Evidence Based Practice Symposium - McMaster University

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THE USE OF SOCIAL MEDIA BY OCCUPATIONAL THERAPISTS 2 question. A total of 892 members completed the survey, which was approximately 18% of the COTO membership. The data was exported into Microsoft Excel for basic data analysis. There were no ethical concerns for this study as participation in the survey was voluntary and there were no requests for private health information. KEY FINDINGS Respondent Demographics: Overall, 61% of respondents had been practicing OT for 10 years or more, and it was hypothesized that these respondents were over 30 years of age based on their completion of their Bachelors or Masters of OT degree at a Canadian school. Furthermore, most of the respondents were employed in workplaces that were funded by the public sector and worked in a clinical role. The demographic information of the respondents was found to be representative of the Canadian OT workforce trends in terms of age, area of practice and practice funding source (CIHI, 2010). Use of Social Media: Most respondents reported using social media (69%) in their lives, more so for personal reasons (72%) as opposed to professionally in OT practice (25%). Moreover, most respondents reported not advertising (92%) on social media sites. Many respondents who used social media for personal reasons wanted to stay in touch with friends and family, receive others’ updates, post pictures and videos and follow others. Of the respondents who did use social media in OT practice, most of them used it for continuing education/professional development purposes as well as to network with other OTs. Privacy and Confidentiality for Social Media Use: Most respondents (82%) felt either reasonably confident or proficient to navigate privacy settings on social media sites. However, 11% of respondents were unsure how to navigate privacy settings and 7% of respondents had never tried to use privacy settings. Although most members reported being reasonably confident or proficient in navigating and using privacy settings, it was found that many respondents were still concerned about protecting their personal privacy when using social media. Using Social Media in the Future: Respondents who were not using social media in their personal or professional lives were split in their decision to use social media in the future. Guidelines on social media that listed the advantages and disadvantages of use along with strategies to protect members and the public could help respondents to make an informed decision on continued or future use. IMPLICATIONS FOR PRACTICE The findings of this study found that the majority of respondents in the survey used social media whether it was for personal or professional reasons. Therefore, it was hypothesized that there might be opportunities for OTs and clients to interact on social media sites, whether it was intentionally or inadvertently. If clients were to contact OTs through social media, then OTs should be aware and knowledgeable on how to address this issue while minimizing any repercussions to client rapport. Moreover, it is in the best interest for OTs to be aware and up to date on the PHIPA legislation and any privacy settings or controls to ensure that they are protecting their personal privacy on social media sites. In addition, the risks to using social media in practice include potential implications on professional boundaries, reputation management, privacy, confidentiality, and professionalism (Wainer, 2011a). Therefore, it is important for OTs to be aware of the benefits and risks of using social media, especially if using social media professionally. RECOMMENDATIONS Based on the findings, two categories of suggestions were recommended: The COTO should (1) develop guidelines on using social media and (2) conduct further research on specified topics. To ensure all OTs in Ontario are informed on the risks and benefits of using social media in their personal or professional lives, the authors recommended that guidelines on social media be developed; the guidelines would be suggestive in nature as opposed to prescriptive. Suggested topics for the social media guideline would include: describing how standards of practice apply to social media use, key considerations for members to be aware of, and general strategies to protect OTs and the public when using social media. The developed guidelines would be a tool that OTs could use to become more familiar with how to protect their personal privacy and use social media in a safe and professional manner. Additionally, it was recommended that more research is needed to better understand members’ opinions on selected topics including how social media is being used in OT practice and OTs’ concerns regarding privacy. Focus groups or interviews could be possible methods to explore selected topics further. KEY REFERENCES* Canadian Institute for Health Information. (2010). Occupational therapists in Canada, 2010 [PDF]. Retrieved from http://www.cihi.ca/CIHI-ext-portal/pdf/internet/OT_10_infosheet_EN Cavoukian, A. (2012). The Personal Health Information Protection Act and your privacy. Retrieved April 1, 2012 from http://www.ipc.on.ca/images/Resources/up-health_e.pdf Change Foundation. (2011). Using social media to improve healthcare quality: a guide to current practice and future premise. Retrieved on March 16, 2012 from http://www.changefoundation.ca/docs/socialmediatoolkit.pdf Forsyth, K. & Kviz, F.J. (2006). Survey research Design. In Kielhofner, G. (Ed.). Research in occupational therapy: Methods of inquiry for enhancing practice. Philadelphia: F.A. Davis. Wainer, L. (2011a). Analysis of environmental scan for social media in OT practice. [COTO document]. *The complete reference list can be found in the PowerPoint presentation or is available upon request
Title: Identifying and Overcoming Barriers to Accessible Education for University Students with Disabilities Authors: Beth Marquis, Educational Consultant, Centre for Leadership in Learning Kanishka Baduge, MSc OT Student, School of Rehabilitation Science Csilla Gresku, MSc OT Student, School of Rehabilitation Science Kait Hammel, MSc OT Student, School of Rehabilitation Science Katie Rincker, MSc OT Student, School of Rehabilitation Science Abstract: The authors are currently undertaking a study designed to collect qualitative data about the effects of the AODA legislation on the teaching and learning environment at McMaster University. A component of the first phase of this research, conducted by occupational therapy students, explores the ways in which students with disabilities perceive the relative accessibility and inclusiveness of teaching and learning at this institution. The current study involved interviewing participants with a mental or physical disability, who are enrolled in undergraduate or graduate programs, to gain insight into their experiences of the teaching and learning environment at McMaster University. The research questions addressed were as follows: 1) How do students with disabilities experience the accessibility and inclusiveness of the teaching and learning environment at McMaster University? 2) How do students with disabilities perceive the effect of the AODA on the teaching and learning environment at McMaster University? Six participants were interviewed. Interviews were transcribed, coded, and used to create a structure of salient themes which included 1) barriers to the accessibility of the teaching and learning environment, 2) supports to the accessibility of the teaching and learning environment, and 3) perceptions of the AODA legislation. Introduction: Statistics show that persons with disabilities are less likely to attend post-secondary institutions (Human Resources and Skills Development Canada [HRSDC], 2011). The importance of creating inclusive and equitable educational experiences for all college and university students has been widely recognized (Burgstahler & Cory, 2009; Scott, McGuire & Foley, 2003). Recent teaching and learning scholarship, for example, documents the necessity of acknowledging the increasing diversity of the student population (Pliner & Johnson, 2004), and of uncovering and removing barriers to learning experienced by students with disabilities in particular (Cook, Rumrill & Tankersley, 2009). At the same time, in Ontario, new legislation is making these issues especially pronounced. The Accessibility for Ontarians with Disabilities Act (AODA), which became law in 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. It is designed to break down barriers to accessibility in Ontario by the year 2025 (Beer, 2010). Literature Review: A number of studies have examined the existing supports and barriers to higher education for students with disabilities. There is a trend moving in the direction of universal instructional design (UID) which has the potential to remove all existing barriers and in turn benefit all individuals regardless of their ability (Foley, McGuire, & Scott, 2003; Pliner & Johnson, 2004; Scott et al., 2003).There are many factors that have been identified in the existing literature that influence the experience of students with disabilities in post-secondary education. These include lecture/teaching style and delivery, assessment/testing style, opportunity for class participation and interaction, access to information regarding available supports and services, availability of resources and services, staff understanding of student needs, staff knowledge of disability characteristics, attitudes, willingness to accommodate, and the amount and quality of support provided (Cook et al., 2009; Fuller et al., 2004a; Fuller et al., 2004b; Jacklin, Robinson, O’Meara, & Harris, 2007). The current available evidence suggests a need for further study into these existing supports and barriers in order to effectively act upon the voices of students with disabilities and make higher education more inclusive (Fuller et al., 2004b). Methods: Students at McMaster University with both visible and invisible disabilities participating in either undergraduate or graduate programs were recruited for this study. A recruitment letter was sent via email to administrative staff at Departmental/Faculty offices and other units across campus. These individuals were asked in turn to distribute the letter (via email) to all students in their departments. Interested volunteers contacted a research assistant directly through email. Open-ended questions were used in order to collect data regarding the lived experiences of students with disabilities at McMaster University. All six participant interviews were audio recorded and transcribed verbatim. Member-checking was completed and triangulation methods were then used to analyze the data. This data was then coded and a theme structure was created to capture all core ideas. Results/Discussion: Three main themes emerged from the data that were related to the accessibility of the teaching and learning environment at McMaster: 1) barriers to accessible teaching and learning, 2) supports to accessible teaching and learning, and 3) perceptions of the AODA legislation. The result of the project was the creation of a theme structure with sub-themes and dimensions, as seen on back of page. Conclusions/Future Directions: With the onset of the new AODA standards, the findings of this study are especially important to inform inclusive policy and practice at McMaster University and across post-secondary institutions in Ontario. The current study is part of a larger longitudinal study that will serve to track change during the implementation process of the Harmonized AODA Standard which mandates universal accessibility for students with disabilities. The next phases of the study will include ongoing journal reflection during the implementation period and follow up interviews post implementation of the Harmonized AODA Standard. By building on the current supports and minimizing the barriers to an accessible teaching and learning environment at McMaster University, there is the potential to create an inclusive environment that promotes success for all students.
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Page 3 and 4: Transition to Adulthood with Cyberg
Page 5 and 6: Acknowledgement: We would like to t
Page 7 and 8: LOOKING AT CHILD BEHAVIOUR MEASURES
Page 9 and 10: Participation in Children and Youth
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Page 25 and 26: Abstract Mild Cognitive Impairments
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Page 33 and 34: The Psychometric Properties of the
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