Date Presented Accepted for AOTA INSPIRE 2021 but unable to be presented due to online event limitations. The purpose of this mixed-methods study was to evaluate the impact of an interprofessional educational (IPE) activity on students' attitudes and perceptions of IPE across five health care academic programs. OT students and students with previous IPE experiences demonstrated a statistically significant change after participation in IPE. This study identifies considerations when developing IPE for these groups of students in an academic setting. Primary Author and Speaker: Casey Humphrey Additional Authors and Speakers: Leah Shea Simpkins Contributing Authors: Christen Page, Karina Christopher, Aaron Sciascia, and Lisa Jones

OBJECTIVE. In early intervention programs, parents are often asked to teach their child new skills. As fathers are increasingly involved in intervention, clinicians need more information on fathers’ unique interactive style. This pilot study compared mothers’ and fathers’ parent–child interactions during a teaching episode to identify similarities and differences in order to better understand parents’ strengths. METHODS. The Nursing Child Assessment Teaching Scale was used to observe 10 mothers and 10 fathers interacting with their 10- to 28-month-old children in their homes. The children were receiving early intervention for a motor delay. The Caregiver Scores (parent’s contribution to the interaction) of mothers and others were compared using paired t tests. RESULTS. Mothers had more optimal interactions as indicated by significantly higher Caregiver scores than fathers, t (9) = 3.83, p = .004. The subscales with statistically significant differences were Caregiver Contingency and Cognitive Growth Fostering. Children's scores when they interacted with their mothers or fathers did not differ. CONCLUSION. When observing fathers teaching their child new skills, therapists should remember that fathers of children with motor delays (and typically developing children) may use a more task-oriented communication style with less consideration of the child’s actions than do mothers.

This study compares the effectiveness of two occupational therapy approaches to treating cerebrovascular accident patients—the functional and sensorimotor integrative approaches. Subjects were 90 patients admitted to Holy Family Hospital in Vancouver, Canada, within 12 weeks after a first stroke. Consenting subjects were randomly assigned on admission to one of two occupational therapy treatment groups. All subjects received similar medical and nursing care and physical therapy. An independent clinical evaluator assessed subjects’ function in self-care and mobility, meal preparation, and sensorimotor integration at specified times after admission. Neither the evaluator nor the subjects were aware of the treatment group to which they had been assigned. Results showed no statistically significant differences between the two treatment groups on the three outcome measures. We therefore concluded that any differences between the effectiveness of the two approaches are small.

In this article an empirical approach is used to investigate the master’s degree structure in a bachelor’s level profession. The literature of nursing, business administration, social work, and physical therapy is reviewed to determine prevailing degree structures and attitudes, evaluate the adequacy of the master’s degree structure in occupational therapy, and delineate factors entering into structural decisions. The review demonstrates the feasibility and desirability of requiring basic master’s students to meet advanced master’s degree criteria. However, it fails to substantiate unreservedly the logical necessity for so doing. Recommendations for educational practice and research are detailed.