2022 AOTA Education Summit Full Program
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Published: 2022

On Demand Conference Session
Basic Member Price
Non-Member Price: $275.00

Product Overview

Earn 18.0 Contact hours


Posters and Technology Roundtables are not included



Moving Beyond Disease Management to Health Management & Preventive Care: How Do We Shift the Focus in OT and OTA Education?

Despite spending more on health care and health care education than any other developed nation, the United States has some of the poorest outcomes (Organization for Economic Co-operation and Development, 2021). Policy makers and regulators are calling for faster reform of the health care system and education of practitioners (AHA, 2020). Key to this reform is movement away from a focus exclusively on episodic disease management to a focus on social risk factors that affect the health and wellness of individuals, groups, and populations. Participants at this session will learn about practical approaches to introducing inter- and intraprofessional classroom, fieldwork, and capstone strategies in OT and OTA education to meet this challenge.

Speaker: Tina DeAngelis, EdD, OTR/L



Preparing the Future of OT in Mental and Behavioral Health Across Practice Settings

Through an inclusive approach that promotes overall physical and mental health well-being, occupational therapy’s presence in mental and behavioral health conversations, preventions, and standards of care can benefit all practice settings. This presentation brings to light opportunities and ways occupational therapy can address mental and behavioral health in non-psychiatric settings. Dr. Gibbs addresses the unique role academicians play in preparing future practitioners, and methods to encourage holistic approaches in all practice areas.

Speaker: Varleisha D. Gibbs, PhD, OTD, OTR/L, ASDCS




101A - Antiracism in OT Education: Perspectives of Under-Represented Racial & Ethnic Groups

Content Focus: Promotion of Diversity, Inclusion, and Equity Throughout the Education Pipeline and Curricula

In this presentation, we discuss research findings on the perceived supports of and barriers to professional success experienced by under-represented OT students, faculty, and practitioners. The presentation includes a critical examination of current trends in OT education and practice and an

analysis of the intersectionality of personal and institutional factors that influence professional success.

Speakers: Hannah Morris, OTD; Evguenia Popova, PhD, OTR/L


101B - Redefine Learning for OT Students With Open Educational Resources: The SAMR Approach

Content Focus: Promotion of Diversity, Inclusion, and Equity Throughout the Education Pipeline and Curricula

Open educational resources (OER) are open-source data and technology tools to support learning and research. OER allow for a more equitable and just education system by allowing no-cost open access for all students and educators. OT educators are uniquely placed to model equity and justice by embedding OER in college classrooms while training the next generation of OT practitioners.

Speaker: Zahava Friedman, PhD


102A - Strategies For Developing Students’ Professional Identity

Content Focus: Instructional Methods

Facilitating students’ professional behaviors is a responsibility of OT educators.

Current OT literature identifies a need for consistent definitions, use of explicit teaching methods, and role modeling but does not provide concrete methods for application. Other professions are shifting toward developing professional identity. This project provides a practical evidence-based strategy to facilitate the shift from teaching students professional behaviors to developing professional identity.

Speakers: Michele Artale, OTD, OTR/L; Tripta Velamoor


102B - Building Support & Resources for the Fieldwork Community Through Sustaining Doctoral Capstone Experiences

Content Focus: Faculty Development and Resources

Role competencies for fieldwork educators include knowledge, critical and ethical reasoning, and interpersonal and performance skills, yet few receive formal training before supervising students. In this presentation, we examine the outcomes of a sustainable doctoral capstone experience designed to

facilitate the strategic planning and collaborative work of a state educational council and design resources to provide fieldwork educator support and promote optimal fieldwork experiences.

Speakers: Patricia Laverdure, OTD, OTR/L, FAOTA, BCP; Elizabeth Richardson, OTD, OTR/L; Mary



103A - Development & Implementation of a Transitional Work Skills Program on a College Campus

Content Focus: Instructional Methods

This presentation serves two purposes: (1) to create a step-by-step guide for assisting OTs in replicating a program of this nature in other university or college settings and (2) to provoke discussion about how a university- or college-based work skills program can be mutually beneficial for all relevant stakeholders, including OT and OTA students and OT faculty seeking experiential learning opportunities to meet curriculum standards.

Speakers: Amanda Frias; Abigail Ingram; Gema Vitolas; Megan Zdroik


103B - Designing a Community-Engaged, Asset-Based, Occupation-Centered Curriculum

Content Focus: Signature Pedagogies

In this session, we describe the process by which DePaul University developed a community-engaged curriculum using the Asset-Based Community Development (ABCD) framework. We also describe how

the ABCD framework shapes community partnership opportunities that are embedded in the curriculum. Specific courses and learning objectives associated with community partnership experiences will be provided.

Speakers: Molly Bathje, PhD, OTR/L; Katherine Barrett; Hillary NapierGondek; Brad Egan, OTD, OTR/L, CADC


104A - Student-Led Rubric Development: A Strategy for Your Inclusive Classroom

Content Focus: Signature Pedagogies

This session highlights the practice of student-led rubric development as an inclusive teaching strategy that can immediately be implemented in the OT classroom. Discussion includes best practices surrounding rubric utilization, in addition to a specific example of how student-led rubric development can be enacted to increase inclusion and foster positive educational experiences for OT students of all backgrounds.

Speakers: Alexia Rebne, OTD, OTR/L; Scott McNeil


104B - Moving Forward Together: Reflections of a National Survey of OT & OTA Students’ Perceptions of Culturally Aware Educational Content Delivery

Content Focus: Promotion of Diversity, Inclusion, and Equity Throughout the Education Pipeline and Curricula

In June 2020, in response to the murder of George Floyd and the additional atrocities committed against historically marginalized people and communities across the United States, the American Occupational Therapy Association’s Commission on Education deployed and analyzed the data from a survey that collected OT and OTA students’ perceptions of the delivery of diversity, equity, inclusivity, intersectionality, and social determinants of health content in OT and OTA programs with the aim of using the results to inform best practice in OT education.

Speakers: Tina DeAngelis, EdD, OTR/L; Adair Sanchez, OTD; Iris Burns, OTD


105A - Teamwork Stat! Use of Interprofessional Acute Care Simulation to Facilitate Collaborative Practice

Content Focus: Instructional Methods

This session introduces an interprofessional experience with OT and physical therapy students that provides a high-fidelity simulation to engage student learners with communication, problem-solving, and patient care responsibilities typically encountered during an acute care clinical education experience.

Speakers: Valley McCurry, PhD, OTR/L; Christopher Eidson, OTR/L; Tara Pearce, DHS, PT

Contributing Author: Patricia Perez, DScPT, PT


105B Using Escape Rooms to Promote Active Learning and Intraprofessional Collaboration Among OT Students: A Pilot Study

Content Focus: Instructional Methods

Escape rooms are an increasingly popular, innovative teaching modality in health care education. The study described in this session examined an escape room’s effectiveness as a teaching modality for OT students. Both the in-person and online formats significantly improved students’ intraprofessional teamwork and collaboration, professional identity, activity learning, critical thinking skills, and knowledge retention. Pre- and posttest knowledge retention showed a moderate effect size.

Speakers: Chia-Wei Fan, PhD, OTR/L; Vicki Case


107A - GRIT in the Face of Only: Owning Your Space

Content Focus: Promotion of Diversity, Inclusion, and Equity Throughout the Education Pipeline and Curricula

Students in OT programs not identifying as White, cisgender, and female may not experience a sense of belonging. Participants in the Diversity, Equity, and Inclusion Committee presentations at the American Occupational Therapy Association’s INSPIRE 2022 raised concerns about belonging in the OT profession. Belonging is essential for students’ well-being and professional identity. Understanding how to apply GRIT will allow students who are less represented to face sometimes being the “only” and learn to own their space to belong.

Speakers: Shanese Higgins, DHSc, OTR/L, BCMH; Razan Hamed, PhD, OTR/L; Natalie Chang-Mason, MBA-HCM, COTA/L; Kimberly Bryant, OTD, OTR/L, MHA, NHA, CRCFA


108A - Mentor Readiness & Resource: Entry-level OT Doctoral Capstone Project

Content Focus: Faculty Development and Resources

The increase in academic programs transitioning to the entry-level doctoral degree has led to an increased need for clinicians to mentor capstone students and their capstone projects and experiences. However, there is a lack of clarity on the role of mentor. I assessed clinicians’ knowledge and perceived barriers and developed a comprehensive resource manual for mentors. This presentation provides necessary knowledge, tips, and resources for mentors to improve their competency.

Speaker: Sarika Pandey, OTD, OTR/L, CLT


108B - Graduates’ Perceived Value & Usefulness of the Entry-Level Doctoral Capstone

Content Focus: Faculty Development and Resources

The entry-level doctoral capstone, as outlined in the Accreditation Council for Occupational Therapy Education® standards, is the final experiential learning piece of the entry-level OTD degree. This qualitative descriptive study used focus groups to explore the perceptions of recent graduates regarding their doctoral capstone project and experience. Themes were common across three different program designs and locations in the Midwest and Southwest.

Speakers: Erika Kemp; Anna Domina; Sara Stephenson, OTD, OTR/L, BCPR, CBIS, CSRS


109A - Outcomes of Keyform Ability Map Use as a Signature Pedagogy in a Master’sLevel OT Program Content Focus: Signature Pedagogies

OT students report that keyform ability maps show things more clearly, allow students to see the just-right challenges, and provide an efficient process that supports students in prioritizing and justifying choices specific to a client (Sears & Egan, 2022). This research assesses the use of keyform ability maps as an OT education signature pedagogy to support activity analysis, clinical practicum accuracy, and discharge planning decisions and documentation.

Speakers: Cynthia Sears, OTD, OTR/L; Brad Egan, OTD, OTR/L, CADC


109B - Mapping Student Success in a Rehabilitation Management Course Through the Implementation of Universal Design for Learning Pedagogies

Content Focus: Signature Pedagogies

In the movement to diversify the profession, academic programs are adopting more inclusive practices. Universal Design for Learning (UDL) is a framework that can accommodate the diversity of learning through a variety of educational methods. Flipped classrooms and formative assessments are two UDL approaches that facilitate metacognition and the transfer of knowledge to application. Results demonstrating the effectiveness of UDL practices in student learning and information retrieval among graduate students are presented.

Speaker: Cortni Krusemark, OTD, OTR/L

Contributing Authors: Sandra Burns, DPT, PT, C/ NDT; Patrick Cross, DPT, PT


110A - EASE-ing OTD & DPT Students Into the Acute Care Environment

Content Focus: Instructional Methods

The EASE program prepares OT and physical therapy students to transition from the academic setting to the acute care environment. Students complete an e-learning module and simulation that focus on acute care knowledge and skills. After successful completion of the module and simulation, students spend a weekend with an OT or physical therapist in acute care. Finally, students complete a written reflection and Subjective, Objective, Assessment, and Plan note. Reflections from students, OTs, and physical therapists indicate that EASE has a positive impact on acute care experiences.

Speakers: Leah Stade, OTD, OTR/L; Kellie Clapper, OTR/L

Contributing Authors: Jaclyn Bouthillier, OTD, OTR/L, CSRS; Lora Pieper, PT; Josh Buechler, DPT, PT; Nicole Sleddens, PT, CEEAA; Tessa Wells, DPT, PT, GCS, CEEAA


110B - Incorporating Prebriefing and Debriefing in Simulation

Content Focus: Signature Pedagogies

In this session we will use video examples to demonstrate the components of the PEARLS debriefing framework and differentiate debriefing strategies. This will allow participants to understand debriefing methods and to analyze the different evoked responses that can occur using the various strategies. We will share the prebrief structure that we use, along with multiple examples of prebriefs used to prepare learners for simulation.

Speakers: Carole Ivey; Kerry Mader, OTD, OTR/L, C/NDT


201A - A Delphi Approach to Determine Priorities for Education to Support the Global Practice of OT in Addressing Sexuality & Intimacy

Content Focus: Promotion of Diversity, Inclusion, and Equity Throughout the Education Pipeline and Curricula

The first phase of this study used a deductive approach to extract priorities for education from the literature (69 articles) and then used an inductive approach to generate ideas and priorities from 28 experts from 11 countries. The second phase served to establish the relevance and importance of priorities. Findings outline the pedagogy, knowledge, and skills needed to prepare current and future practitioners to effectively address the sexuality and intimacy needs of clients worldwide.

Speakers: Beth Ann Walker, PhD, OTR, FAOTA; Jenn Soros, PhD, OTR/L


201B - Professional Development Program for Higher Education: Reported 6-Month Post program Impact

Content Focus: Promotion of Diversity, Inclusion, and Equity Throughout the Education Pipeline and Curricula

Studies have demonstrated that patients and students in higher education who identify with the lesbian, gay, bisexual, transgender, and queer/questioning (LGBTQ+) community experience repeated biases that have a staggering impact on their access to quality health care and success in educational pursuits. This presentation provides an overview of the 7-month professional development program specific to improving the experience and care of LGBTQ+ students and patients or consumers and the reported outcomes collected 6 months after program completion.

Speakers: Audrey Zapletal, OTD, OTR/L, CLA; Karla Bell, DPT, PT, GCS

Contributing Author: Adair Sanchez


202A - Doing to Becoming: Professional Identity Development Among OT Students With Level I Fieldwork Experiences

Content Focus: Socialization to the Profession

This mixed-methods study aimed to examine the influence of Level I fieldwork education on professional identity (PI) development among OT students who participated in an innovative Level I fieldwork course. Students selected from a menu of experiential learning opportunities. The Macleod Clark Professional Identity Scale and the Professional Identity Five-Factor Scale were used to measure PI. Findings from this study point to important future considerations for socialization to the profession.

Speakers: April Swanson, OTD; Jana Roberts; Amy Stark, OTD, OTR/L, BCP


202B - Examining the Fieldwork Placement Process & Inclusion of Culturally & Linguistically Diverse Factors in Fieldwork Education

Content Focus: Promotion of Diversity, Inclusion, and Equity Throughout the Education Pipeline and Curricula

This study sought to investigate fieldwork practices used by academic fieldwork coordinators and fieldwork educators during the fieldwork placement process and to clarify whether factors related to cultural and linguistic diversity are included in the decision-making process. This study will inform the development of relevant resources that guide the use of an equitable placement mindset and learning objectives that better meet the needs of diverse patient and student populations.

Speakers: Ida Koraitem, OTD, OTR/L; Efekona Nuwere, EdD, OTR/L



203A - Enhancing Intraprofessional Skills Through Health Care Simulation

Content Focus: Instructional Methods

Health care simulation can have a positive impact on student readiness for clinical practice, clinical reasoning, and confidence in the ability to collaborate on an intraprofessional team. Using the Flipped Classroom Model, participants will explore an intraprofessional simulation developed to address OT and OTA roles and responsibilities, collaboration, and communication. Participants will learn about current best-practice standards for simulation development using Accreditation Council for Occupational Therapy Education® standards and Interprofessional Education Collaborative Core Competencies.

Speakers: Kiersten Sather, OTD, OTR; Emily Frank; Angela Blackwell

Contributing Author: Christienne Parten


203B - Role With It! Defining the OT Practitioner Role Through Intraprofessional Collaborative Educational Experiences

Content Focus: Instructional Methods

An intraprofessional approach to learning provides a foundation for collaborative practice. We describe an experience with five levels of OT education that has resulted in increased faculty scholarly productivity, increased program development with community partners, high levels of student satisfaction with learning, role understanding, and positive experiences at the mentor and mentee level. Participants will generate ideas relevant to their own programs and stakeholders.

Speakers: Tiffany Bolton, OTD, OTR/L; Brittney Stevenson; Stephanie Allen


204A - Community-Based Learning That Results in Transformative Change in Awareness About Contextual Barriers, Occupational Justice, & Health & Wellness

Content Focus: Instructional Methods

Community-based learning (CBL) enables students to address specific societal needs through active engagement in their community and to eradicate social and health disparities among people at risk for occupational deprivation. Designing meaningful CBL experiences results in transformative changes. OT students and practitioners need to recognize societal needs, promote inclusive communities, and advocate for occupational justice.

Speaker: Patricia Wisniewski, EdD, OTR/L, CPRP


204B - An Investigation of Servant Leadership Development in OT Clinical Practice

Content Focus: Learner Characteristics and Competencies

This study investigated the influence of learned behaviors and skills regarding servant leadership and translation into OT clinical practice. Through the use of an adapted survey and semistructured interviews, results showed a close alignment of themes across literature, with data suggesting that a strong need exists for experiential learning involving servant leader opportunities in the educational setting.

Speakers: Rebecca Cusato; Wendy Walsh, PhD, OTR/L


205A - Fieldwork Quality of Life: Addressing the Relationship Between the OT or OTA Fieldwork Student & Fieldwork Educator

Content Focus: Socialization to the Profession

This presentation introduces the Fieldwork Quality of Life (FQoL) Model. The FQoL is a model designed to explore the intentional relationship between the OT or OTA fieldwork student and fieldwork educator. The model was developed from the results of a study on the long-term effects of fieldwork bullying and incivility (N = 702) and a previous doctoral project. The model may assist in determining whether intervention is needed to address anxiety and confidence levels that have a negative affect on student performance.

Speakers: Edwin Myers, OTD, OTR/L, ATP; Kaitlyn Cremer Smith, OTD, OTR/L, SCLV, CAPS


205B - Stakeholder Perspectives of Level I Fieldwork Opportunities in OT: A MixedMethods Comparison Content Focus: Instructional Methods

With the rising number of academic programs, the OT profession is experiencing shortages in the number of qualified faculty and fieldwork placements available for high-quality experiential training. In response to these issues, academic programs are developing creative learning opportunities. A mixed-methods study examined stakeholder perspectives of Level I experiential training in a standardized patient program and compared those perspectives with fieldwork experiences in traditional and role-emerging settings.

Speaker: Shirish Lala, EdD, OTR/L

Contributing Author: Vicki Case


206A - Instructional Design Reflections on the STAR Institute’s Professional Development Level I Mentorship Training: An Educational Case Study

Content Focus: Instructional Methods

Long-standing intensive mentorship training for professional development in OT (using sensory integration and processing interventions) has implemented foundational instructional design practices (learning theory, andragogy, and evidence-based instructional interventions) to enhance the clinical reasoning of mentees. Incorporating such practices may ensure the translation of knowledge to and enhance the clinical reasoning of mentees.

Speakers: Bryan Gee, PhD, OTR/L, BCP, CLA; Sarah Schoen, PhD, OTR; Mim Ochsenbein, OTR/L, SWC


206B - Dual-Degree OTD–PhD Programs: Who Is This for & How Does It Work?

Content Focus: Socialization to the Profession

Dual-degree program are common across a variety of health disciplines. This is because although clinical doctoral degrees, such as the OTD, prepare students to practice OT, they do not prepare students to conduct research or pursue academic careers at research institutions. This session describes the development and implementation of three dual-degree programs, aimed at increasing research capacity within the profession, and a case presentation of students in these programs.

Speakers: Stacey Reynolds, PhD, OTR/L, FAOTA; Amy Darragh, PhD, OTR/L; Karla Ausderau


207A - Understanding OT Admissions Decisions Related to Diversity & Opportunities for Action

Content Focus: Promotion of Diversity, Inclusion, and Equity Throughout the Education Pipeline and Curricula

Diversification of OT practitioners is needed to best meet the needs of the diverse populations served. This presentation reviews current literature on admissions processes and their impact on diversification in the profession. Preliminary survey results of OT students’ admissions preferences are presented, and strategies to support diversity and inclusion initiatives are shared. Finally, attendees will reflect on opportunities for change in Illinois.

Speaker: Bridget Hahn, OTD, OTR/L

Contributing Authors: Linda Olson; Hillary Napier-Gondek, OTD, OTR/L; Rachel Lee; Joo Eun Park; Abby Woollacott


207B - Using Equity & Inclusion to Support the Recruitment & Persistence of Marginalized Students in OT Education

Content Focus: Promotion of Diversity, Inclusion, and Equity Throughout the Education Pipeline and Curricula

OT programs have worked hard to diversify their student population. Although their efforts focus on the number of diverse students they admit, programs are not considering equitable practices in recruitment and have challenges providing the proper support for marginalized students to thrive in their classrooms. Actionable processes toward equity and inclusion require intentional efforts to support student success and have a positive effect on programmatic outcomes.

Speaker: Tyra Banks, EdD, OTR/L


208A - From Struggling to Succeeding: An Innovative Process for Student Development & Support

Content Focus: Learner Characteristics and Competencies

In both academics and fieldwork, professional behaviors are essential to the success of OT students. In this session, participants will review the evidence base surrounding remediation and student support and explore how an MSOT program developed an innovative process to collaborate with faculty and the fieldwork office to address academic and professional behavior concerns and how this process supports student progression through OT curricula.

Speakers: Caroline Beals, MS, OTR/L; Jessica Walton; Jeanette Froehlich