Article: McCluskey, A., & Cusick, A. (2002). Strategies for introducing evidence-based practice and changing clinician behaviour: A manager's toolbox. Australian Occupational Therapy Journal, 49(2), 63-70.

This is a useful article for anyone thinking about taking on a managerial role over a rehab department. It has good ideas about how to make sure EBP is being used and what you can do to make sure this is being done. It also has a section about working towards changing the clinicians behavior towards EBP so they can incorporate it more into their own practice.

Article: George Tomlin, Bernhard Borgetto; Research Pyramid: A New Evidence-Based Practice Model for Occupational Therapy. Am J Occup Ther 2011;65(2):189-196.

This article explains a different type of research model called the research pyramid. With this model it breaks up the level of evidence by the type of research design. The pyramid is made of the base (descriptive studies) and 3 sides (experimental, outcome, and qualitative) Each side and the base has its level of evidence broken down into its own category. i just thought this was a different way to categorize resaerch compared to the way we had been doing it in class.

Article: Warriner, E. M., Rourke, B. P., Velikonja, D., & Metham, L. (2003). Subtypes of Emotional and Behavioural Sequelae in Patients With Traumatic Brain Injury. Journal Of Clinical & Experimental Neuropsychology, 25(7), 904-917.

This article looked at the psychosocial subtypes in those with TBIs. They identified 6 subtypes using the distinct pattern of emotional and behavioral functioning that was displayed by the patients. These subtypes are good to know when working with this population because it allows you to know what type the patient is and which direction you need to move in order to get them to the normal or no concern subtype.

Article: Humphris, D., Littlejohns, P., Victor, C., O'Halloran, P., & Peacock. J. (2000). o Implementing Evidence-Based Practice: Factors That Influence the Use of Research Evidence by Occupational Therapists. British Journal of Occupational Therapy. 63(11), 516-522.

This article talks about all the factors that can make it difficult of OT to try and use EBP. The factors they bring up include: accessibility, time, organisational factors, and complexities with clinical decision making. They also go on to list several helpful factors which include: having dedicated time to do research each week, monthly research newsletters that summarize articles, the support of a multi professional clinical team, and several other reasons.

Article: Egan, M., Dubouloz, C., Von Zweck, C., & Vallerand J. (1998). Client Centered Evidence-Based Prctice of Occupational Therapy. Canadian Journal of Occupational Therapy. 65 (3), 136-143.

This article discusses the difficulty OTs can have with implementing EBP into practice. This article also notes the difficulty in using population-based research which can make it hard to use the information they gather with specific clients since the sample is so broad.

Article: Yi, A., & Dams-O'Connor, K. (2013). Psychosocial functioning in older adults with Traumatic Brain Injury. Neurorehabilitation, 32(2), 267-273

This article was interesting to read because it looked at psychosocial outcome of older adults who have a TBI and it talked about the factors that allowed for more positive outcomes. It was found that the level of severity, cause of injury. age at injury. co-morbid conditions, cohort characteristics, and pre-morbid functioning all affect how quick the recovery and social re-integration is for older adults.

Article: Cattelani, R., Zettin, M., & Zoccolotti, P. (2010). Rehabilitation treatments for adults with behavioral and psychosocial disorders following acquired brain injury: a systematic review. Neuropsychology Review, 20(1), 52-85

This systematic review looked at treatment efficacy and clinical effectiveness of neurobehavioral rehab programs for adults with acquired brain injuries. They were able to locate 63 studies that used either ABA, CBT, or comprehensive-holistic rehab programs (CHRP). They found that CHRPs produce the most improvement in psychsocial functioning and should be considered the standard of working with this population. This article was useful for the population I am currently working with.

Article: Maureen E. Neistadt; Teaching Strategies for the Development of Clinical Reasoning. Am J Occup Ther 1996;50(8):676-684.

This article discuss the different ways you can teach clinical reasoning.It looks at how to develop the language used during clinical reasoning and the different types of reasoning that can be used. I figured this article would be good for anyone who have aspirations of teaching OT in the future.

Link: https://prezi.com/dffec_gnsdwb/supervision-in-ot/

This presentation goes into detail about supervision in OT. It discusses a lot of roles you have and how to build your competency as a supervisor once you begin your career.

Link: https://www.studystack.com/flashcard-1755484

This link can be used as a quick reminder of the different levels of supervision and what type of supervision you can provide depending on your current level as an OT (Entry, Intermediate, or Advanced).

Article: Cooper, J. E. (2012). Reflections on the professionalization of occupational therapy: Time to put down the looking glass. Canadian Journal Of Occupational Therapy, 79(4), 199-209.

This is an interesting article that discusses how OT has been viewed over the last 50 years as far as our professional status. It looks at many changes that have occurred that has helped to drive our profession closer and closer to that status. The article mentions several things we can do to increase our professionalism and visibility to the general public

Link: https://now.aapmr.org/professionalism-in-rehabilitation-peer-student-resident-and-fellow-recommendations/

Even though this link is not meant for OT, I still think it discusses all the major points of professionalism. One section in it that is interesting is the section on teaching professionalism. It is meant for when physicians are teaching residents, but many of the same principles still apply to our profession. It could possibly be use for us when becoming FW educators.

Link: https://quizlet.com/104046872/aota-code-of-ethics-flash-cards/

This is a very thorough and detailed Quizlet about the code of ethics set by the AOTA. It does a good job breaking down our ethics into the different principles, core values, sanctions, complaints, and the appeal process

Link: http://www.changedlivesnewjourneys.com/ethical-dilemma-and-brain-injury/

This link gives good examples of different ethical dilemmas that come up when working with brain injured clients. Since this is the setting I am currently in, I found it useful to read to know some of the ethical issues I may come across while I am here. It could be useful for any of us who may end up working in this population in the future.

http://onlinelibrary.wiley.com/doi/10.1046/j.1440-1630.2000.00237.x/full

I know we all know how to find and analyze evidence based practice articles, but this article just services as a quick reminder on how to go about finding that evidence in the proper way. It discusses how to focus in on what kind of research you are looking for, remembering the different levels of research, how/where to search for the evidence, how to critically appraise the articles you find, and finally, how to implement the results you find into your clinical practice.

https://www.slideshare.net/samizamani1/professionalismprofessional-identity-and-clinical-competency-in-occupational-therapy

This slideshow discusses professionalism, professional identity, and clinical competency. It provides a useful and quick description of each and what can be done to improve in those areas.

http://soundideas.pugetsound.edu/cgi/viewcontent.cgi?article=1015&context=ms_occ_therapy

This article looks at how OT can help those who have experienced a traumatic amputation. They found that occupational therapist is very good at working with these individuals due to our holistic approach. This approach allows us to make sure the plan we come up with is individualized and unique to that person's situation. The reason as to why we are such a good fit to help this population is because of our ability to create their occupational profile which takes into consideration that person's self-view, support systems, and even their cultural backgrounds. This profile is what allows us to know what will be influencing the patient during their rehabilitation and how we can motivate them so that they are more successful at adjusting after their amputations.

https://u.osu.edu/osuot/files/2017/05/Ozelie_2015_StudentImpactonProductivity-23ipmc9.pdf

This is an interesting article that looks into how supervising a level 2 fieldwork student can impact clinician's productivity. I thought this would be a good article to read about because I was curious as to how much we affect our CI's productivity while we are at our placements. According to the article, they found that we actually do not cause lowered productivity for the clinicians we are working with. In some cases they found that we can actually increase productivity (inpatient and pediatrics). They also talk about how we help bring in a little extra money to the facility we are in. The main reason they conducted this study was to show clinicians that taking on a level 2 student will not lower their productivity in any significant way and they should not use this assumption for declining to take on a student.

https://core.ac.uk/display/17300004?source=2&algorithmId=10&similarToDoc=%27OAI:oai%3Aeprints.mdx.ac.uk%3A2998%27
This article discusses how the ethical principles of autonomy, beneficence, justice, and non-maleficence are sometimes broken when it comes to discharge planning. Most of the times, breaking these principles are done accidently and the main reasoning for this usually comes from the interdisciplinary team not working together to decide on an appropriate plan. This can be a big problem, especially for us getting ready to become entry-level therapists. We have to ensure that our opinions are heard and that we advocate for the patients we are working with so that these principles are not broken.

http://ajot.aota.org/article.aspx?articleid=1880091

This article looks at the importance of fieldwork when it comes to the development of clinical reasoning skills. It goes over many things we can do in order to develop our clinical reasoning skills while we are in our fieldwork settings. The first thing it mentions is how it is important to work with a consistent patient population so that we can learn when routine treatment approaches are appropriate and when they are not. The article also talks about how questions can develop yours skills whether your are asking them or answering them from the fieldwork educator. Case studies during fieldwork can also be beneficial because it can let the student practice their skills and get immediate feedback from their educator. The article concludes by saying that students need all of these things and more so that they get the most out of their fieldwork in order to develop their own clinical reasoning processes.