations among several variables including perceived preparedness, and whether students felt they would have benefited from and participated in an online anatomy review course. No statistically significant correlations were found between academic performance and any other variable. Data analysis also revealed that regardless of prior anatomy coursework, perceived preparedness, and academic performance almost all participants (n=80; 92%) indicated that they would have benefited from and participated in an online anatomy review course. Though continued research is warranted, occupational therapy programs may consider the implementation of a standalone anatomy course to promote students' academic and clinical success.
The goals of this study were to determine the feasibility of engaging youth with major depressive disorder (MDD) in a multimodal exercise intervention (Healthy Body Healthy Mind) plus usual care and to evaluate the magnitude of its effects on psychological, physical fitness, and biomarker outcomes to inform a future randomized controlled trial. Youth (15 to 25 y of age) with MDD diagnosed using the Structured Clinical Interview for DSM-IV Axis I Disorders (SCID-I) were eligible to participate. Feasibility measures included recruitment, retention, and program adherence rates. The exercise program consisted of a single session of motivational interviewing to enhance exercise adherence, then 1-hour, small-group supervised exercise sessions 3 times per week for 12 weeks. Assessments were administered at baseline and at 12 weeks. Depression symptoms were assessed using the Beck Depression Inventory (BDI-II). Physical fitness and blood biomarkers were also measured. Three males and 10 females with MDD, who were 18 to 24 years of age, participated. Retention at 12 weeks was 86%, and attendance at exercise sessions averaged 62%±28%. After 12 weeks, 69% of participants experienced a remission of MDD based on the SCID. Mean BDI-II scores decreased from 31.9±9.1 to 13.1±10.1 [Cohen d effect size (ES)=1.96]. Improvements were observed in upper (ES=0.64) and lower (ES=0.32) body muscular endurance. Exercise session attendance was moderately correlated with changes in BDI-II scores (Pearson r=0.49). It appears feasible to attract and engage some youth with MDD in an exercise intervention. The positive impact on depression symptoms justifies further studies employing exercise interventions as an adjunct to routine care for young people with MDD.
Date Presented 04/05/19 Primary Author and Speaker: Cassie Matthys Additional Authors and Speakers: Jenna Blausey, Jessica Campbell, Reba Duran, Ashleigh Giles, Sarah Miesner, Brooke Schroeder Contributing Authors: Daniella Smolyansky, Kristin Valdes
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