By Dave DeFusco
While the core function of an occupational therapist is to help people live their lives to the fullest by supporting their independence, the Katz School鈥檚 Occupational Therapy Doctorate takes that mission a step further by asking students to consider the wider implications of their scholarship鈥攖o fill an urgent societal need or a gap in the academic literature. At a recent Capstone Dissemination Day, the results of that programmatic effort were vividly on display.
Seven projects were presented by eight recently graduated OT doctoral students. Research-oriented projects included the impact of manual dexterity on the cognition of individuals with Multiple Sclerosis (Dr. Rinu Abraham); promoting student resiliency and academic performance (Dr. Noah Frydman); and the development of standardized educational modules to ensure the integrity of researchers (Dr. Deena Motechin and Dr. Avani Patel).
Projects involving the鈥痙evelopment of programs or education modules to meet the needs of different populations or communities included a toolkit for people suffering from spinal cord injuries and disease (Dr. Rachel Buckley); the development of a fall prevention program for senior citizens (Dr. Judy Chalouh-Benjamin); a protocol using mindfulness and leisure for adults with disabilities (Dr. Gavi Gordon); and a culturally informed aging-in-place program for underserved adults (Dr. Ebony Sneed-Knight).
鈥淯nlike other entry-level occupational therapy programs, graduates of 每日大瓜鈥檚 accredited Occupational Therapy Doctorate program are prepared to work with clients directly and to act as scholars and leaders who support change in individuals, groups, populations and society,鈥 said Dr. Mindy Garfinkel, interim director of the OT program. 鈥淥ur students are innovators, leaders and scholar-practitioners, and the capstone symposium is such a wonderful venue to highlight their accomplishments.鈥
Dr. Amiya Waldman-Levi, a clinical associate professor and director of scholarship and research in the OT program, said student scholarship and research are responsive to societal, community and scientific needs. 鈥淭he program鈥痠s鈥痠nformed by the best pedagogical approaches and is robust in the support and guidance that we give to our students,鈥 she said.鈥淚t produces tangible and sustainable outcomes.鈥
The doctoral capstone project takes place over two semesters. Students plumb the academic literature to understand the foundational knowledge and theory related to their areas of inquiry, identifying鈥痝aps in the literature or practice, analyzing data and creating new materials, programs or conceptual models.
The program鈥檚 capstone seminars and lab work encourage students to share their progress, mentor each other through project development and engage in critical review of their classmates鈥 goals and research methods. 鈥淚t provides another opportunity for students to demonstrate the advanced knowledge gained through this experience and prepares them for professional conferences and future scholarly work,鈥 said Dr. Waldman-Levi.
Dr. Alexandra Laghezza, capstone coordinator and a clinical assistant professor of occupational therapy, said the transformation of the student presenters throughout the process was significant. They developed a variety of skills, including problem-solving,鈥痗ritical thinking,鈥痳eflectivity, advanced clinical reasoning and project management, among others,鈥痺hich鈥痑re important in becoming an occupational therapist and a leader within the profession.
An overarching objective of the capstone program, she said, is 鈥渟ustainability,鈥 or embedding student research and projects in the fabric of communities to promote their long-term health and well-being. Dr. Laghezza said three students have submitted鈥痑 conference proposal currently under review; five projects are being continued this fall by other students or by the community partner the student worked with; one student will be鈥痵ubmitting鈥痑 manuscript for publication in a prestigious scientific journal; and data collection has started for two other research projects.
鈥淭hey鈥檝e developed and acquired a strong grasp of knowledge,鈥 she said. 鈥淏y the end of the program, they have transformed into scholar-practitioners who can translate knowledge into practice, as well as identify and fill the gaps in clinical practice by developing evidence-based programs and processes.鈥
