Canadian Journal of Occupational Therapy

Background: To address the learning needs of student Occupational Therapists with diverse academic backgrounds, educators must understand the factors that influence anatomy academic outcomes. Purpose: To compare anatomy learning outcomes of students with and without previous anatomy coursework over time and on higher- versus lower-order thinking skills. Method: An observational cohort study was conducted with entry-level occupational therapy students. Anatomy quizzes, were designed using the Blooming Anatomy Tool, were administered progressively throughout the term. Grades and thinking skills were compared between groups. Findings: At the start of term, students with anatomy coursework fared better than those without; the difference between groups was no longer present in the last four quizzes of the term. In general, students had lower grades on higher-order assessments; this did not differ between groups. Conclusion: Students without anatomy coursework achieved similar assessment outcomes as their peers; however, lower grades at the start of the term indicate that there was an adjustment period to anatomy learning.

Emily S. Ho

Erica Dove

Lorna Aitkens

Andrea Duncan

Anne M.R. Agur

Anatomy Learning Outcomes in Occupational Therapy: Impact of Prior Coursework

职业治疗解剖学学习成果：先前课程的影响

Background. Amid growing calls for relational teaching approaches in higher education to improve student learning outcomes and student and educator well-being, a need remains for effective relational pedagogies. Therapeutic-use-of-self (TUS) is an occupational therapy skill that centers the client–occupational therapist relationship, yet there is a dearth of research exploring its application as a pedagogy. This presents an opportunity for a widely used occupational therapy skill, TUS, to be adapted as a much-needed relational pedagogy. Objective. We explored the experience of TUS as a relational pedagogy in occupational therapy education from educator and student perspectives. Method. This qualitative description study borrowed from the evocative methodology of collaborative autoethnography. We, six researcher–participants, across two Canadian entry-to-practice occupational therapy programs, engaged in five discussions exploring the relationship between participant stories and contexts. Reflective memoing and reflexive thematic analysis were applied for analysis. Findings. Four themes were described: (a) education as transaction, (b) authenticity in learning, (c) experiencing TUS, and (d) relationship as resistance. Conclusion. With an emphasis on authenticity, empathy, power equity, and critical reflexivity, TUS challenges status quo approaches to education. Although neoliberalism challenges the feasibility of relational pedagogy in higher education, TUS holds promise as a relational and critical pedagogy.

Katie Lee Bunting

Becky Meyer

Katie Janzen

Gaby Lieberman

Kaitlyn Willick

Jane A. Davis

Therapeutic-Use-of-Self as Relational Pedagogy in Occupational Therapy Education: A Qualitative Description Study

职业治疗教育中的自我治疗性使用作为关系教学法：一项定性描述研究

Societal structures and systems compel occupational therapists, at times, to behave in ways that perpetuate injustices. Justice theorists have described how Global North social structures have created the conditions for oppression of some groups while enabling additional groups to have unearned privileges. Mobilizing critical occupational therapy praxis is an essential response.

Gayle Restall

Mobilizing Critical Occupational Therapy Praxis to Promote Structural Justice, Equity, and Rights

调动批判性职业治疗实践以促进结构正义、公平和权利

Cultural safety broadens and transforms the discourse on culture and health inequities as experienced by diverse populations.To critically analyze cultural safety in terms of its clarity, simplicity, generality, accessibility, and importance.Whilst the clarity and generality of cultural safety remain contentious, there is emerging evidence of its capacity to promote a more critical discourse on culture, health, and health care inequities and how they are shaped by historical, political, and socioeconomic circumstances.Cultural safety promotes a more critical and inclusive perspective of culture. As an analytical lens in occupational therapy practice and research, it has the potential to reveal and generate broader understandings of occupation and health from individuals or groups in society who are traditionally silenced or marginalized. In relation to Aboriginal peoples, it clearly situates health and health inequities within the context of their colonial, socioeconomic, and political past and present.

Alison J. Gerlach

A Critical Reflection on the Concept of Cultural Safety

文化安全概念的批判性反思

Background. Delivery of occupational therapy education programs in Canada faced significant disruptions and adaptations because of the COVID-19 pandemic. Curriculum changes were made rapidly under extreme conditions. Purpose. To document and explore changes to curricula (academic and fieldwork), instructional, and assessment methods implemented by Canadian occupational therapy programs in response to the pandemic and capture their perceived impact on student learning. Method. This convergent mixed method design study employed a cross-sectional descriptive survey followed by a member check focus group. Participant recruitment targeted Canadian occupational therapy university program directors, curriculum chairs, and fieldwork coordinators. Findings. Results highlight curriculum modifications included shifting from in-person to online delivery and re-sequencing or deferring in-person components. Fieldwork placements were similarly affected and included adoption of simulations and telepractice. Implications. The development of interpersonal "soft skills" are perceived as being the most disrupted, but the impact of student learning on actual practice is not yet known.

Diane MacKenzie

Rose Martini

Mary Roduta Roberts

Margaret Anne Campbell-Rempel

Christine Ausman

Perception of COVID-19 Impact on Canadian Occupational Therapy Curricula: Academic and Fieldwork

COVID-19对加拿大职业治疗课程影响的感知：学术与实地实习

Background. The COVID-19 pandemic led to abrupt occupational disruption for all people. However, some populations, like older adults, were disproportionately impacted particularly in the earlier waves. Purpose. The purpose of this study was to explore and understand how the occupational participation of community-dwelling older adults was experienced during the COVID-19 pandemic, using the Canadian Model of Occupational Participation (CanMOP) to contextualize findings. Method. Sixty-seven older adults participated in semi-structured interviews from September 2020 to May 2021, 37 of which also participated in a follow-up interview one-year later. Findings. Using reflexive thematic analysis, four themes were generated: (1) experiences of loss are complex and layered for older adults, (2) technology as a medium for occupational participation, (3) risk perception influences return to occupation, and (4) age-related challenges for older adults resuming volunteer work. Conclusion. Increasing frequency and severity of influenza pandemics and other disasters are a global concern, and OTs can use their skillsets to foster participation and expand occupational possibilities for older adults. The CanMOP was a helpful tool to understand the nuances underlying the participation of older adults in this context.

Samantha A. Oostlander

Camille Joanisse

Michael S. Mulvey

Sarah Fraser

Martine Lagacé

Louise Bélanger-Hardy

Linda Garcia

Annie Robitaille

Margaret Gillis

Jill Courtemanche

Tracey L. O’Sullivan

Occupational Participation Among Older Adults During the COVID-19 Pandemic

COVID-19疫情期间老年人的职业参与

Background. Limited knowledge is available regarding the impact of oculopharyngeal muscular dystrophy (OPMD) impairments on participation in daily and social activities, which currently hinders occupational therapy practice in this population. Purpose. To describe social participation and explore influencing factors in individuals with OPMD. Methods. Thirty-four individuals were assessed with outcome measures of social participation restrictions, mobility, dysphagia, and fatigue. Spearman correlations and stepwise multiple regression analyses were used. Findings. Results show a negative impact of OPMD on the social participation level, which was more important in participants aged over 60 years. Walking speed was found to be the main factor influencing participation levels for daily and social activities, with faster walking associated with higher participation. Conclusions. This study emphasizes the impact of OPMD impairments and limitations on social participation level. While dysphagia is obviously an important impairment to consider, interventions for mobility limitations should also be considered during clinical follow-up.

Samar Muslemani

Jean-Denis Brisson

Isabelle Côté

Isabelle Lessard

Claudia Côté

Bernard Brais

Cynthia Gagnon

Social Participation Restrictions and Explanatory Factors in Adults with Oculopharyngeal Muscular Dystrophy

眼咽型肌营养不良成人患者的社交参与限制及解释因素

Abbreviation	Can J Occup Ther
Journal Impact	1.71
Quartiles(Global)	REHABILITATION(Q2)

ISSN	0008-4174, 1911-9828
h-index	63

Publication Information	Publisher: SAGE Publications Inc.，Publishing cycle: ，Journal Type: journal，Open Access Journals: No
Basic data	Year of publication: 1933，Proportion of original research papers: 78.72%，Self Citation Rate:6.20%， Gold OA Rate: 46.96%
Average review cycle	网友分享经验：>12周，或约稿
Average recruitment ratio	网友分享经验：容易

Canadian Journal of Occupational Therapy

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Anatomy Learning Outcomes in Occupational Therapy: Impact of Prior Coursework

Therapeutic-Use-of-Self as Relational Pedagogy in Occupational Therapy Education: A Qualitative Description Study

Mobilizing Critical Occupational Therapy Praxis to Promote Structural Justice, Equity, and Rights

A Critical Reflection on the Concept of Cultural Safety

Perception of COVID-19 Impact on Canadian Occupational Therapy Curricula: Academic and Fieldwork

Anatomy Learning Outcomes in Occupational Therapy: Impact of Prior Coursework

Therapeutic-Use-of-Self as Relational Pedagogy in Occupational Therapy Education: A Qualitative Description Study

Mobilizing Critical Occupational Therapy Praxis to Promote Structural Justice, Equity, and Rights

Occupational Participation Among Older Adults During the COVID-19 Pandemic

Social Participation Restrictions and Explanatory Factors in Adults with Oculopharyngeal Muscular Dystrophy