https://www.youtube.com/watch?v=A5SJSaJWX7k

This is a presentation on the purpose of supervision as therapy professionals. The categories he goes over are teaching and evaluating professionals, maintaining professional and ethical standards, reflecting, monitoring administrative tasks, and building positive relationships. What I like about this video is it illuminates the profession building aspects of mentoring. Our fieldwork supervisors should not just be teaching us the task of therapy but teaching us how to be professional, how to be ethical, and how one should carry oneself. Their attitude to therapy is as much of an education as is their knowledge.

https://www.youtube.com/watch?v=hGdsefOMz_I

This video talks about supervising students while on outreach and how to enhance the experience of the student during outreach. She talks about how to manage the student while away. She seems to not be practicing in the United States so this is a different set up than what we are used to however, not all of us are going to practice in the United States and it is interesting to see how supervision is set up in different areas of the world. We have to become more creative when supervising from a distance and making sure that students continue to have a fulfilling experience. This is helpful for us when we practice as therapists but also think about how having different levels of supervision affects our performance and experience currently.

https://www.youtube.com/watch?v=E554vcoleik

This video explains from a service providers perspective how they manage students to improve their productivity and improve their services while not becoming overburdened. While we are not able to make these decisions now as MOT students, we may be in positions to make these decisions in the future in administrative positions or as occupational therapists mentoring students. They talk about logistical planning, interpersonal relationships, and the goal of supervising students.

https://www.youtube.com/watch?v=Mf6ntz6iriM

What a great resource! It is an online video of a course about what supervision in the OT world entails particularly the roles and the responsibilities of each of those roles. The roles are varied such as the role of supervision that the OT school has to the students, the role OT's have to OTA, and the role that OT aides have. It explains the amount of supervision each role requires and from who. Which is important to know because this is a question on the NBCOT and that we will have the most responsibilities as MOTs.

https://www.youtube.com/watch?v=W54yhhZ9DOQ

While not specifically OT designed, it role-plays a therapeutic relationship and a non-therapeutic relationship with a client. Being professional w/ our clients will probably be our biggest test since at times client's can become trying or our emotional empathy has been exhausted. Still we are professionals and must maintain that "face". This video displays quite clearly what a therapeutic professional "face" looks like and what it doesn't.

https://www.youtube.com/watch?v=Ps-66P9gqSY

While this video is not titled specifically professionalism, it talks about effective communication which IS a professional skill. Part of our communication process is how we carry ourselves with dignity or with disrespect to our clients. Another part of our communication is documentation. Did you ever think about how we write our documentation presents ourselves as professionals or not? Strategies for professional documentation includes clear, legible, w/o spelling mistakes and using medical terminology.

https://www.youtube.com/watch?v=SZtEHI-Mz9E

This is another video in self-reflection for professional behavior in occupational therapy. What I like about it though is that it is "in the moment" spot check whereas the brainstorming video is more about in general and reflecting after the fact. If you want to know if the behavior you are displaying is professional you can ask the questions presented in this video. The first minute is basically review of the brainstorming video but after minute 1, they talk about the review in the car home and review of your process. When you are treating a client are you doing the appropriate research? That is something that can be asked during the process.

https://www.youtube.com/watch?v=SUPGxCJw794

What I enjoy about this video is it gives tools for us to develop our professionalism outside of class by making us brainstorm along with the students who created this video. We should always be thinking, how can I improve myself to present myself as the professional health care worker that I am for not just myself, my clinic but also occupational therapy as a whole? Some of their examples were being consistent, to continue to educate oneself and to fess up to mistakes. When you watch the video can you think of additional ideas to improve one's professionalism?

https://www.youtube.com/watch?v=TK0P6Cxj1tU

While silly, this rap about professionalism does serve fairly common examples that students make of professionalism mistakes during fieldwork and their first year of work. Watching the video and remembering the rap may be more memorable when one is browsing on their phone when they should be doing documentation to put the phone away and present a more professional attitude in the clinic.

https://www.youtube.com/watch?v=sab9UN726Wo

This is actually a great series of videos that I would recommend everyone to watch. This video is about narrative reasoning, how one compiles the background information from one's clients to ensure a holistic ADL focused intervention. How the intervention fits into the narrative and shaping the narrative w/ the client about the client's efficacy through the intervention and therapeutic relationship. If we understand how the illness is fitting in with the person's entire life and not just their physical presentation we can tailor a better intervention. So this video seeks to teach you how to understand the life narrative instead of what is just in front of you

https://www.youtube.com/watch?v=knckiXzZHug

This video differentiates itself by displaying how one develops clinical reasoning. So the focus isn't breaking down a case to demonstrate an example of clinical reasoning, it is instead breaking down the process of developing the ability to think critically as a clinician. It gives tips and strategies on how to develop it such as reviewing what you did during your caseload, writing down your reasoning and reflecting with others through the evaluation, intervention and outcome process.

https://www.youtube.com/watch?v=5o9Liqoi3a8

How cool is this video? It talks about clinical reasoning in selecting ADL retraining. This is honestly the most abstract and difficult concept for me to think through in my cases. If someone has an UE injury I can follow normal protocols and barely think about it just adjust it to the person's specific biomechanical needs. However, ADL retraining involves so many more components particularly the holistic ones which can be more difficult to think through due to not always being in the patient's home environment. This helps us think about what questions we SHOULD be asking to really tailor the intervention to the person and make it meaningful.

https://www.youtube.com/watch?v=3vpcglIkWSY

What I enjoy about this video is that it is about advanced clinical reasoning. Many resources about clinical reasoning in OT are related to the broad strokes. This however, digs deeper into the details of specific cases and why certain decisions are favorable, which are less, and which are completely against the practice of therapy. This allows one to compare their own methodology of reasoning and see if we are thinking through cases as deeply and as detailed as we should be.

* https://www.youtube.com/watch?v=N3A0xBvli1U

This video is meant to summarize the current perspectives on clinical reasoning in the field of occupational therapy as described in the following textbook: B.A. Schell and Schell (2008) and Unsworth, C. (2011). It discusses the transition from getting the grade in school and the reasoning required in academic settings to the reasoning required in clinical settings and how the parameters for the decisions change due to different factors such as financial and organizational ones.

http://eds.a.ebscohost.com.proxy01.shawnee.edu/eds/pdfviewer/pdfviewer?vid=10&sid=3ce2acce-ebef-4ae3-a5ae-d75d06308935%40sessionmgr4010

Sirkka, M., Zingmark, K., & Larsson-Lund, M. (2014). A process for developing sustainable evidence-based occupational therapy practice. Scandinavian Journal Of Occupational Therapy, 21(6), 429-437. doi:10.3109/11038128.2014.952333

There are two resources here. One on an article and one on a tool.course.

The article reviews the Occupational Therapy Intervention Process Model tool and its effectiveness for providing sustainable evidence based occupational therapy practice. To spoil the article, it found that the OTIPM is effective in creating long term lasting change in the clinic the study was conducted in improving evidence based practice.

The OTIPM is located here
https://www.innovativeotsolutions.com/tools/otipm

It is meant to improve these four specific areas:
* Documenting measurable and occupation-focused baselines, goals, and outcomes
* Using occupation-based and occupation-focused assessment and intervention methods to enhance the quality and effectiveness of the services they provide
* Advocating for and promoting the distinct value of occupational therapy to consumers, third-party payers, and other professionals
* Clearly demonstrating the valuable contributions of occupational therapy to health care and health promotion

And it is taught in a three day course. Some of you in our class may be interested in taking the course at some time. So it is something to think about as a way to improve your practice even when we leave school so as not to get in a rut and as a way to make sure that our practice is evidence based and occupation focused.

http://digitalcommons.ithaca.edu/cgi/viewcontent.cgi?article=1199&context=ic_theses

This deals with the use of meditation for psychosocial issues faced by clients with schizophrenia. The author concludes that it is seen mostly as a prepatory intervention and that the barriers associated with using meditation come from perceived inability to do so coming from the client or that it was not a relevant treatment to occupational therapy; that it fell outside the bounds of practice. The author suggests however that meditation with clients with schizophrenia has been shown to be helpful and that it should be incorporated more into the practice.

http://eds.a.ebscohost.com.proxy01.shawnee.edu/eds/pdfviewer/pdfviewer?vid=5&sid=3ce2acce-ebef-4ae3-a5ae-d75d06308935%40sessionmgr4010

Evenson, M. E., Roberts, M., Kaldenberg, J., Barnes, M. A., & Ozelie, R. (2015). National Survey of Fieldwork Educators: Implications for Occupational Therapy Education. American Journal Of Occupational Therapy, 691-5. doi:10.5014/ajot.2015.019265

This article is interesting in pointing out the difficulties most fieldwork educators face in teaching students and the opportunities they feel they get from teaching students. The most difficult is the time and workload constraints which we all probably see now. The biggest opportunity that they feel they have is to learn from the students and update their academic understanding. They also felt that it was important to their professional and personal development. We should keep this in mind so that we are cognizant of what the pressures they have with us being there with them so we do not exacerbate those pressures. We should also know what is helpful for them so as to help further their professional and personal goals by sharing our academic information as well.

https://www.youtube.com/watch?v=gzd_l8aHx9Q&t=247s

Towson University MOT graduate students provide half an hour of tips and experience for other MOT students on how to develop professionalism. This is meant to help students transition from being students to being professionals in the workplace and ease that transition from the mistakes and triumphs the students have already faced. It is also helpful to hear directly from students who are one step ahead of us and have learnt from their mistakes so that we do not commit the same. This translates a lot of the theoretical concepts and scenarios of professionalism in our textbooks into similar experiences.

https://www.youtube.com/watch?v=JSUuk1_p2CM

Here is a fun way to learn and memorize the code of ethics in a catchy song as created by another MOT student. Knowing the code of ethics and having it memorized ensures that we are making decisions while we are working with our clients that adhere to this code. This is also a major part of our NBCOT exam and the words that are used to define the code aren't words we normally use in daily conversation. Having a catchy song can make sure those words stick. This combines pictures and song to make sure the concept sticks and makes sense so this is perfect for visual and auditory learners!

http://eds.a.ebscohost.com.proxy01.shawnee.edu/eds/pdfviewer/pdfviewer?vid=1&sid=fe614e83-160e-4d66-a017-433b91d23133%40sessionmgr4009

Gee, B. M., Strickland, J., Thompson, K., & Miller, L. J. (2017). Exploring the Influence of an E-Learning Sensory Processing-Based Module for Graduate Level Occupational Therapy Students on Clinical Reasoning: A Pilot Study. Occupational Therapy International, 24(1), 1-8. doi:10.1155/2017/6515084

This article exhibits the usefulness of an online module for 1st year graduate MOT students in learning appropriate clinical reasoning strategies for sensory processing in pediatrics. It was found to be useful in teaching appropriate clinical skills. This may be helpful for us students to learn ways to teach ourselves clinical reasoning skills by utilizing online resources such as the Diigo and Blackboard. It can also help reinforce the clinical reasoning skills we have used already through online tools and help think about using clinical reasoning skills using online tools provided through our workplaces and our own clinical and academic interests in the future. We may also use this to help mentor our students still in the program.