1. Looking Back as We Move Forward: Connecting Student Learning Through the Slagle Lectures Kristin Winston, PhD, OTR/L Nova Southeastern University Tammy Bickmore, OTD, OTR/L University of Southern Maine

2. Objectives: O Discover and explore topics and themes within the Eleanor Clarke Slagle Lecture Series as they relate to foundational knowledge and the basic tenets of occupational therapy O Apply topics and themes to address selected ACOTE Standards regarding the basic tenets of occupational therapy and entry level practice O Design learning activities regarding foundational concepts and basic tenets through themes within the Slagle Lectures

3. Basic Tenets of Occupational Therapy O ACOTE Standard B.2 O B2.1 History and Philosophical base of OT and its importance O B2.5 Role of occupation in the promotion of health and wellness O B2.7 Ability to analyze tasks relative to areas of occupation, performance skills, performance patterns, activity demands, contexts and client factors O B2.9 Support quality of life, well being, and occupation of individuals, groups and populations

4. How we got here: O It started with the following course at USM: O Occupational Therapy Foundations O Four Primary Modules to introduce first semester students to the profession of OT O History and Philosophy O Activity and Occupational Analysis O Evidence Based Practice O Professional Practice O Now using the lectures in other classes as well

5. Why the Slagle Lectures? O History of Slagle Lectures O Relevance to student learning O “Voice” of the OT Practitioner

6. Thinking About Teaching/Thinking About Learning

7. Teaching with the Brain in Mind! O Before 10% O Prepare and Create O During 80% O Engage, Frame, Acquire, and Connect O After 10% O Settle, Rehearse, and Incorporate (Jensen, 2005)

8. Creativity and Productivity in Occupational Therapy O Reilly, 1961 O Occupational Therapy Can Be One of the Great Ideas of 20 th Century Medicine

9. Lecture Highlights O Is Occupational Therapy a Sufficiently Vital and Unique Service for Medicine to Support and Society to Reward? O “Man through the use of his hands as they are energized by mind and will, can influence the state of his own health” (p. 81) O “The wide and gaping chasm which exists between the complexity of illness and the commonplace of our treatment tools, is and always will be, both the pride and the anguish of our profession” (p. 80)

10. Looking Back O The value of occupational therapy exists in a controversial state in early 1960’s O 1957 Lerner as discussed by Reilly describes the American mind as a self reliant craftsman, a spirit which hates to be confined, the American character has a drive toward action O Historically there was concern for the psychological nature of patients which resulted in widespread acceptance of craft, recreation and work

11. Looking Back O Living in a world in a state of indigestion, too much change O The profession is noting a mounting sense of concern and voicing a need for direction O The hopes we had cultivated in a gentler time are being threatened by the pace of the world around us O We must identify the vital need of those we serve

12. Looking Forward O In many respects the profession remains in a state of controversy O Fifty years later, many in the profession continue to voice a concern about the need for a unified direction for the profession O How will we define occupational therapy?

13. Looking Forward O How do we as occupational therapists come to grips with this statement? “The wide and gaping chasm which exists between the complexity of illness and the commonplace of our treatment tools, is and always will be, both the pride and the anguish of our profession”

14. Teaching Points O Read the lecture prior to class O Begin class with a discussion of the lecture O What was meaningful for students as they read the article? O Discuss the issue of the complexity of illness and the commonplace of our treatment tools. Build connections to the issue of everyday occupations * O Build connections between productivity and creativity

15. Teaching Points O Generate discussion on the issue of crafts as a therapeutic medium and the connection to occupational therapy, the issue of work and productivity, and the issue of leisure and recreation. O What do students think about the issue of the pace of the world? Moving away from creating toward consuming?

16. Think Pair Share O What are your thoughts on crafts and the idea of creativity? O Do you have creative pursuits as part of your meaningful everyday occupations? O Can you envision using creativity as a therapeutic medium with clients in a variety of settings? O How will you reconcile the complexity of illness with the seemingly commonplaceness of our media

17. Student Input O “engaging in the various crafts and activities each week really helped me to tap into my creative side and become more open minded. I never considered myself an “artist” before, this course helped me become more comfortable and confident with my creativity” O “there are so many forms of arts and crafts that can be helpful occupational therapy”

18. Student Response O “Lab activities made me realize crafts in therapy can be meaningful and helpful for those recovering from illness, disease or injury” O “ in lab I was able to see how meaningful craft activities can become and how useful they can be in therapy” O “I want to use creative therapeutic means to engage my clients in occupational therapy”

19. Everyday Occupation & Client Centered Care O Hasselkus, 2006 O Oranges, Really by Eleanor Risteen Gordon O FOCUS of the lecture is on the importance and meaning of everyday occupation to our clients as well as the complexity and layers that compose everyday occupations

20. Think Pair Share O Form a group of two or three individuals O Read the poem ORANGES, REALLY By Eleanor Risteen Gordon as featured in Hasselkus’ lecture O Discuss ………………………………………

21. Lecture Highlights O Terms O Occupation O Everyday occupation O Context of daily life O “Rhythms” of daily life O Anonymity of the everyday O Occupational deprivation O Occupational science O Meaningfulness O Participation

22. Lecture Highlights O Concepts O “Lived experience” O “Fabric and Tapestry” of daily life O Beauty and Complexity of everyday occupations O Meaning and Individuality of everyday occupations O Everyday occupations related to food O Awakening to the everyday

23. Looking Back O Hasselkus highlights her own professional journey within her practice: O Domain of occupational therapy divided into three categories O Three overlapping circles of self maintenance, work and leisure O Introduction of the OTPF (2002) adding opportunity to understand and challenge the increased complexity of occupation O Risk of trying to put occupation into categories

24. Looking Forward O Embracing the experiences of the everyday O Finding vocabulary and voice for the everyday experience O Understanding of the lived occupational experience of individuals O The relevance of everyday occupation to health and wellbeing O Understanding of occupation in our society today

25. Teaching Points O Read the lecture prior to class O Begin class with a discussion of the lecture O Break into pairs with one orange per two students O Ask the students to read the poem together and then to take the next 30 minutes to think about the lecture, poem and orange – ask students to take notes of their conversation, observations, etc O Large group discussion at end

26. Student Response O “the layers of the orange are like the layers of an occupation” O “we see an orange so differently” O “I don’t like to eat oranges and she does” O “I can’t peel an orange because my hands get so messy” O “We talked for a long time about the memories we have about oranges” O “It was great she was willing to peel the orange for me so I could eat it”

27. Evidence Based Practice O Holm, 2000 O Foundation for Evidence Based Practice O Case Examples O Ethical Responsibility of OT Practitioners

28. Lecture Highlights O Evidence Based Practice O Levels of Evidence O Dilemma of OT Practice based on Limited Evidence O Framework of Continued Competency O Ethical Responsibility of OT Practitioners

29. Looking Back O Changes in Reimbursement O Reduced Staffing Ratios O OT outcome judged by functional outcome of the client O Expanding evidence in healthcare O Expanding evidence in OT O Clinicians unable to defend “what they do” O Clinicians unable to explain “why they do”

30. Looking Forward O Quality of Evidence O Evidence to explain “what we do” O Evidence to explain “how we do” O Ethical Responsibility to EBP O Strategies for being an Evidence Based Practitioner

31. Teaching Points O Read the lecture prior to class O Engage in library co-facilitated training for accessing evidence in occupational therapy O Case studies reviewed in pairs O Practice writing clinical question in pairs O Search the evidence to answer a clinical question O Write summary of evidence to answer clinical question

32. Terminology O Evidence Based Practice O Evidence Based Practitioner O Clinical Questions O Searching for Evidence O Appraising the Evidence O Types of Research – qualitative/quantitative

33. Student Response O “What happened in the past? O How do I learn to use the evidence in practice” O Do OT’s do this now in practice? O Are OT’s the only practitioners doing “this”

34. Occupation O Yerxa, 1966

35. Lecture Highlights

36. Looking Back

37. Looking Forward

38. Teaching Points

39. Student Response

40. Promotion of Health and Wellbeing O Fine, 1990

41. Lecture Highlights

42. Looking Back

43. Looking Forward

44. Teaching Points

45. Student Response

46. Reflective Practitioner O Caring Paper Assignment: Carry Over O Touch O Huss, 1976 O Care O Baum, 1980

47. Lecture Highlights

48. Looking Back

49. Looking Forward

50. Teaching Points

51. Student Response

52. Final Assignment O Choose a Slagle that catches your interest O Write a summary of the major points within the Slagle O Occupational Therapy Trends at the time the Slagle was given/published O Explore how the Slagle Lecture relates to the history and philosophy of occupational therapy, as well as to the historical/societal context in which it is written

53. References O Jensen, E. (2005). Teaching with the brain in mind (2nd ed.). Alexandria, VA: Association for Supervision and Curriculum Development. O Reilly, M. (1962). Occupational therapy can be one of the great ideas of 20th century medicine., American Journal of Occupational Therapy, 16, 1-9.

54. References