These findings suggest that rhythm and timing training using the IM is a feasible intervention to consider as part of therapy treatment. However, IM may fit best for prefunctional treatment, as it seemed to primarily decrease impairment. It may also serve as a supplement before or after treatment in order to maximize rehabilitation potential. Clinical implications and suggestions for future studies are provided.

Purpose: Curricular integration designed to include cultural competence standards for health care professionals is paramount to preparing students to meet the needs of a growing diverse population in the U.S. The purpose of this research is to examine the cultural competency development of occupational therapy students, and to report on their reflections and perspectives during a two-week immersive and service-learning experience in Guatemala. Methods: As intercultural competence is a highly personal trait, the study used a descriptive qualitative research design gaining participants’ perspectives of the short-term international immersion experience through student-led reflective focus groups, using an open discussion format, during the immersion experience. Results: Data analysis yielded three themes: Do, Experience, Understand; Change Factor; and Future Action that represent the student perspective in a cultural immersion experience. The first theme: Do, Experience, Understand encompassed participants’ discussion of how fully engaging in a culture different than their own was necessary to understand differences and commonalities. The second theme: Change Factor included expressions of dissonance in level of physical, emotional, and mental comfort that prompted a transformation within the student. The final theme: Future Action, described a tangible outcome from the immersion experience. By engaging with a different culture, participants experienced a transformation, leading to sharing of their desire to continue their advocacy efforts on behalf of others. Conclusion: Reflection became a key element in the transformative nature of the learning experience. It became obvious that a safe environment in which to share dreams, doubts, cultural missteps and successful moments was necessary for coping with feelings of dissonance. The safe sharing environment added to the cohesiveness of the group, lowered anxiety and provided opportunities for learning. Participants’ verbalized descriptions of transformative learning necessary in the development of intercultural competency during an international cultural immersion experience. By participating in a cultural immersion experience integrated into their curricular program, students began to articulate cultural competencies required to consider multiples lenses, perspectives and backgrounds of their future clients.

The purpose of this study was to compare the metacognitive awareness among first year students in entry-level occupational therapy programs. The study investigated the similarities and differences in awareness of cognition and strategies used to regulate cognition in occupational therapy assistant (OTA), Master of Occupational Therapy (MOT), and Occupational Therapy Doctorate (OTD) programs to inform teaching practices for the different educational demands and expected outcomes of each program. Thirty occupational therapy students (11 OTA, 10 MOT, and 9 OTD) completed the Metacognitive Awareness Inventory (MAI) during their first semester of occupational therapy courses at two universities. Overall, the results indicated the student reported use of metacognitive strategies was more similar than dissimilar among the three entry-level programs. Additionally, MAI responses were not predictive of course grades. Instructors can design educational experiences to tap into the metacognition of the student, promoting effective and efficient learning to meet the high educational standards required for our profession. Students who are effective and efficient learners will be more prepared to meet the demands of a complex healthcare environment in their respective practitioner roles.

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International immersion learning experiences can be impactful, even transformational, if properly implemented to include opportunities for critical reflection. Research suggests that programs that thoroughly integrate continuous reflection promote development of the knowledge, skills, and attitudes necessary for growth in cultural competence. Critical reflection allows for examination of complex social issues and challenges students to think beyond their own social realities. This project focused on the development of cultural competence in preprofessional undergraduate occupational therapy students through participation in an immersive learning program in Guatemala. Specifically, a mixed-methods approach, including a quantitative measurement tool and qualitative analysis of student reflections during the immersive program, was utilized to measure the development of cultural competence. Results of pre- and postexperience cultural competence development as measured by the Inventory for Assessing the Process of Cultural Competence Among Healthcare Professionals–Student Version (IAPCC-SV) are reported. Qualitative analysis of reflection sessions audio-recorded over the 2-week immersion program period revealed student descriptions of dissonance, transformative learning, and the shaping of social action as it pertains to their future practice as occupational therapists. Furthermore, reflections emphasized the importance of building relationships, both within the learning group and with members of the local target community, to support student development through this transformative learning process.