Laura Schmeiser, OTD, MOT, OTR/L; Alicia Reiser, OTD, MS, OTR/L; Caitlyn Foy, DOT, MOTR/L, CLA
Occupational therapists are among the first providers to encounter individuals after an acquired brain injury (ABI). Evidence suggests that most occupational therapists learn about ABI-related vision disorders from continuing education and on-the-job training. A better understanding of entry-level curricula patterns for ABI-related vision disorders is important because of their high prevalence and impact on occupational performance. A descriptive online survey was administered to occupational therapy educators at ACOTE-accredited entry-level programs to explore curricula patterns for ABI-related vision disorders. Of 1,391 occupational therapy educators invited to participate, 71 (5%) began the survey, and 66 met the inclusion criteria. Vision screening methods were taught by most educators and were found to be a strength of entry-level curricula. Other curricula patterns were inconsistent with reported barriers, including limited time resources, few fieldwork sites with vision services, and a lack of agreement among educators on the value of teaching vision rehabilitation in entry-level programs. Data revealed that entry-level occupational therapy students are taught more about ABI-related vision disorders than what practice patterns suggest, which indicates a new phenomenon and/or a need to use teaching methods that improve student comprehension. The results suggest improving interprofessional education and curricula standardization.
Schmeiser, L., Reiser, A., & Foy, C. (2023). Occupational Therapy Curricula Patterns for Acquired Brain Injury-Related Vision Disorders for Entry-Level Programs: A Survey. The Open Journal of Occupational Therapy, 11(3), 1-13. https://doi.org/10.15453/2168-6408.2123
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