Journal of Educational Evaluation for Health Professions

Brief report

Initial steps for integrating academic electronic health records into clinical curricula of physical and occupational therapy in the United States: a survey-based observational study: Stephen Burrows, Lola Halperin, Eric Nemec, Wendy Romney; J Educ Eval Health Prof. 2022;19:24. Published online September 2, 2022; DOI: https://doi.org/10.3352/jeehp.2022.19.24

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Abstract PDF Supplementary Material: Training programs must be designed to prepare physical and occupational therapy students to use electronic health records (EHR) and interprofessional collaboration. This report aims to describe physical and occupational therapy students’ perceptions of integrating an academic EHR (AEHR) in their problem-based learning (PBL) curricula in the College of Health Professions, Sacred Heart University, Fairfield, Connecticut, the United States. A paper-based case approach to PBL was adapted by creating patient cases in an AEHR. Students were asked to complete chart reviews and review provider notes to enhance their learning. An online survey was conducted to determine their perceptions of using AEHR from May 2014 to August 2015. Eighty-five students completed the survey, and 88.1% felt that using an AEHR was needed, and 82.4% felt that the additional notes enhanced their understanding of the interdisciplinary team. However, 83.5% reported the AEHR system increased the time needed to extract meaningful information. Incorporating an AEHR into curricula is essential to ensure students are adequately prepared for future patient interactions.

Research article

Attitudes toward rehabilitating inmates among occupational therapy students in the United States: Sarah Catherine Tucker, Hon Keung Yuen; J Educ Eval Health Prof. 2019;16:6. Published online March 25, 2019; DOI: https://doi.org/10.3352/jeehp.2019.16.6

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Purpose
This study was to examine occupational therapy (OT) students’ attitudes toward rehabilitating inmates and validate an instrument used to measure their attitudes.
Methods
OT students (n=128) from one university in Alabama, United States, completed an online survey exploring their attitudes toward rehabilitating inmates, which was assessed using the Rehabilitation Orientation Scale (ROS), a 7-point scale. Dimensional structure, internal consistency reliability, construct validity, and relations to other variables of the ROS was evaluated using factor analyses, Cronbach’s alpha, known-groups method, and univariable correlations, respectively.
Results
Unidimensionality of the ROS was confirmed with an alpha coefficient of 0.90. The mean ROS score of the respondents was 5.1; a score toward 7 indicated a more supportive attitude. About 60% of the respondents reported supportive attitudes (i.e., an ROS score ≥5). Respondents’ ROS scores were significantly higher than those of the public and criminal justice professionals. Female students reported a more supportive attitude than males. Multiple regression analysis indicated that respondents’ consideration of working in prison settings after graduation and their perception that OT has a role in prison settings were significantly associated with support for rehabilitating inmates, after controlling for gender and an acquaintance with someone who has been incarcerated.
Conclusion
Results indicated that the ROS demonstrated adequate psychometric properties as it applied to this population. The majority of respondents reported supportive attitudes toward rehabilitating inmates. Consideration of working in prison settings after graduation and the perception that OT has a role in prison settings were 2 independent factors associated with respondents’ attitudes toward rehabilitating inmates.

Citations

Citations to this article as recorded by

Justice-Based Occupational Therapy: A Scoping Review
Jaime P. Muñoz, Abigail Catalano, Yinao Wang, Gesina A. Phillips
Annals of International Occupational Therapy.2020; 3(4): 162. CrossRef

Research Articles

Construct validity test of evaluation tool for professional behaviors of entry-level occupational therapy students in the United States: Hon K. Yuen, Andres Azuero, Kaitlin W. Lackey, Nicole S. Brown, Sangita Shrestha; J Educ Eval Health Prof. 2016;13:22. Published online June 1, 2016; DOI: https://doi.org/10.3352/jeehp.2016.13.22

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Abstract PDF

Purpose
This study aimed to test the construct validity of an instrument to measure student professional behaviors in entry-level occupational therapy (OT) students in the academic setting. Methods: A total of 718 students from 37 OT programs across the United States answered a self-assessment survey of professional behavior that we developed. The survey consisted of ranking 28 attributes, each on a 5-point Likert scale. A split-sample approach was used for exploratory and then confirmatory factor analysis. Results: A three-factor solution with nine items was extracted using exploratory factor analysis [EFA] (n=430, 60%). The factors were ‘Commitment to Learning’ (2 items), ‘Skills for Learning’ (4 items), and ‘Cultural Competence’ (3 items). Confirmatory factor analysis (CFA) on the validation split (n=288, 40%) indicated fair fit for this three-factor model (fit indices: CFI=0.96, RMSEA=0.06, and SRMR=0.05). Internal consistency reliability estimates of each factor and the instrument ranged from 0.63 to 0.79. Conclusion: Results of the CFA in a separate validation dataset provided robust measures of goodness-of-fit for the three-factor solution developed in the EFA, and indicated that the three-factor model fitted the data well enough. Therefore, we can conclude that this student professional behavior evaluation instrument is a structurally validated tool to measure professional behaviors reported by entry-level OT students. The internal consistency reliability of each individual factor and the whole instrument was considered to be adequate to good.

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Mesleki Davranış Anketinin Türkçe Geçerlilik ve Güvenilirliği
Sinem KARS, Gökçen AKYÜREK, Gonca BUMİN
Ergoterapi ve Rehabilitasyon Dergisi.2021; 8(3): 191. CrossRef
Professional practice behaviour: Identification and validation of key indicators
Diane E MacKenzie, Brenda K Merritt, Rebecca Holstead, Gordon E Sarty
British Journal of Occupational Therapy.2020; 83(7): 432. CrossRef
Assessment of Employability Skills: A Systematic Review of the Availability and Usage of Professional Behavior Assessment Instruments
Christine A. McCallum, Leigh Murray, Michele Tilstra, Alexia Lairson
Journal of Physical Therapy Education.2020; 34(3): 252. CrossRef
What is interesting in the issue 2016 of Journal of Educational Evaluation for Health Professions?
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Journal of Educational Evaluation for Health Professions.2016; 13: 46. CrossRef

Prefrontal hemodynamic responses and the degree of flow experience among occupational therapy students during their performance of a cognitive task: Kazuki Hirao; J Educ Eval Health Prof. 2014;11:24. Published online September 30, 2014; DOI: https://doi.org/10.3352/jeehp.2014.11.24

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6 Web of Science
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Abstract PDF

Purpose
Although flow experience is positively associated with motivation to learn, the biological basis of flow experience is poorly understood. Accumulation of evidence on the underlying brain mechanisms related to flow is necessary for a deeper understanding of the motivation to learn. The purpose of this study is to investigate the relationship between flow experience and brain function using near-infrared spectroscopy (NIRS) during the performance of a cognitive task. Methods: Sixty right-handed occupational therapy (OT) students participated in this study. These students performed a verbal fluency test (VFT) while 2-channel NIRS was used to assess changes in oxygenated hemoglobin concentration (oxygenated hemoglobin [oxy-Hb]) in the prefrontal cortex. Soon after that, the OT students answered the flow questionnaire (FQ) to assess the degree of flow experience during the VFT. Results: Average oxy-Hb in the prefrontal cortex had a significant negative correlation with the satisfaction scores on the FQ. Conclusion: Satisfaction during the flow experience correlated with prefrontal hemodynamic suppression. This finding may assist in understanding motivation to learn and related flow experience.

Citations

Citations to this article as recorded by

Physical exercise induces mental flow related to catecholamine levels in noncompetitive, but not competitive conditions in men
István Karsai, Zsófia Nagy, Tamás Nagy, Ferenc Kocsor, András Láng, Emese Kátai, Attila Miseta, Gábor Fazekas, János Kállai
Scientific Reports.2023;[Epub] CrossRef
Immersion in Substance-Related and Behavioural Addictions: Neural Systems and Neurochemical Substrates
Fiza Arshad, Luke Clark
Current Behavioral Neuroscience Reports.2022; 9(1): 1. CrossRef
The brain in flow: A systematic review on the neural basis of the flow state
Clara Alameda, Daniel Sanabria, Luis F. Ciria
Cortex.2022; 154: 348. CrossRef
A neurocognitive model of flow states and the role of cerebellar internal models
Joshua Gold, Joseph Ciorciari
Behavioural Brain Research.2021; 407: 113244. CrossRef
Prefrontal cortex hypoactivity distinguishes severe from mild-to-moderate social anxiety as revealed by a palm-sized near-infrared spectroscopy system
Hiroyuki Uchida, Kazuki Hirao
Journal of Neural Transmission.2020; 127(9): 1305. CrossRef
A Review on the Role of the Neuroscience of Flow States in the Modern World
Joshua Gold, Joseph Ciorciari
Behavioral Sciences.2020; 10(9): 137. CrossRef

Changes in flow experience among occupational therapy students: a 1-year longitudinal study: Kazuki Hirao; J Educ Eval Health Prof. 2014;11:14. Published online July 7, 2014; DOI: https://doi.org/10.3352/jeehp.2014.11.14

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Abstract PDF: Purpose
The purpose of this 1-year longitudinal study is to investigate the change in flow experience among occupational therapy students (OTS). Methods: In December 2012, we prospectively recruited 97 OTS from the Department of Occupational Therapy, Kibi International University. To assess flow experience in daily life, we used the Flow Experience Checklist. Results: The dataset included 87 OTS, of which 75 participated in the assessment at 1 year (follow-up rate, 86.2%). The mean age at baseline of 45 male and 30 female OTS was 19.59±1.1 years (range, 18 to 24 years). A comparison of the ‘frequency of flow experience’ showed significant differences between baseline values and those after 1 year (December 2013) among male OTS (P<0.05). Conclusion: The present results indicate that, for male OTS, the frequency of flow was significantly reduced after 1 year compared with baseline values. This finding suggests the need for further education to increase the frequency of flow among male OTS.

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