Date Presented 03/27/20 An exploratory survey was used to determine the knowledge, attitudes, practices, and perceived barriers to EBP implementation held by OT managers. As there is no current research addressing this topic, this study fills a gap in the OT literature and knowledge base regarding EBP. The researchers found that OT managers hold positive attitudes toward EBP, have moderate levels of EBP practices, have high knowledge of EBP, and perceive moderate levels of barriers to implementation. Primary Author and Speaker: Samantha Scheel Additional Authors and Speakers: Madelin Buscho Contributing Authors: Marilyn Klug, LaVonne Fox

Importance: Level I fieldwork is an integral part of occupational therapy education, yet limited research exists on how it affects the development of critical thinking skills. Objective: To compare the influence of a nontraditional Level I fieldwork experience with that of a traditional Level I fieldwork experience on the development of critical thinking. Design: Nonrandomized, pretest–posttest design. Setting: Traditional and nontraditional Level I fieldwork. Participants: Seventy-three fourth-semester Master of Occupational Therapy students enrolled in a physical disabilities or psychosocial Level I fieldwork course. Each group completed the Health Sciences Reasoning Test (HSRT) at the beginning and end of each semester. Intervention: Sixteen-week nontraditional fieldwork or two 1-wk traditional fieldworks. Outcomes and Measures: HSRT. Results: All students showed a significant increase in scores on the Analysis subtest of the HSRT (p = .004). Both Analysis (p = .001) and overall HSRT (p = .025) scores improved significantly for 55 students who completed nontraditional fieldwork. Students who completed nontraditional fieldwork and had taken multiple previous science classes (p = .014) and had a higher grade point average (p = .033) had a greater likelihood of improving their HSRT score. Conclusion and Relevance: Although in this pilot study both Level I traditional and nontraditional fieldwork improved critical thinking, further development and examination of pedagogical approaches that facilitate critical thinking are needed. What This Article Adds: Both traditional and nontraditional Level I fieldwork can improve occupational therapy students’ critical thinking skills.

Date Presented 04/04/19 The understanding of the OT practitioner's role addressing puberty in adolescents with ASD is limited. This study explored predictors of comfort for practitioners through a descriptive survey. Through the survey, challenges, interventions, and comfort with puberty were identified. The data revealed correlations between education and experience influencing comfort. The results guide practitioners in addressing puberty in adolescents with ASD. Primary Author and Speaker: Sydney Larson Additional Authors and Speakers: Kelsey Hemberger, Sarah Nielsen Contributing Authors: Marilyn Klug

Date Presented 04/06/19 A survey of 225 OT practitioners living in rural states explored practice patterns and influences on employment choice. Rural and urban practitioner differences were noted in variability of hours spent working, number of work locations, and time spent in fieldwork education. Rural practice choice was influenced by fieldwork participation but not loan debt. Findings support the value of rural exposure in the curriculum and customized rural fieldwork educator support. Primary Author and Speaker: Debra Hanson Additional Authors and Speakers: Janet Jedlicka, Marilyn Klug, Nicole Harris