AOTA Annual Conference 2014 3/24/14 AOTA Scholarship of ... · AOTA Annual Conference 2014 3/24/14...

AOTA Annual Conference 2014 3/24/14

Bilics, James, George-Paschal, Gupta, 2014 1

AOTA Scholarship of Teaching and Learning Program

Pre-conference Institute

Andrea R. Bilics, PhD, OTR/L, FAOTA

Anne B. James, PhD, OTR/L

Lorrie A. George-Paschal, PhD, OTR/L, ATP

Jyothi Gupta, PhD, OT(C), OTR/L, FAOTA

Session Goals

•  Overview of the Scholarship of Teaching and Learning (SoTL)

•  OT Education Research Agenda

•  Creation of inquiry communities with mentors

•  Beginning/moving forward of designs of SoTL research projects

3

Scholarship of Teaching and Learning

“Scholarship of teaching is problem-posing about an issue of teaching or learning, study of the problem through methods appropriate to disciplinary epistemologies, application of results to practice, communication of results, self-reflection, and peer review.” --Cambridge 2001

4


“The SoTL encompasses a broad set of practices that engage teachers in looking closely and critically at student learning for the purpose of improving their own courses and programs … [it] marries scholarly inquiry to any of the intellectual tasks that comprise the work of teaching ”

Hutchings, Huber, & Ciccone (2011)


Teaching Scholarly Teaching

Research & Creative Activities

Scholarship of Teaching and

Learning

ISSOTL&(nd).&SOTL&Tutorial.&h4p://www.issotl.org/tutorial/sotltutorial/home.html&&&



Scholarly Teaching SoTL

•  Research the relevant literature

•  Systematically collect and analyze data to answer a research question and modify teaching

•  May or may not share results with peers

 Research the relevant literature

  Systematically collect and analyze data to answer a research question and modify teaching

  Publish results for others to critique and build on

Scholarly Teaching vs. SoTL

Educational Research SoTL •  Connected to theory (both

question and analysis) •  Systematically collect and

analyze data to answer a research question (why or how of learning and modify teaching

•  Careful attention to design (validity, reliability, impact)

Steveler, Borrego, & Smith (2007)

 Research the relevant literature

  Systematically collect and analyze data to answer an assessment question (what or how much learning) and modify teaching

  Publish results for others to critique and build on

Educational Research vs. SoTL

Networked Inquiry Communities

•  Multi site studies •  Common research question •  Common research design •  Benefits

–  Increased external validity – Better understanding of the what works, for whom,

and under what set of conditions Carnegie Foundation, Improvement Research. http://carnegiefoundation.org/improvement-research/approach

Six Core Principles

•  Make work problem-specific and user centered •  Variation in performance in the core problem to

address •  See the system that produces the current

outcomes Carnegie Foundation, Improvement Research. http://carnegiefoundation.org/improvement-research/approach

Six Core Principles

•  We cannot improve at scale what we cannot measure

•  Anchor practice improvement in disciplined inquiry

•  Accelerate improvements through networked communities

Carnegie Foundation, Improvement Research. http://carnegiefoundation.org/improvement-research/approach

OT Education Research Agenda

•  Theory building

•  Pedagogy

•  Instructional methods

•  Learner characteristics and competencies

•  Socialization to the profession

•  Faculty development and resources



Theory Building

•  Develop profession-specific theories for OT education and research

•  Test the theories through research

•  Rigorously define how educational theories and approaches fit the OT profession context (e.g. IPE, PBL, TBL, community-based, situated learning, adult learning, etc.).

Pedagogy

•  Identify a signature pedagogy or pedagogies within OT.

•  Evaluate the implementation of and outcomes related to OT’s signature pedagogy.

•  Test the effectiveness of signature pedagogy •  Analyze the signature pedagogy for its match to

educational theories and approaches such as IPE, PBL, TBL, community-based, situated learning.

•  Identify and develop an optimum progression of pedagogical practices across the levels of entry into the profession

Instructional Methods

•  Given a particular pedagogy, identify best practice instructional methods that maximize learning in OT.

•  Identify the optimal, coherent system within which

instructional methods can achieve entry-level practice competency (framework for instruction, methods/strategies, learning environment, assessment, technology, learning and teaching styles, learners, content sequences, time, resources).

Learner Characteristics & Competencies In order to create a global, diverse, and effective OT work force: •  Identify learner characteristics across diverse

populations consistent with success in different levels of OT education.

•  Identify educational program characteristics and practices which effectively support student success across diverse populations (classroom, FW, transition to practice).

•  Identify supports and barriers for collaborations among national data sources that include learner data (e.g. NBCOT and FWPE).

Learner Characteristics & Competencies

•  Create performance-based tools for measurement of different levels of competency (level I fieldwork, entry-level and advanced competency).

•  Identify the behavioral, social and professional entry level competencies expected of the OT practitioner.

Socialization to the Profession

•  Identify best educational practices for initial socialization to the occupational therapy profession.

•  Identify the factors that shape professional identity and the development of occupation-centered and evidence-based practice.

•  Identify the points of influence for the professional socialization of OT educators



Faculty Development & Resources

Effective Education •  Identify the optimal faculty resources program

needs to meet the mission and the needs of students.

•  Establish effective methods to prepare OT faculty to implement best practices in OT education.

•  Describe and validate a continuum of educator competencies from clinician to master educator.

Faculty Development & Resources

Effective Research •  Identify trajectories and supports by which

educators become researchers and choose to study education.

•  Identify processes that support ongoing scholarship of teaching and learning in OT education.

•  Pilot educational research training programs for impact on research productivity.

Inquiry Community Topic Areas

•  Pedagogy

•  Instructional methods

•  Learner characteristics and competencies

•  Socialization to the profession

Getting Connected – Finding Your Inquiry Community

•  Write one or two problems related to teaching and learning in OT education on post-it notes (one problem per post-it).

•  Stick each post-it note on the poster(s) of the AOTA’s research agenda.

•  Go shopping! Talk to others with similar interests. Shop around and find a group you want to join.

•  The goal is to get inquiry communities of 2 – 4. •  If there is a larger group, you can split into smaller groups.

Getting Connected - Inquiry Community Tasks

•  Get to know your group members •  Using the SoTL Project Development

Worksheet:

•  Identify the problem and research question

•  Start designing the study

•  Identify expertise and resources in the group

Example for Developing the RQ

Problem •  Students are not ready to work as part of an

interdisciplinary team upon graduation from health professions programs. –  Inadequate information about roles – Unprepared to work in teams when they graduate – Not preparation for communicating in teams

Purpose •  Evaluate the effectiveness of a single interprofessional

forum on health students’ readiness to work as part of an interprofessional team.



Example for Identifying the RQ

Research Questions •  Will participation in a single 3 hour

interprofessional forum (IPE) result in increased scores on the Readiness for Interprofessional Scale (RIPLS)?

•  What are students’ perceptions of the benefits of participation in a 3 hour IPE forum?

Assessing Learning Outcomes

Modified Kirkpatrick’s Hierarchy

Level& Defini@on&

1& Par@cipant’s&views&of&learning&experience&

2a& Changes&in&aItudes,&beliefs,&percep@ons&

2b& Acquisi@on&of&knowledge&or&skills&

3& Transfer&of&learning&P&behavioral&change&

4a& Changes&in&the&organiza@on’s&prac@ces&

4b& Benefits&to&clients&receiving&care&from&learners&

(Belfield et al., 2001; Kirkpatrick, 1967)

Needs in OT Ed Research/SoTL

•  Most studies measure students’ – Perceptions of learning activities (I) – Changes in attitudes (2a) – Knowledge or skills (2b)

•  Need studies that look at higher levels of impact

(Hooper, King, Wood, Bilics, & Gupta, 2013)

Risks to Human Subjects: SoTL vs Healthcare Research •  Occupational therapists’ research frame comes

from a medical model •  SoTL interventions are not high risk •  Some educational researchers set the α at .10 •  Like clinical research, controlling for intervening

variables is difficult – Accept trade-offs in SoTL research

Quantitative or Qualitative?

•  What are the research questions and variables of interest? – Process variables (e.g., “How do students …”) may

be best answered with qualitative methods



Standardized Instruments or Classroom Assessments?

•  Standardized instruments: – Pros: Established reliability and validity, some are

free-use – Cons: May not measure variables of interest,

some are costly, may require students to complete additional measures

•  Classroom Assessments – Pros: Developed to measure variables of interest,

no additional cost – Cons: Lack reliability and validity

Example Measures: Standardized

•  Self-Assessment of Clinical Reflection and Reasoning –  Royeen, Mu, Barrett, & Luebben, 2001

•  Health Sciences Reasoning Test –  Facione & Facione, 2006

•  Occupational Therapy Attribute Scale –  Measures professional behaviors; Hubbard et al., 2007

•  Readiness for Interprofessional Learning Scale (RIPLS) –  Parsell & Bligh, 1999

Example Measures: Non-standardized

•  Classroom assignments with grading rubrics •  Portfolios •  Concept maps •  Goal-attainment scales

Consider independent reviewers, blinding to group or time, and/or steps to increase inter-rater reliability.

Moving Forward

•  AOTA – Events – Critically appraised

papers (CAPs) •  Consider completing

a CAP for the Evidence Exchange

Moving Forward

•  Resources

– AOTA conference call service – Center for OT Education – Google site – Others?

Plan to Succeed – Completing your SoTL Project

•  Collaborate •  Realistic Scope •  Accountability- Timelines and Partners •  Set aside TIME to reflect, design, conduct, analyze

data & write! •  Set short term goals – Literature reviews using a

Table Format- Write a CAP •  Make a “to do” list and a “to don’t” list •  Close your door, Post a sign, Turn off your Phone!



Plan to Disseminate – Submit for Peer Reviewed Presentations & Publication

Presentation Options: •  AOTA 2015 Annual Conference in Nashville, TN •  AOTA 2015 OT Education Summit (October) •  AOTA 2016 Annual Conference in Chicago, IL Publication: Begin thinking about a manuscript “Writing is essential to research productivity – writing is the way our research is communicated and placed on the record.” (Martin, 2009)

Historical Way of Scholarly Writing “Binge Writing” (Boice, 1990, 2000)

Suggested Approach “Daily Writing” (Martin, 2009)

Inquiry Community Tasks

•  Discuss possible assessments for your study

•  Plan timeline for the next year

– Review and share literature

– Design specific details of study

– IRB approvals

– Implement study

– Analyze data

&

Thank You!! We wish you well in your inquiries! Andrea R. Bilics, PhD, OTR/L, FAOTA

Worcester State University [email protected]

Anne Birge James, PhD, OTR/L University of Puget Sound [email protected]

Lorrie A. George-Paschal, PhD, OTR/L, ATP University of Central Arkansas [email protected] Jyothi Gupta, PhD, OT©, OTR/L St. Catherine’s University [email protected]

39

References Belfield, C., Hywel, T., Bullock, A., Eynon, R., & Wall, D. (2001).

Measuring effectiveness for best evidence medical education: A discussion. Medical Teacher, 23(2), 164-170.

Bishop-Clark, C., & Dietz-Uhler,B. (2012). Engaging in the scholarship of teaching and learning: A guide to the process and how to develop a project from start to finish. Stylus: Sterling, Virginia.

Boice, (1990). Professors as writers: A self help guide to productive writing. New Forums Press: Stillwater OK.

Boice (2000). Advice for new faculty members. Allyn & Bacon, Inc. Cambridge, B. L. (2001). Fostering the scholarship of teaching and

learning: Communities of practice. To Improve the Academy, 19, 3-16. Facione, N. C., & Facione, P. A. (2006). Health Sciences Reasoning Test:

Test Manual. Millbrae, CA: Insight Assessment. Available through www.insightassessment.com

Gray, T. (2005). Publish & flourish: Become a prolific scholar. Teaching Academy, New Mexico State University.

References

Hutchings, P., Huber, M., and Ciccone, A. 2011. The Scholarship of Teaching and Learning Reconsidered: Institutional Integration and Impact. San Francisco: Jossey-Bass. PDF of first chapter available at: http://www.carnegiefoundation.org/publications/the-scholarship-teaching-and-learning-reconsidered-institutional-integration-and-impact

Hooper, B., King, R., Wood, W., Bilics, A., & Gupta, J. (2013). An international systematic mapping review of educational approaches and teaching methods in occupational therapy. British Journal of Occupational Therapy, 76(1), 9-22.

Hubbard, S., Beck, A., Stutz-Tanenbaum, P., & Battaglia, C. (2007). Reliability and validity of the Occupational Therapy Attribute Scale. Journal of Allied Health, 36(4), 193-200.

Johnson, W., & Mullen, C.A. (2007). Write to the top! How to become a prolific academic. New York: Palgrave Macmillan.

Kirkpatrick, D. I. (1967). Evaluation of training. In: R. Craig, I. Mittel (Eds.). Training and development handbook. New York, NY: McGraw Hill.

References

Martin, B., (2009). Research productivity: Some paths less traveled. Australian Universities’ Review. 51(1). 14-20.

Parsall, G., & Bligh, J. (1999). The development of a questionnaire to assess the readiness of health care students for interprofessional learning (RIPLS). Medical Education, 33, 95-100.

Royeen, C. B., Mu, K., Barrett, K., & Luebben, A. J. (2001). Pilot investigation: Evaluation of clinical reflection and reasoning before and after workshop intervention. In P. Crist (Ed.), Innovations in occupational therapy education (pp. 107-114). Bethesda, MD: American Occupational Therapy Association.

Streveler, R., Borrego, M., & Smith, K. A. (2007). Moving from the “Scholarship of Teaching and Learning” to “Educational Research:” An example from engineering. To Improve the Academy, 25, 139-149.

Background+in+SoTL+Research+Questionnaire+

1. Have'you'ever'designed'and'conducted'a'SoTL'research'study?'

'

If'yes,'was'your'SoTL'research'conducted'as'part'of'an'AOTF'sponsored'program'or'AOTA'workshop?'

'

What'was'the'focus'of'the'study?'

'

Was'this'a'single'site'study?'

'

2. Did'you'complete'the'study?''If'so'in'what'time'frame?'

'

3. Did'you'work'in'a'group?''If'so,'what'did'you'like'about'how'your'network'community'worked/'What'were'the'specific'ways'your'group'communicated?'(email,'phone'conferences,'dropbox?)'''''

4. Have'you'ever'presented'SoTL'research'through'a'nonMrefereed'poster'presentation'at'a'preMconference'Institute?''(PreMPre'Conference'Institute)?''''

5. Did'you'submit'this'study'for'a'peerMreviewed'presentation?''If'so,'where'did'you'present?'''''

6. Have'any'publications'resulted'from'your'SoTL'research?'If'so,'where'was'your'research'published?'

'

'

'

'

'

AOTA SoTL Institute 2014 Bilics/James/George/Gupta 1

AOTA Scholarship of Teaching and Learning (SoTL) Project Development Worksheet

AOTA Pre-Conference Institute 2014

Purpose of SoTL Program: To plan a collaborative SoTL project, collect data from multiple sites, complete the study, and disseminate results in a public forum. This worksheet is to help you initiate this process before the completion of this Institute. Research Themes and Questions Forming effective research questions is a critical first step in the SoTL process. An effective research question will be:

• Clear, so that multiple readers interpret it in the same way. • Important, that is, answering the research question will help to solve a significant

problem faced by occupational therapy educators and/or students. • Answerable through qualitative and/or quantitative systematic approach.

Start by describing the problem you hope that your SoTL project will help to solve. Be fairly specific, but realize that the research question you eventually agree on will not likely solve the whole problem. Confine your answer to this space to keep it focused. Based on your SoTL problem, described above, select a research focus, that is, what part of the problem do you want to address first? The purpose of this SoTL project is to: Now, identify your research question or questions, derived from your purpose statement above. At this point, write as many research questions as you need to address the purpose of the study. Make sure EACH question is clear, important, and answerable.


Review your research questions. Do you have too many or are they too different to address in one study? If so, select those that are priorities you plan to address in your SoTL project and highlight or mark them in some way. If you have more than one, number the research questions for this SoTL project.

!!!TIME-OUT FOR REFLECTION AND FEEDBACK !!!

Trade the neatest copy of your worksheet with another group, who will provide you with feedback below. Reviewers: Is each research question clearly linked to the purpose of the SoTL project? Make at least one recommendation to strengthen the link or pose a question that the group might want to consider for enhancing their ability to achieve the purpose of their study. . Comment on the clarity, importance, and answerability of each research question: Briefly discuss critiques with your partner group.


Based on the feedback and reflection, restate your research question(s) here: Beginning the Research Design Process What broad research methodology (quantitative, qualitative, both) will best answer your research question(s) and why? If different methodologies address different questions, link methodologies to individual questions (e.g., RQ1 = qualitative): Methodology Rationale

Draft a research design. You may need to do two for mixed methods studies. Briefly describe the design here:


Next, use a diagram to illustrate your design procedures here: Briefly describe your sample, including the ideal number needed for your study. Note preliminary ideas for inclusion/exclusion criteria and group assignment, if relevant. We will re-group around 3:30pm. At that time, be prepared to report your research question(s) and a brief description of what you think the design will be.


Continuing the Research Design Process How will you measure outcomes? A definitive decision will likely require further literature review, but brainstorm some ideas about the best way to answer the research questions, considering pros and cons of each. You may want to include a related review of the literature in your plan below. PLAN YOUR NEXT STEPS: Literature Review Groups may be at different places in the literature review process, from “haven’t started” to “nearly complete.” Briefly discuss where you are in the literature review process and who has what expertise and resources (e.g., did a similar lit review for another project): Name Self-Assessment of Knowledge of Literature & Personal Resources


Identify key words you have used and/or plan to use in your review of the literature: Broad key words Identify more specific words, if needed

List databases that should be searched or other sources that should be tapped into: NOTE: Depending on where you are as a group in terms of your familiarity with the literature, you may wish to revise your research question following a review of the literature. Keep this in mind when it is time to plan your next steps. STAYING CONNECTED: Make notes about how your group will stay connected and continue your work, such as referred methods of communication, frequency and format of meetings, etc.


Timeline: Develop a rough timeline for major steps. Understanding that timelines will need to shift, but start with a general idea. Major steps might include: Finish lit review, write and submit IRB applications, develop and test inter-rater reliability of an assessment, begin and end data collection, etc.

Major Step Projected Date


Name your group and project: You will have a link to a discussion board for your group on the AOTA SoTL Google page. Create a brief working title for your project: Inquiry Community Members: We will use your email to add you to the AOTA SoTL Google page, so be sure that your email is legible! Mentor’s Name:________________________________________________________

Name Institution email

Research Agenda for Occupational Therapy Education Education Forum

AOTA Conference April 25, 2013

Research Agenda for OT Education Research Categories Major Research Goals Sample Research Questions Theory Building

1. Develop profession-specific theories for OT

education and research 2. Test the theories through research 3. Rigorously define how educational theories and

approaches fit the OT profession context (e.g. IPE, PBL, TBL, community-based, situated learning, adult learning, etc.).

What is the nature of knowledge in occupational therapy? How is knowledge in OT organized? What are the core beliefs about knowledge within

occupation-centered practices? How do OT’s in occupation-centered practices process

knowledge or what is the core logic behind occupation-centered practices?

What are the mechanisms by which knowledge in occupational therapy is acquired?

How does the knowledge context of OT modify approaches adopted from the field of education?

Pedagogy

1. Identify a signature pedagogy or pedagogies within OT.

2. Evaluate the implementation of and outcomes related to OT’s signature pedagogy.

3. Test the effectiveness of signature pedagogy 4. Analyze the signature pedagogy for its match to

educational theories and approaches such as IPE, PBL, TBL, community-based, situated learning.

5. Identify and develop an optimum progression of pedagogical practices across the levels of entry into the profession

Is there a signature pedagogy for OT; if so what is it and is it effective toward improving performance in practice?

How does inter-professional education [or insert other pedagogies such as PBL, TBL, etc.] support an OT signature pedagogy?

What constitutes “effective” pedagogies for OT education? Or What other pedagogies are linked to improved performance in practice?

Instructional Methods

1. Given a particular pedagogy, identify best practice instructional methods that maximize learning in OT.

2. Identify the optimal, coherent system within which instructional methods can achieve entry-level practice competency (framework for instruction, methods/strategies, learning environment,

Given the profession’s developing signature pedagogy, what instructional methods/strategies are a strong fit? Which are effective?

What constitutes “evidence-based practice” in occupational therapy education?

What are the most effective instructional processes



Research Categories Major Research Goals Sample Research Questions assessment, technology, learning and teaching styles, learners, content sequences, time, resources).

related to FW education? How do OT curricula most effectively use technology? How can the learning outcomes of particular OT

instructional methods/strategies be more effectively assessed?

Learner Characteristics & Competencies

In order to create a global, diverse, and effective OT work force: 1. Identify learner characteristics across diverse

populations consistent with success in different levels of OT education.

2. Identify educational program characteristics and practices which effectively support student success across diverse populations (classroom, FW, transition to practice).

3. Identify supports and barriers for collaborations among national data sources that include learner data (e.g. NBCOT and FWPE).

4. Create performance-based tools for measurement of different levels of competency (level I fieldwork, entry-level and advanced competency)

5. Identify the behavioral, social and professional entry level competencies expected of the OT practitioner.

What is the trajectory by which students adapt to graduate education?

What administrative practices are related to students’ successful academic performances?

What are learner needs associated with successful performance on FW?

What is the longitudinal process of competency attainment from student to entry-level and advanced practitioner?

Socialization to the Profession

1. Identify best educational practices for initial socialization to the occupational therapy profession.

2. Identify the factors that shape professional identity and the development of occupation-centered and evidence-based practice.

3. Identify the points of influence for the professional socialization of OT educators

Students How do students assume an identity as an occupational

therapist? What educational approaches facilitate students’

professional identity as an occupational therapist? What educational approaches facilitate students’

engagement with larger issues of the profession?



Research Categories Major Research Goals Sample Research Questions Faculty Development and Resources

Effective Education 1. Identify the optimal faculty resources program

needs to meet the mission and the needs of students.

2. Establish effective methods to prepare OT faculty to implement best practices in OT education.

3. Describe and validate a continuum of educator competencies from clinician to master educator

Effective Research 1. Identify trajectories and supports by which

educators become researchers and choose to study education.

2. Identify processes that support ongoing scholarship of teaching and learning in OT education

3. Pilot educational research training programs for impact on research productivity.

What is the longitudinal process of competency attainment from practitioner to educator? (fieldwork educator, academic faculty and AFWC)

What constitutes “valuing” and “recognizing” educational research?

What are the ultimate qualifications and resources are needed by fieldwork educators to provide the optimal learning experience for students?

What processes are most effective for building capacity in educational research?

What constitutes best practice in faculty development? What is the “profile” of educational researchers in the

profession? What are effective ways to socialize clinicians, FW

educators and new PhD/post-doc graduates to be educators?

Research Agenda Glossary: Educator: inclusive of tenure track, non-tenure track, AFWC, FW educators, adjunct/part-time instructors. Research: systematic forms of inquiry to advance knowledge, includes a broad range of types of scholarship, approaches, research designs, and research methods. Research Questions: involves the development of questions are considered the means by which research goals will be achieved over time. The research question examples in the Research Agenda for OT Education are based on data collected from participants of the 2012 and 2013 AOTA Annual Conference Education Forums, which included research topics that were subsequently translated into questions. Note: The questions in the Research Agenda are examples and not inclusive of all questions. Theory Building: develop broad philosophies and theories to support learning to become an occupational therapy practitioner. Conveys the core concepts involved in occupational therapy educational practice and how these concepts relate to one another, hypothesizes how students learn under specific conditions, delineates how education theories fit within the context of occupational therapy education Pedagogy: the coherent conceptual foundation that informs the educator and curricula in how to facilitate and assess learning and influences the how the learning context is utilized (e.g., collaborative learning, competency based education, experiential learning, PBL, IPE, service learning, situated learning, etc.) Instructional Methods: specific strategies and learning environments used to promote learning (e.g. tutorials, reflective journals, cases, concept mapping, technology, simulation, lectures, etc.) Learner Characteristics and Competencies: features of the learner, including, but not limited to, age, abilities, experiential background, cultural background, etc. and how these characteristics interact with curricula and impact the acquisition of competency Resources: the institutional supports, human and non-human (materials, funds, services, staff or other assets) that influence the learning context and impact learning Socialization to the Profession: the curricular and instructional processes by which students adopt as their own the knowledge, skills, culture and ethos of occupational therapy; building professional identity Faculty Development and Resources: acquiring the knowledge, skills and attitudes for designing curricula, educating future occupational therapy practitioners, and for systematically researching occupational therapy education; the process and resources by which educators/FW

educators are socialized to the knowledge, skills, culture and ethos of occupational therapy education & academic institutions; the process by which educators maintain their identity as OTs and commitment to core ideas of the field; the processes and resources by which the number of, and competencies for occupational therapy practitioners to become educators and researchers of occupational therapy education are increased

AOTA Annual Conference 2014 3/24/14 AOTA Scholarship of ... · AOTA Annual Conference 2014 3/24/14...

Documents

Transcript of AOTA Annual Conference 2014 3/24/14 AOTA Scholarship of ... · AOTA Annual Conference 2014 3/24/14...