Author Archives: tmyerscough

Tsering Wangmo

Colleen Tate Memorial Bursary

On January 30, the Department presented the annual Colleen Tate Memorial Bursary to Year 1 student Tsering Wangmo after receiving several nominations from her classmates. The award is presented to the student, chosen by his/her classmates, who is in good academic standing and who best exemplifies the qualities that Colleen was known for. These include being generous, kind-hearted, accommodating, and outgoing.

Congratulations Tsering!

Susan J. Wagner and Amy Derochie

Amy Derochie (MScOT ’16) Receives “Susan J. Wagner Award”

Amy Derochie (MScOT ’16) is the recipient of this year’s “Susan J. Wagner Award for Student Leadership in Interprofessional Education.” This award honours a health profession student at the University of Toronto who demonstrates leadership, dedication, and excellence through promotion and engagement of interprofessional education and care.

With a key interest in promoting the role of the client/consumer, Amy was a member of the team in health profession education. Her research paper focused on the experience of the client/consumer and their understanding of partnering with health care professionals. She and her fellow students on the team, used transcripts of interviews with clients to create a Verbatim Theatre script titled, “Your Partners Will see You Now”, that was subsequently used to create an impactful learning experience for students in many of the health professions. As part of the team, Amy has presented this work at six international and national conferences.

While a student in the Occupational Science and Occupational Therapy program, Amy was the representative for her class in the Interprofessional Health Science Student Association (IPHSA). Here she was involved in a variety of activities, including work on expanding the constitution to include students from other professional programs. Amy was also the Interprofessional Education Representative on the Occupational Therapy Student Council, where she guided students in developing IPE elective learning activities.

In addition, Amy served as the University of Toronto’s IPHSA representative on the National Health Science Student Association (NaHSSA), where she collaborated with students across the country and served as the liaison between the national and local University of Toronto association. She also joined the executive council of NaHSSA, where she coordinated and communicated events and initiatives to members across Canada.

We extend our sincere congratulations to Amy for this well-deserved award!

Dr. Helene Polatajko

Dr. Helene Polatajko at TEDxToronto

On October 27th, 2016, Dr. Helene Polatajko spoke at the 2016 TEDxToronto conference. Recognized internationally for her work in cognitive-based treatments for children and adults with occupational performance challenges, Dr. Polatajko’s approach – known as CO-OP (Cognitive Orientation to daily Occupational Performance) – has become a standard throughout the world.

View the presentation >>

New Continuing Ed. Course

A new continuing education course will be offered in May, 2017. AMPS – Assessment of Motor and Process Skills is used to measure how well a client performs familiar activities of daily living (ADL).

Status-Only and Adjunct Appointments

 
The Rehabilitation Sciences Sector is currently accepting applications for INITIAL and RE-APPOINTMENTS for Status-Only and Adjunct Appointments for the term beginning July 1, 2017.
 
 
CALL FOR STATUS-ONLY AND ADJUNCT APPOINTMENTS 2016-2017

The Department of Occupational Science and Occupational Therapy is currently accepting applications for INITIAL AND RE-APPOINTMENT for Status-Only and Adjunct Appointments for the term beginning July 1, 2017.
 
THE DEADLINE TO SUBMIT YOUR APPLICATION FOR INITIAL AND RE-APPOINTMENT  IS  JANUARY 31, 2017  FOR STATUS-ONLY AND ADJUNCT APPOINTMENTS.
 
The academic goals of the Rehabilitation Sciences Sector cannot be met without the participation of talented individuals from many institutions and agencies outside of the university.  The aim of Status-Only and Adjunct Appointments is to recognize the participation of highly qualified and dedicated researchers, practitioners and members of the community in the academic and clinical education components of the programs.  These appointees augment the efforts and expertise of the full-time departmental faculty. We are seeking appointees who:

  • maintain a high level of expertise and competence in their disciplines;
  • are skilled at communicating expertise to members of their respective disciplines and the broader health care community;
  • can stimulate, challenge and develop the scholarly and clinical capacity of students; and,
  • contribute to the growth of the discipline by building the body of knowledge or advancing the quality, efficiency and effectiveness of practice.

 
If you are interested in applying, please visit our website, for Status-Only at http://aca.med.utoronto.ca/node/36 for Adjunct at http://aca.med.utoronto.ca/node/37 .
 
 
Should you have any questions, please refer to the “2016-2017 Status-Only and Adjunct Sector Guidelines, or contact  Annmarie Riley at ot.statusappt@utoronto.ca
 
 
You can also access a pre-recorded 45 minute information webinar by clicking on this link: A webinar on the Status Only and Adjunct Lecturer Application Process.
 
 
Download for more information >>

Dean Trevor Young

Rehabilitating the World

In honour of the 2016 graduating classes from the rehab sector, The Dean of the Faculty of Medicine’s, Trevor Young, has written an article in the MedEmail publication. Dean Young speaks highly of the international focus of efforts in Occupational Science & Occupational Therapy, Physical Therapy, Speech Language Pathology, and the Rehabilitation Sciences Institute.

Read the full article in MedEmail, Nov. 9

Jill Stier

Theatrical Performance Techniques and OTs

 
At the Richard Reznick Wilson Centre Research Day, on November 4, Jill Stier presented results of the research she and her colleagues have done into OT students’ experiences and perceptions of theatre practice workshops. Prior research demonstrated better communication skills, but more work was needed.

Below is an abstract of their presentation.
 
 
“The emphasis on client-centered care highlights the role of humanities in educating clinicians. Evidence from performance studies and cognitive neuroscience suggest actor training techniques can enhance empathy and self-awareness. Therefore, our group developed a novel workshop utilizing theatre techniques to encourage embodied practice and enhance self-awareness and reflexivity amongst occupational therapy (OT) students. Our prior research demonstrated improved client communication skills in students receiving the workshop. However, students’ perceptions of the workshop, particularly in relation to embodied practice, remain unexplored.

Research Question: To explore how students perceived the learning experiences of the theatre practice workshop and their conceptualizations of embodied practice.

We used a constructivist grounded theory approach, combining workshop observations with interview data. Post-workshop interviews were conducted with students from three OT cohorts at varied points, to explore perceptions and experiences of the workshop, relation of the workshop to practice, and students’ conceptualizations of embodied practice. We adopted the constant comparative method for analysis.

Participation in the theatre practice workshop encouraged participants to develop embodied practice as a key to understanding themselves and others. Students described that their experience in the workshop enhanced their capacity to empathize with clients by recognizing personal contexts, and requiring them to overcome uncertainty and embrace discomfort to learn in this way. A safe learning space was vital in this realization and allowed some students to revisit otherwise suppressed aspects of learning through the arts.

Incorporation of theatre techniques into OT training may enhance students’ communication with clients in important and nuanced ways. Embodied practice is a complex concept; an arts-based approach may help students acknowledge and appreciate such attentive practices in their training.”

Jill Stier M.A., OT Reg. (Ont.)
Laura-Jayne Nelles MFA PhD (c)
Stella Ng PhD.
Catharine M. Walsh MD, MEd, PhD, FRCPC
 
 

For more information about the project, contact Jill Stier: Jill.stier@utoronto.ca
 
Visit the Wilson Centre website for more information about the Richard Reznick Research Day.