Topics in OT Education
Hoarding Disorder Education in Occupational Therapy CurriculumsThe purpose of this poster is to is to inform people if and how hoarding disorder (HD) is taught in occupational therapy practitioner (OTP) programs. The treatment of hoarding disorder is an emerging practice in the occupational therapy (OT) field (Clarke, 2019). However, over 75% percent of OTPs have encountered clients with hoarding behaviors and have identified that more training and education is needed to support treatment of this disorder (Dissanayake, Barnard, & Willis, 2017). This research study was conducted by asking professors and chairpersons of OT practitioner programs to complete an online survey regarding how HD is taught in their curriculum. An understanding of the education provided to students regarding the disorder can identify the knowledge base they have entering the field and identify any areas for improvement. References Clarke, C. (2019). Can occupational therapy address the occupational implications of hoarding? Occupational Therapy International, 2019, 1-13. https://doi.org/10.1155/2019/5347403. Dissanayake, S., Barnard, E., & Willis, S. (2017). The emerging role of occupational therapists in the assessment and treatment of compulsive hoarding: An exploratory study. New Zealand Journal of Occupational Therapy, 64(2), 22-30.
The Effects of Interprofessional Education on Interdisciplinary CollaborationThe American Occupational Therapy Association (2020) identifies interprofessional collaboration as best practice, yet research suggests occupational therapy practitioners are confronted with barriers impacting professional collaboration (Delahunt et al., 2018; Orentlicher et al., 2019). Interprofessional Education is a dynamic group process enabling interprofessional collaboration by outlining strategies to support collaboration in practice with the goal of improving client outcomes (World Health Organization, 2010, p. 7). Interprofessional education may be a platform to engage professionals from other disciplines and facilitate interprofessional collaboration to improve student outcomes (Orentlicher et al., 2019; van Dongen et al., 2016).