Professional Development & Academia

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• Title: Professional Development & Preparing to Work in Academia

  • Presenter: Becky Mannel OTD, MOT, OTR/L

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• Competence in Occupational Therapy

  • Occupational therapy practitioners (OTPs) must deliver competent services.

  • Ethical Considerations:

    • Complexities of clients' occupational needs.

    • Various models of service delivery.

    • Reimbursement issues.

    • Relevant laws and regulations.

  • Continued engagement in competence and professional development is essential to meet clients' and societal needs.

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• Key Terms:

  • Competence: Capacity to perform a task or function that meets or exceeds set standards.

  • Continuing Competence: Ongoing process of building capacity to perform roles effectively.

  • Competency: Measured performance of a specified skill against expected outcomes.

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• AOTA 2021 Standards

  • Standards for Continuing Competence in Occupational Therapy are critical for OTPs.

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• Importance of Continuing Competence:

  • Vital for fulfilling roles throughout career stages (early, mid, late, reentry).

  • Requires ongoing development in response to profession and specialty area advancements.

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• Building Capacity:

  • Commitment to self-assessment and reflection to enhance knowledge, professional reasoning, and ethics.

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• Key Knowledge Areas:

  • Knowledge, Professional Reasoning, Interpersonal Skills, Standards, Performance Skills, Ethical Practice.

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• Understanding Competence:

  • Competence changes with shifts in practice areas.

  • Competency vs. Competence: Competency represents actual performance.

  • Lifelong learning is crucial for ensuring competent practice.

  • Professional development helps enhance skillsets and implement evidence-based practices.

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• Combining Knowledge and Client Outcomes:

  • Competence is achieved by merging knowledge, practice skills, and client outcomes against set criteria.

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• Consequences of Ineffective Practice:

  • Lack of knowledge about evidence can lead to malpractice claims.

  • OTPs must advocate for engaging in continuing competence activities.

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• Continuing Education Units (CEUs):

  • Based on formal instruction hours, generally 1 CEU per 10 hours.

  • Activities can be approved by professional associations.

  • PDUs include a variety of professional development activities.

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• Case Study - Sienna:

  • Entry-level OT begins her role in a school district.

  • Collaborates with experienced OTPs and develops a professional development plan.

  • Aims to obtain AOTA Fieldwork Educator Certificate and enhance the level I program.

  • Engages in reflective practices and identifies required trainings related to federal laws.

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• AOTA on Continuing Professional Development:

  • Highlights the necessity of structured CPD plans for OTPs.

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• Definition of Continuing Professional Development (CPD):

  • A self-directed, reflective approach to maintain competence, ensure client safety, and meet career goals.

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• Developing a CPD Plan:

  • Involves systematic self-assessment and defining future professional needs.

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• Framework for CPD Plan:

  • Steps to develop an engaging CPD plan involving reflection, documentation, assessment, implementation, and evaluation.

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• Engagement in CPD Activities:

  • Must develop practitioner knowledge and support current and future roles.

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• Value of CPD:

  • Strengthens the profession, supporting evidence-based services and innovations within interprofessional environments.

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• Creating a Lifelong Learning Routine:

  • Identify competence gaps and evidence needed to fill those gaps.

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• Preparation for Work in Academia:

  • Know about types of educational settings, degrees required, interview process, DEI concerns, course preparation, scholarship, and service.

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• Types of Educational Settings:

  • Senior colleges, universities, medical schools, community colleges, military institutions.

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• Degree Requirements:

  • Entry-level OT degree faculty must hold a doctorate; OTA faculty degrees vary by program level.

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• Search Committee Preparation:

  • Involves interviews, presentations, and group discussions.

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• Concerns About Diversity, Equity, and Inclusion:

  • Underrepresentation of diverse groups among faculty affects the OT workforce; increasing diversity attracts more students.

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• Understanding Promotion and Tenure:

  • Tenure provides protection and supports academic freedom; various track positions exist in academia.

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• Process of Obtaining Tenure:

  • Usually takes 6 years and involves teaching, research, and service contributions.

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• Course Preparation Steps:

  • Conduct needs assessments, determine learning objectives, and develop assessments.

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• Pedagogy in Teaching:

  • Focus on active engagement and effective teaching strategies.

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• Evaluating and Revising Courses:

  • Gather midterm and end-of-semester feedback for continuous improvement.

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• Expectations for Scholarship:

  • Faculty should contribute to new knowledge through research aligned with their institutional goals.

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• Faculty Service Contributions:

  • Participation in committees and community involvement are expected responsibilities.

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• Conclusion on Faculty Shortage:

  • Acknowledgment of the rapid growth of OT programs and the resulting faculty shortage.