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We conducted a longitudinal study to assess the continuing influence of developmental coordination disorder (DCD) on quality of life and participation. Ninety-six participants (25 in the DCD group, 30 in the borderline group, and 41 in the control group) ages 22-29 yr who had been screened for DCD 3-4 yr previously completed the Participation in Every Day Activities of Life, the Life-Satisfaction Questionnaire, and the World Health Organization Quality of Life (WHOQOL-BREF) instrument. Multivariate analysis of variance revealed a significant between-groups difference, F(7, 95) = 2.89, p = .001, η = 0.173, and post hoc analyses revealed that participants in the DCD and borderline groups scored lower overall on participation, quality of life, and life satisfaction. Linear regression found the Psychological Health domain of the WHOQOL-BREF to be a significant predictor of life satisfaction (B = 0.533; p = .001).

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Introduction: Occupational therapy programs include practice education, which is a vital aspect of professional practice preparation. We evaluated the effectiveness of the Community-Academia Student Tutoring program for enhancing occupational therapy students' perceived readiness for their practice placement, thus reducing their feelings of anxiety. Method: The study included 84 first-year undergraduate occupational therapy students aged 21-35 years, of whom 43 participated in the Community-Academia Student Tutoring group program and the rest comprised the control group. Participants completed the Student Self-Competency and Readiness for Fieldwork questionnaire prior to their first practice placement. Findings: Anxiety was related to the Student Self-Competency and Readiness for Fieldwork's components and total score. The Community-Academia Student Tutoring group scored significantly higher (p < .05) than the controls in the Evaluation and Communication with Patients components of the questionnaire, after controlling for anxiety level. Implications: It appears that it is possible to enhance students' readiness for their practice placement through a structured and intensive community-based mentoring program that is guided by faculty and includes activities of briefing and debriefing, such as the Community-Academia Student Tutoring program.

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