Self-reflection is paramount to the development of professionalism and serves as the foundation of adult education and lifelong learning. Pedagogical approaches in health sciences programs that promote selfreflection are growing in popularity. Current literature identifies a gap in what and how students conceive selfreflection and whether self-reflection is creating professionals that meet the challenges of today's healthcare climate. This qualitative study explores the conceptions of self-reflection for occupational therapy students in Level II Fieldwork. The use of phenomenographic methodology guided the collection of information-rich data through semi-structured interviews. Twenty-one occupational therapy graduates volunteered to participate in the interviews. Verbatim transcripts were coded to identify categories and patterns in the data. A focused discussion was employed as a member-checking method to ensure accuracy of study outcomes. Participants identified that self-reflection may serve to inform personal and professional practices during occupational therapy student clinical rotations. Although universally defined, student self-reflection occurred in countless ways and took many forms. Participants valued its function in expanded decision making, selfawareness, and competence in fieldwork and everyday occupations. These findings facilitate further research and the creation of new self-reflection educational methods or interventions designed to build or remediate self-reflective capacity of health sciences students during academic and clinical programming.

Purpose: Reflective practitioners embody the ability to critique their own clinical thinking about the dilemmas that frequently arise in professional practice and everyday life. Conflicting evidence exists on whether or not self-reflective practices are effective in promoting academic, clinical, and personal success. This quantitative study investigated self-reflection as a predictor of increased occupational competence and clinical performance in Level II Fieldwork for entry-level Master's degree occupational therapy students. Method: The study used convenience sampling to recruit participants and data were collected via a demographic survey and self-assessment questionnaires. Multiple linear regression analyses were conducted to determine the extent to which self-reflection predicts occupational competence and clinical performance. R2 values were examined to determine the importance of each dependent variable (occupational competence and clinical performance). Results: Findings revealed a statistically significant relationship between self-reflection and occupational competence (p = 0.0053) but not between self-reflection and clinical performance (p = 0.08). Self-reflection accounted for 14% of the variance in clinical performance (R2 = 0.14), and more than one third (R2 = 0.38) of the variance in occupational competence. Results suggest that students who self-reflect regularly during fieldwork may have a greater ability to maintain everyday life routines during the demands of Level II Fieldwork. Conclusions: Self-reflection strongly predicts occupational competence of occupational therapy students during Level II Fieldwork, but does not significantly predict students’ clinical performance. Recommendations: Occupational therapy educators should consider incorporating guided self-reflection activities into the academic program in order to support student occupational competence. Intentional coaching in self-reflection may better prepare students for a clinical setting by supporting healthy daily routines, which may help them to manage stress during Level II Fieldwork. Future research should explore the impact of self-reflection training during clinical rotations (provided by clinical educators) on student clinical performance. Revision of the measurement of clinical performance is warranted to include questions pertaining to soft skills such as self-reflection and awareness.

Date Presented 4/20/2018 Little is known about the role of occupational therapy for families who homeschool. This pilot study examined the perspectives of homeschool educators related to the occupational therapy scope of practice. Survey results revealed needs within the occupational therapy scope of practice and potential for occupational therapy services in the homeschool setting. Primary Author and Speaker: Susan Iliff Additional Authors and Speakers: Mary Thelander Hill

Date Presented 04/02/2022 Children with disabilities have limited access to leisure and recreation activities. This study explored parental perspectives of inclusion and the impact of an adaptive dance program on their children. Interviews and a focus group were conducted. Results indicated that parents define inclusion as acceptance and expressed gratitude for the benefits and funding of the program. Findings highlight the need for more inclusive recreation and evidence to procure funding for sustainable programming. Primary Author and Speaker: Susan L. Iliff Additional Authors and Speakers: Hannah Mariani, Gabriela Swiecki, Pooja Patel, Shauna Rocha, Brooke Edwards, Morgan Sondergeld, Taylor Downey

Date Presented 04/21/21 This study examined the relationship of clinical and road portions of Vanderbilt University Medical Center's driver evaluation. Data were collected retrospectively on adults with mild cognitive impairment or dementia. Findings revealed a significant relationship between the driving recommendation and the road assessment scores but not the clinical scores. Results indicated a need for OT practitioners to explore clinical assessment methods to more accurately predict road performance for determining fitness-to-drive recommendations. Primary Author and Speaker: Susan L. Iliff Contributing Authors: Patricia Bowyer