Objectives: Occupational therapists have specialized expertise to enable people to perform meaningful “occupations” that support health, well-being, and participation in life roles. Given the physical, cognitive, and psychologic disability experienced by ICU survivors, occupational therapists could play an important role in their recovery. We conducted a scoping review to determine the state of knowledge of interventions delivered by occupational therapists in adult ICU patients. Data Sources: Eight electronic databases from inception to 05/2018. Study Selection: We included reports of adult patients receiving direct patient care from an occupational therapist in the ICU, all study designs, and quantitative and qualitative traditions. Data Extraction: Independently in duplicate, interprofessional team members screened titles, abstracts, and full texts and extracted report and intervention characteristics. From original research articles, we also extracted study design, number of patients, and primary outcomes. We resolved disagreements by consensus. Data Synthesis: Of 50,700 citations, 221 reports met inclusion criteria, 74 (79%) published after 2010, and 125 (56%) appeared in critical care journals. The three most commonly reported types of interventions were mobility (81%), physical rehabilitation (61%), and activities of daily living (31%). We identified 46 unique original research studies of occupational therapy interventions; the most common study research design was before-after studies (33%). Conclusions: The role of occupational therapists in ICU rehabilitation is not currently well established. Current interventions in the ICU are dominated by physical rehabilitation with a growing role in communication and delirium prevention and care. Given the diverse needs of ICU patients and the scope of occupational therapy, there could be an opportunities for occupational therapists to expand their role and spearhead original research investigating an enriched breadth of ICU interventions.

Recent teaching and learning scholarship has documented the importance of uncovering and removing barriers to learning experienced by students with disabilities (e.g., Cook, Rumrill, & Tankersley, 2009). At the same time, in Ontario, new legislation is making this issue especially pronounced. The Accessibility for Ontarians with Disabilities Act (AODA, 2005), mandates universal access for persons with disabilities, requiring the removal of barriers to their full participation in all aspects of society, including higher education. This article reports on the first phase of a larger project designed to collect qualitative data about the effects of the AODA legislation on the teaching and learning environment at one University. Building on previous work that investigates students with disabilities' experiences of tertiary learning (e.g., Healey, Bradley, Fuller, & Hall, 2006), it reports on the results of semistructured interviews that explored the ways in which students with and without disabilities, instructors, administrators, and staff perceive the relative accessibility and inclusiveness of teaching and learning at this institution, with an eye to ultimately enhancing learning for all students.Results from this first phase suggest a number of areas in which both barriers to and facilitators of educational accessibility exist at the study University, including: attitudes; knowledge; disciplinary features; pedagogical choices; and, institutional practices. We suggest that these findings may be of relevance to others in different constituencies and contexts, and provide recommendations for enacting change related to teaching and learning accessibility and thereby improving the student learning experience.L'avancement récent des connaissances en enseignement et en apprentissage a permis de documenter l'importance de dévoiler et de surmonter les obstacles à l'apprentissage des étudiants ayant des incapacités (p. ex., Cook, Rumrill, & Tankersley, 2009). En même temps, en Ontario, une nouvelle loi rend ce problème particulièrement évident. La Loi de 2005 sur l'accessibilité pour les personnes handicapées de l'Ontario (LAPHO, 2005), rend obligatoire l'accès universel pour ces personnes, ce qui nécessite l'élimination des obstacles à leur pleine participation à tous les aspects de la société, y compris à l'éducation supérieure. Le présent article traite de la première phase d'un grand projet visant à recueillir des données qualitatives sur les effets de la LAPHO sur le milieu d'enseignement et d'apprentissage dans une université. Les auteurs s'inspirent des études antérieures auprès des étudiants handicapés afin d'étudier leur expérience de l'apprentissage dans un établissement d 'enseignement supérieur (p. ex., Healey, Bradley, Fuller, & Hall, 2006). L'article rapporte les résultats d'entrevues semi-structurées concernant la perception qu'ont les étudiants handicapés, les autres étudiants, les professeurs, les administrateurs et le personnel de l'accessibilité relative et du caractère inclusif de l'enseignemen...

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Project outcomes have wide applications across many health professions.

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