The assessment of clinical competence of undergraduate students is a crucial part of higher education training in occupational therapy. The use of online objective standardized practical examinations (e-OSPEs) was piloted as a technological innovation to determine student learning needs. An action research framework with four phases was used. Descriptive statistics in the form of frequency tables and percentages were used to report survey results. The students had multiple practice opportunities before uploading their best attempt. Thirty participants completed a 12-item survey. The results were analyzed using descriptive analysis and presented by means of statistical graphs. Peer assessment facilitated experiential learning. Twenty-seven out of 30 students (90%) felt adequately prepared for submitting their video clips. The students found the opportunity to practice the skills multiple times before uploading the e-OSPEs helpful. The students experienced an increase in workload when the e-OSPEs were due during clinical placement and examination periods. Additional resources are needed for creating initial infrastructure for implementing e-OSPEs. The findings of this study could inform the planning of future online assessment practices of clinical competencies in occupational therapy. Identifying, formulating, and assessing competence standards electronically may guide occupational therapy practitioners' work with diverse patients and populations. CommentsThe authors report no conflicts of interest to disclose.

BACKGROUND: Stroke is a leading cause of disability in Zimbabwe. Hemiplegie shoulder pain (HSP), a secondary complication of stroke, impedes the functional recovery of the upper limb and occupational engagement. Occupational therapy intervention, comprising assessment and treatment, seeks to promote health and well-being through facilitating improvement in occupational engagement. There is a lack of documented evidence on occupational therapy intervention practices (i.e., assessment and treatment) of HSP in the context of Harare, Zimbabwe. To allow for an increased understanding of HSP management, this study explored occupational therapists' assessment and treatment practices of post-stroke HSP in Harare, Zimbabwe METHOD: This explorative study included six experienced occupational therapists from three public hospitals in Harare, Zimbabwe. Data were collected through semi-structured interviews and analysed using qualitative content analysis RESULTS: Data analysis revealed three themes, i.e., assessment of post-stroke HSP is all encompassing; key components of post-stroke HSP treatment practice and challenges in occupational therapy practice of post-stroke HSP in Harare CONCLUSION: Occupational therapy intervention practice for post-stroke HSP in Harare includes an eclectic approach, with preventative practices as a key component of treatment. Intervention should strive to be occupation-based and holistic encompassing considerations of environmental factors and the indicators of HSP Keywords: public health care, occupational therapy intervention, clinical practice, neurological upper limb conditions

Background: This article describes the model components of a study that applied a two-phased approach towards the development of an occupational resilience model. OBJECTIVE: The occupational therapy practice model that is proposed seeks to facilitate high school re-entry and school participation post traumatic brain injury (TBI). The study’s first phase generated results on participants’ experiences of high school re-entry and school participation post TBI. These findings contributed to the second phase of developing a practice model to improve upon school transition practice for learners post TBI. METHODS: The study’s first phase comprised a qualitative multi-case study of eight cases. Data collection involved semi-structured interviews, participant and contextual observation, and document analysis. Data analysis was performed via an inductive process combined with cross-case synthesis. Phase 2 employed theory generation, suggesting an occupational therapy practice model for facilitating high school participation post TBI. RESULTS: Participant responses revealed, following the onset of the TBI, a need for adolescents to display resilience in order to re-participate in school. This was displayed by adolescents adapting through drawing upon personal and environmental resources as well as preparing for and engaging in occupation. CONCLUSION: A deeper understanding of the experiences of key role players involved in the school transition post TBI, combined with theory generation, formed the basis of developing the proposed model of occupational resilience. Occupational resilience, through a series of resilience-promoting tasks, is offered as a mechanism to increase learners’ capacity to adapt to occupational challenges and meaningfully participate in school post TBI.