Importance of Collaborative Occupational Therapist–Occupational Therapy Assistant Intraprofessional Education in Occupational Therapy Curricula

Nardella, Maureen S.; Carson, N; Colucci, Catherine N.; Corsilles-Sy, Cecille; Hissong, Angela N.; Simmons, Douglas M.; Taff, Steven D.; Amin-Arsala, Temor; DeAngelis, Tina; Fitzcharles, Deborah; Grajo, Lenin C.; Higgins, Susan M.; Gray, Julie Mc Laughlin; Stoll, Michele; Harvison, Neil

doi:10.5014/ajot.2018.72s207

Cited by 2 publications

(2 citation statements)

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“…Occupational therapy academic programs need to consider the benefits of having OTAs provide their working experiences to OTSs. OTA perspective discussions, in general, should be included in the curriculum to promote intraprofessional collaboration experiences to develop their confidence and effectiveness in supervision (Nardella et al, 2018). The present study benefited from the unique design of this bridge OTA-to-OT program in which the OTS' experience is greatly enhanced by the presence of some OTAs, who are also in the formative stage of becoming OTs.…”

Section: Implications For Occupational Therapy Educationmentioning

confidence: 99%

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Using Occupational Therapy Assistant Perspectives to Teach Occupational Therapy Supervisory Roles and Expectations

Damiao¹,

Cavaliere²,

Carroll³

et al. 2022

GJHS

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Occupational therapy assistant (OTA) supervision is an expected skill and role of entry-level occupational therapists (OTRs). The purpose of this convergent mixed-methods study is to provide occupational therapy students (OTSs) with an interactive and collaborative educational opportunity, using an OTA-perspective panel discussion to improve the learning of effective supervision and role delineation. Participants consisted of OTSs (n = 11) in a graduate master’s program and a panel of OTAs (n = 10). All participants were provided with a standard lecture on the topic of supervision, followed by a pre-test survey. Then, they participated in a guided panel discussion followed by a post-test survey. Results suggest that an OTA-perspective panel discussion can enhance the learning of supervisory roles and expectations to OTSs, beyond what was provided in the standard lecture (p = 0.007). Further data was gathered of all participants consisting of qualitative perspectives. Thematic analysis resulted in enhanced learning of role-delineation, professional perspectives, and supervisory experiences. The results of this study suggest that occupational therapy programs would benefit from similar OTA-led perspective discussions to enhance OTSs understanding of skills needed to be effective supervisors as entry-level occupational therapists.

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Section: Implications For Occupational Therapy Educationmentioning

confidence: 99%

“…OTs and OTAs often collaborate to deliver services efficiently and effectively. However, students have limited exposure to learning about the intraprofessional relationship within didactic coursework, limiting their ability to effectively collaborate with OTAs as entry-level practitioners (Nardella et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

Using Occupational Therapy Assistant Perspectives to Teach Occupational Therapy Supervisory Roles and Expectations

Damiao¹,

Cavaliere²,

Carroll³

et al. 2022

GJHS

View full text Add to dashboard Cite

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Refining the activities of genetic assistants: Development of task statements applicable across practice settings

Tohms,

Krutish,

Hartley

2023

American J of Med Genetics Pt A

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Although genetic (counseling) assistants (GAs) have been implemented in many institutions, their roles vary widely. Therefore, this study aimed to refine our knowledge of GA tasks across work settings and specialties. Tasks performed by GAs were extracted from peer‐reviewed articles, publicly available theses, and job postings, then analyzed using directed content analysis. Briefly, task statements were coded using broad categories from previous studies, with new categories added as emergent. Coded tasks were combined and condensed to produce a final task list, which was reviewed by subject matter experts. Sixty‐one task statements were extracted from previous studies and 335 task statements were extracted from job descriptions. Directed content analysis produced a list of 40 unique tasks under 10 categories (8 from original research and 2 from the data). This study design resulted in a refined list of GA tasks that may be applicable across work settings and specialties, which is an essential step towards defining the scope of GA work. Beyond the human resource applications of the refined task list, this work may also benefit genetics services by reducing role overlap, improving efficiencies, improving employee satisfaction, and informing the development/improvement of training and other educational materials.

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Importance of Collaborative Occupational Therapist–Occupational Therapy Assistant Intraprofessional Education in Occupational Therapy Curricula

Cited by 2 publications

References 0 publications

Using Occupational Therapy Assistant Perspectives to Teach Occupational Therapy Supervisory Roles and Expectations

Using Occupational Therapy Assistant Perspectives to Teach Occupational Therapy Supervisory Roles and Expectations

Refining the activities of genetic assistants: Development of task statements applicable across practice settings

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