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Student Research Projects

Abstracts for Class of 2025 OTD Students

1. Use of American Sign Language in Children with Non-Verbal Autism Spectrum Disorder: An Occupational Therapy Perspective 

Anna Katherine Alderman¹, Bailey E. Bradshaw¹, Alice W. Malmstrom¹, Allie G. Wilcox¹, Diane Satterfield¹, Tonia Taylor¹ 

¹Department of Occupational Therapy, School of Health-Related Professions, University of Mississippi Medical Center, Jackson, MS  

Background: Autism Spectrum Disorder (ASD) is a lifelong neurodevelopmental condition that can impact the expression of feelings or needs due to ineffective verbal communication. Learned at a young age, American Sign Language (ASL) can improve quality of life by providing a means to understand and converse more effectively. Occupational therapy is an established resource for children with ASD, enhancing communication, establishing routines, and improving social behaviors. Consistent use of ASL across settings, including with or during occupational therapy, has direct benefit for children with limited communication.   
Objective: The purpose of this quantitative study was to determine if occupational therapy practitioners are using ASL with children with non-verbal ASD, how ASL is used, and if occupational therapy practitioners believe ASL should be a part of the occupational therapy curriculum.  
Methods: The study utilized an online survey to collect data from members of the American Occupational Therapy Association who endorsed current or recent pediatric practice experience, and who also met specific inclusion criteria.  
Results: The majority (68.7%) of respondents (n=67) indicated use of ASL in some form; however, this was combined with other forms of communication, such as simple signs, gesture use or modeling. Alternative and Augmentative Communication emerged as the most commonly used form of communication, even with cost as a barrier. ASL was used to promote communication and decrease the child’s frustration. Respondents (95.6%) perceive that it is important to include ASL as a part of the occupational therapy curriculum.    
Conclusion: The study suggests that occupational therapists are using ASL in conjunction with other disciplines; however, the purpose for use varies among occupational therapy practitioners. Future research is suggested to support and expand on the findings of this pilot study.

 

2. Student Preparedness for Entry-Level Practice in Occupational Therapy: Practitioners’ Perspectives of Entry-Level Skills Related to OTD Curriculum  

Katie L. Babb¹, Parker O. Breland¹, Jordan M. Denmark¹, Emily N. Gonzalez¹, Allison M. Wilson¹, Kristy D. Cole¹ 

¹ Department of Occupational Therapy, School of Health Related Professions, University of Mississippi Medical Center, Jackson MS  

Background: Occupational Therapy (OT) education plays a critical role in preparing students for entry-level practice which requires strong clinical reasoning skills, clinical competency, and a holistic understanding of the client. Current research provides insight into the evaluation of specific OT education components, yet further investigation was necessary to determine practitioner's perspectives of their preparedness for entry-level practice derived from the curriculum. 
Objective: This quality improvement (QI) study was performed to identify factors that affect competency to practice at an entry-level after completion of the Doctor of Occupational Therapy (OTD) program at University Mississippi Medical Center.    
Methods: This mixed methods QI study aimed to collect quantitative and qualitative data using an electronic survey to investigate the practitioners’ perspectives on the clinical competency for entry-level OT practice.  
Results: Of the 34 OTD graduates, 94.1% of participants indicated the didactic curriculum adequately prepared them with the essential knowledge needed for entry-level OT practice. Likewise, 100% of the respondents rated the nondidactic curriculum as effective in allowing students to gain the clinical skills necessary to practice as a competent entry-level practitioner. However, themes were derived from respondents' suggestions to enhance the effectiveness of the program including the need for more education and experience in the following domains: pediatrics, psychology, acute care, pharmacology, and treatment interventions. 
Conclusion: Our research indicates that the OTD program effectively delivers didactic knowledge in professional ethics, anatomy, and physiology. Participants rated the non-didactic curriculum as effective in preparing them with treatment skills, understanding OT practice, and fostering interprofessional collaboration. Most respondents felt prepared for the professional credentialing exam and confident in applying their knowledge. Many expressed the need for improvement in information related to intervention techniques, research, evidence-based practice, and pediatric treatment. Further investigation is suggested to assess the efficacy of regionally accredited OTD programs in preparing entry-level OT practitioners. 

 

3. An Analysis of Handwriting and Technology-Based Activities in the Elementary School Classroom

Derrick A. Bean¹, Lillian K. Boland¹, Avery E. Douglass¹, Alyssa B. Madrid¹, Mckinlee N. Nash¹, Peter W. Giroux ¹

¹Department of Occupational Therapy, School of Health Related Professions, University of Mississippi Medical Center, Jackson, MS

Background: Students in elementary school classrooms spend large portions of the school day working on various activities that contribute to handwriting skills. Previous research is not inclusive of technology-based activities in the classroom, leading to inconsistencies regarding the time spent in handwriting, technology, and other activities in today’s classrooms.

Objective: The purpose of this study was to identify and compare types of writing readiness, traditional handwriting, technology-based, simultaneous handwriting and technology-based and other activities, as well as the time spent in each activity in third and fourth grade classrooms.

Methods: In this observational, descriptive study, data was collected regarding the type and time spent on various activities in elementary school classrooms. Researchers observed a total of fourteen third and fourth grade classrooms. A data collection form was used to observe and record the activities within the classrooms. An activity categorization form further organized the data into five categories: writing readiness, traditional handwriting, technology-based, simultaneous handwriting and technology-based, and other activities.

Results: Data averages were compared and reflect the following: 9.60% of time spent in writing readiness activities, 19.86% in traditional handwriting activities, 23.00% in technology-based activities, and 9.60% in simultaneous handwriting and technology-based activities. Students in the third and fourth grade spend more than approximately 60% of their school day in writing readiness, traditional handwriting, technology-based, and simultaneous handwriting and technology-based activities. The remaining portion of the school day is spent in activities categorized under other, approximately less than 40%.

Conclusion: In conclusion, this study provides updated evidence reflective of today’s elementary school classrooms. A rise in technology-based activities in the classroom is impacting the time spent performing paper-pencil activities and traditional handwriting activities. Researchers conclude that technology-based activities and simultaneous handwriting and technology-based activities will continue to become more prevalent in elementary school classrooms.

 

4. Educating Occupational Therapy Doctoral Students in Pediatric Caregiver Coaching: A Quality Improvement Study  

Jamiya L. Bennett¹, Isabelle C. Campbell¹, Myles D. Faries¹, Ella M. Shields¹, Kayla Abraham¹, Katie Cassady¹ 

¹ Department of Occupational Therapy, School of Health Related Professions, University of Mississippi Medical Center, Jackson, MS 

Background: Caregiver coaching has gained noticeable traction over the years as it reflects a paradigm shift from top-down models to more collaborative approaches between the therapist and caregiver. It is a collaborative intervention technique between the occupational therapist and caregiver that empowers caregivers in their child’s care. The process of coaching caregivers consists of stages that encourage open discussion, reflection, and cooperative participation in activities of daily life with the patient and caregiver.  
Objectives: To explore the impact of a pediatric caregiver coaching educational module on the knowledge of a cohort of occupational therapy doctorate (OTD) students. 
Methods: Data was collected through pre- and post-test surveys using a purposive sample of first year OTD students during OT616: Pediatrics I course. The surveys included quantitative and qualitative questions to assess the knowledge of caregiver coaching concepts, techniques, and perceptions of barriers and assumptions.  
Results: Surveys were collected from 35 participants prior to and following the education module. The quantitative data indicated that by providing an education module, participants recalled key learning points as shown by a positive increase in correct answers in the post-test. The post-test results indicated an increase of understanding of potential barriers to caregiver coaching, including cultural differences, communication, and development of trust. 
Conclusion: This study concluded that students’ knowledge of caregiver coaching concepts and techniques increased following the education module. Additionally, the students’ perceptions shifted to a more holistic approach towards understanding the comprehensive nature of occupational therapy models of caregiver coaching, which prioritizes the entire family's needs. In our area, there are limited effective caregiver coaching opportunities for students and practicing occupational therapists. Including this model at this point in pediatric occupational therapy curriculum was beneficial for students at UMMC and can be considered for future recommendation of inclusion.  
 
 

5. Addressing the Occupation of Sleep by Pediatric Occupational Therapists: A Quality Improvement Study  

 Allison N. Brister¹, Rachel C. Darnell¹, Hannah G. Malatesta¹, Chloe A. Sarullo¹, Mari-Todd B. Stephens¹, Lorraine M. Street¹ 

¹ Department of Occupational Therapy, School of Health-Related Professions, University of Mississippi Medical Center, Jackson, MS  

Background: The amount and quality of an individual’s sleep impacts all areas of daily life. Sleep is now recognized as an area of occupation in the Occupational Therapy Framework; however, many occupational therapists do not address sleep in their pediatric practice. 
Objective: To explore attitudes from University of Mississippi Medical Center (UMMC) Occupational Therapy (OT) graduates practicing in pediatrics and UMMC OT pediatric fieldwork instructors to determine if or how they addressed sleep or why they did not address the occupation of sleep in their practice. 
Methods: Data was collected using an electronic survey utilizing a cross-sectional quantitative design. The sample included graduates of UMMC OT programs and UMMC OT pediatric fieldwork instructors. The survey items gathered information regarding beliefs about the role of sleep in OT, evaluation and intervention practices targeting sleep, perceived levels of education related to sleep, and confidence in addressing sleep in practice.  
Results: Thirty-six participants responded to the survey and met the inclusion criteria. Findings included that most participants believe they have a role in addressing sleep in practice and view sleep as an activity of daily living. Most participants do not regularly assess sleep and have limited knowledge of assessment tools and interventions to target sleep-related deficits. Respondents reported feeling dissatisfied with their ability to address sleep in practice and recalled little education on the topic of sleep.   
Conclusion: Based on the findings of this investigation, a gap was revealed regarding how the framework describes the occupation of sleep and the clinical perspective of sleep as an ADL. The main barriers to practicing pediatric occupational therapists addressing sleep included a lack of knowledge of evaluations and interventions and a lack of confidence. Educational programs are encouraged to provide further training and education to students on addressing sleep with clients, including sleep evaluations and interventions. 
 

6. The Role of Cultural Humility Training in Occupational Therapy Education: A Quality Improvement Investigation 

Megan E. Dudenhefer¹, Morgan M. Moore¹, Julie B. Simmons¹, Lauren E. Taylor¹, Robin L. Parish¹  

¹Department of Occupational Therapy, School of Health-Related Professions, University of Mississippi Medical Center, Jackson, MS   

Background: Practicing professionals who are culturally aware, humble, and mindful tend to provide better treatment to culturally diverse patients. As emerging practitioners, students in healthcare education need to be equipped with the correct tools, knowledge, and mindset of humility to provide the best care to all patients regardless of their cultural background. 
Objective: To introduce the continuum of cultural awareness, sensitivity, competence, and humility and emphasize the practice of cultural humility within the University of Mississippi Medical Center (UMMC) Doctor of Occupational Therapy (OTD) curriculum. 
Methods: This quasi-experimental quality improvement (QI) project collected quantitative and qualitative data utilizing a pre and post-test electronic survey administered to 33 OTD students at UMMC. A pre-test survey was administered prior to the face-to-face cultural competency training by a cultural competency expert. The post-test survey was administered at the end of the training. 
Results: Prior to the training, 32 of 33 participants felt that the inclusion of cultural humility education within OTD curriculum was an important topic to explore. Data revealed a 9% increase in the average values from the pretest to the post-test regarding perceived awareness, a 9% improvement in self-reported knowledge, and a 14% improvement in confidence in incorporating cultural humility skills to implement in occupational therapy practice. Following the educational symposium, paired t-tests show statistically significant increases in both knowledge and skills. Common themes central to culturally competent practice were also identified through qualitative analysis: self-awareness, openness, lifelong learning, and compassion. Common themes for suggestions for improvement were case studies, simulations, immersive lab experiences, and speakers. 
Conclusion: Based on the findings of this investigation which are consistent with the current literature, cultural humility is vital to provide the best care for patients. This study offers a stepping stone pertaining to further higher-quality research on this topic and how it translates to occupational therapy practice. 

  

7. Continuing Education Needs for University of Mississippi Medical Center Occupational Therapy Program Graduates 

Margo W. Haley¹, Dylan M. Hight¹, Anna L. Minga¹, Emalee M. Rushing¹, Lillie M. Thornton¹, Donna W. Stauter¹, Megan P. Ladner¹ 

¹Department of Occupational Therapy, School of Health-Related Professions, University of Mississippi Medical Center, Jackson, MS   

Background: Extensive research supports continuing education (CE) for health-related professionals, but limited data specific to occupational therapy exists. Essential elements contributing to the access of and participation in continuing education courses were found to include course content, method of instruction, cost, and location.  
Objective: The purpose of this study is to explore the potential continuing education needs of University of Mississippi Medical Center Occupational Therapy (UMMC OT) graduates. 
Methods: This quality improvement study utilized a cross sectional design to collect both quantitative and qualitative data. An electronic survey was used to assess the topics of CE courses UMMC OT graduates are currently attending, desired topics of continuing education courses, and satisfaction level with the continuing education opportunities. 
Results: Out of the 431 surveys emailed to UMMC OT program graduates, 109 were successfully completed. The results correlated with each of the three primary aims. The data showed that respondents attended numerous topics of CE courses, with the top three being: Rehabilitation and Disability (66.7%), Children and Youth (33.3%), and Productive Aging (20.4%). While 88.5% of respondents were satisfied with these courses overall, participants appeared to be dissatisfied with the number of in-person courses available (47.7%), cost (36.1%), and location (28.3%) of these courses. When further analyzing the respondents’ continuing education needs, a comparison was made between topics desired, and topics currently attended. The results revealed that over half (56.2%) of participants desired courses based on rehabilitation and disability.  
Conclusion: This study aimed to address the continuing education needs of UMMC OT graduates. Results from this study confirmed some dissatisfaction surrounding various components of current CE opportunities. Implications were identified with plans to share results with MSOTA to guide future CE development.   
 

8.  Advocacy in Occupational Therapy Curriculum: A Quality Improvement Study 

Tejay R. Patel¹, Chandler N. Ray¹, Megan E. Rush¹, Abbey Stanford¹, Bettiauna Williams¹, Moira K. Mills¹ 

¹Department of Occupational Therapy, School of Health-Related Professions, University of Mississippi Medical Center, Jackson MS 

Background: Occupational therapy is an allied health field that assists those with physical dysfunctions and psychosocial disorders to resume or remediate meaningful activity in the promotion of independence. Advocacy is the purposeful action to create awareness of an event or topic in the promotion of knowledge. Occupational therapy academic programs must employ advocacy when educating future practitioners. Diverse methods of teaching and supporting advocacy have been employed in the past, but various interpretations of advocacy and decreased student confidence are barriers to employing advocacy in education and practice.  
Objective: The purpose of this study was to investigate how occupational therapy programs meet educational standards related to advocacy.  
Methods: This quality improvement study used a cross-sectional design to collect quantitative and qualitative data through an original electronic survey. The survey was emailed to multiple programs in the Southeastern portion of the United States to gather information on the instructional methods and barriers of teaching advocacy to occupational therapy students.  
Results: A total of 25 responses were gathered. Most responses were from MOT programs. The majority (80%) of participants felt that education on advocacy was well-reflected in their curriculum and that the curriculum served to meet ACOTE standards related to advocacy (96%). Responses show that the definition of advocacy is unclear among faculty members and students. Core themes of advocacy included commitment to community engagement and service; advocacy and professional development; partnership and collaboration; and psychosocial and mental health support.  
Conclusion: Multiple definitions of advocacy and teaching barriers cause challenges in occupational therapy programs. This study revealed that methods of teaching advocacy differ among programs, with community outings being the most common method of employing advocacy. Future research should concentrate on the development of unified methods of addressing advocacy for occupational therapy programs.