Clinical doctorates are emerging in occupational therapy. By examining the development of clinical doctorates in medicine, dentistry, psychology, pharmacy, nursing, and physical therapy, implications can be drawn for the future of occupational therapy education. These histories offer us a sense of the distinct purpose and curricular structure of the professional doctorate, its successes and problems, its general sequence of unfolding, the political dynamics surrounding it, and the potential it holds for supporting the profession's capacity for service to patients.

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Difficulty in driving after deployment has emerged as an impediment for servicemembers returning from Operation Iraqi Freedom and Operation Enduring Freedom (OIF-OEF). This study explored postdeployment driving stress and related occupational limitations using two self-report instruments: the Driver's Stress Profile and the Driving and Occupational Limitations questionnaire. Data gathered from 103 OIF-OEF returnees confirmed that driving and related occupational issues occur postdeployment. Significant low to moderate correlations were found between postdeployment driving stress and limitations in community mobility, leisure, and social participation. The returnees who drove off base more frequently during deployment showed significantly higher levels of postdeployment driving stress than the returnees who drove off base less frequently. Moreover, the returnees who demonstrated higher levels of driving stress and occupational limitations required more time to resume normal driving postdeployment. Findings raise awareness about the need to design effective driver rehabilitation and community reintegration programs for this population.

Extending Bakhtin's chronotopic theory to the interpretation of nonfictional texts, this article examines the role of narrative conventions in the epistemological development of a health care field. The authors argue that changes marking the emergence of occupational therapy as an autonomous profession illustrate how explanatory narrative frames emerge from and embody assumptions about the world. Taking up pivotal lectures by key figures in this field as material for analysis, the authors demonstrate how biomedical, psychosocial, and dialogic-intersubjective narrative genres frame the dynamics of the therapeutic situation for clinical practitioners and other members of the field. By using chronotopic analysis to understand the narrative-epistemic transformation of academic and professional fields, the authors provide new ways to think about the long-term dialogue between explanatory frameworks in knowledge-making communities.

This international, cross-cultural study investigated the attitudes of occupational therapy students from Australia, United Kingdom, United States and Taiwan towards inclusive education for students with disabilities. The possible impact of professional education on students' attitudes was also explored. A total of 485 students from 11 entry-level occupational therapy education programmes from Australia, the United Kingdom, the United States and Taiwan participated in the study. Among them, 264 were freshmen (first-year students) and 221 were seniors (final-year students). Data collected from a custom-designed questionnaire were analysed both quantitatively and qualitatively. In general, the occupational therapy students reported having positive attitudes towards inclusion. Considerable differences, however, existed among the student groups from the four countries. Professional education appeared to have a significant impact on students' attitudes towards inclusion from first year to senior year. Although students were in favour of inclusion, they also cautioned that their support for inclusive practices depended on various factors such as adequate preparation, support and assistance to students with disabilities. Limitations of the study included the small, convenience sample and different degree structures of the participating programmes. Future research studies need to compare occupational therapy students' attitudes with students from other health care professions. A longitudinal study on the impact of the professional education programme on students' attitudes towards inclusive education is warranted.