School of Occupational Therapy
Permanent URI for this collectionhttps://hdl.handle.net/11274/9555
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Browsing School of Occupational Therapy by Author "Amerih, Husny"
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Item Applying the standards of education of the World Federation of Occupational Therapists to selected occupational therapy educational programs in the United States(2007-05) Amerih, HusnyIn higher education, accreditation has been used to maintain the quality of education at universities and their schools by setting standards of education. Both the World Federation of Occupational Therapists and the Accreditation Council of Occupational Therapy Education set standards of occupational therapy (OT) education so that educational programs can graduate practitioners with the needed “tools” for effective practice in OT. To explore the issue of differences and commonalities between the ACOTE and the WFOT standards of education, and how they may affect graduating therapists, three studies were conducted. The first study consisted of a literature review related to: higher education in the United States, occupational therapy standards of education in the US, the World Federation of Occupational Therapists’ standards of education, the cross-countries challenges and adaptation of foreign healthcare workers. The Second Study applied the WFOT Revised Standards of occupational therapy education to a selected sample of OT schools in the US, to investigate to what extent do OT schools in the US meet the WFOT Standards? And to what extent do OT curricula in the US emphasize the substantial knowledge, skills and attitudes outlined in the WFOT Revised Standards? Five OT Schools in the US participated. On average, all the universities covered 87% of the WFOT competencies at the Knowledge, Skills, and Attitude levels, ranging from 77% to 90%. The universities combined coverage to Knowledge was 88%, Skills was 85%, and Attitudes was 80%. The third study explored the challenges and adaptation of occupational therapists who practice in foreign countries; the perceptions of occupational therapists to their readiness to practice OT in a different country. Seven occupational therapists were interviewed. Three main themes emerged from analyzing the interviews, they were: general challenges while working in a foreign country; OT-related challenges; and issues related to occupational therapy education, several subthemes emerged as well. This dissertation contributed to OT literature by comparing standards of education of the ACOTE and the WFOT. Also by bringing attention to the challenges that occupational therapists face when moving to foreign countries and how they adapt to these challenges.Item The impact of instructional method on the application of Kinesio taping® techniques for occupational therapy students(Eastern Kentucky University, 2017-01) Rice, Theresa; Amerih, Husny; Brown, DianeThis research utilized a crossover study design to analyze the differences in learner satisfaction, confidence, and accuracy when comparing in-person, video, and written instructional methods. The study was conducted on a group of 32 occupational therapy students from a local university by teaching them two different Kinesio Taping® protocols. Satisfaction and confidence were measured by survey. The participants completed tapings, then were rated by an instructor to obtain accuracy data. The study found that learning satisfaction was rated higher following video instruction. Regarding confidence, there was a statistically significant difference in the level of confidence for students viewing video instruction for one of two taping techniques presented. No significant difference was found between groups in accuracy in taping after different instructional methods. The use of multiple instructional methods was reported as the most beneficial and preferred method in the study. This study highlights the potential benefits of utilizing multiple instructional methods to aid in student learning.Item International occupational therapists continuing education needs and opportunities: A survey(Western Michigan University, 2013) Amerih, HusnyOccupational therapists (OTs) are expected to maintain up-to-date knowledge and clinical competence by engaging in continuing professional education (CPE). The objective of this research was to obtain information on CPE needs and opportunities in developed and developing countries. A survey was created and emailed to 520 OTs in various countries, asking questions about CPE requirements, opportunities, and the avenues of CPE available to OTs. One hundred-nineteen OTs from 17 different countries responded. Of the 119 OTs, 28 practice in developing countries and 91 practice in developed countries. Thirty-nine percent of the OTs in developing countries stated that they have certain requirements for CPE. In developed countries 73% of the OTs indicated such requirement were necessary to practice. In developed countries 67% of OTs reported that CPE was easily available, whereas in developing countries only 25% of OTs reported that CPE was easily available. Therapists in developed countries are more likely to participate in CPE activities, whereas their counterparts in developing countries are not. International OT stakeholders need to explore avenues to make CPE more available to OTs in developing countries and remote areas.Item Using distance education in teaching orthotic fabrication to occupational therapy students(Scientific Research, 2013-05-01) Amerih, Husny; Nazzal, Mohammad S.; Elsalloukh, HassanOccupational therapy (OT) education requires educators to provide students with entry level skills in orthotic fabrication. These skills have been taught in a traditional face-to-face classroom and labs. The concept of distance education (DE) has evolved over the years with the advancement of the technology. DE started with print media, radio broadcasting, and progressed to utilizing video conferencing. Currently DE relies heavily on using the internet to deliver quality, cost-effective and convenient education. DE Literature focused on teaching basic knowledge, however, no research was found that compared DE to traditional education in teaching skills or the application of knowledge. This pilot study investigated the effectiveness of using DE pedagogy in teaching OT students the skills of splint making, and to compare effectiveness of DE to that of traditional classroom. Forty OT students participated in the study, they self-selected to be in the experimental, or control group. The experimental group received training on splint making via the Blackboard?, while the control group received similar training the traditional way. The quality of splints was evaluated; Mann-Whitney concluded that the difference between the means of the two groups was no significant, indicating that the quality of the splints were equivalent.