Author Archives: Rachel LeBeau

Congratulations to Armineh Babikian, Yani Hamdani and Janet Parsons

collage photos of Armineh Babikian, Yani Hamdani and Janet Parsons

Congratulations to Armineh Babikian, Yani Hamdani and Janet Parsons on being the global recipients of the Thelma Cardwell Foundation Award for Research 2024 from the World Federation of Occupational Therapists. 

Armineh Babikian is an occupational therapist and PhD candidate in the Rehabilitation Sciences Institute at the University of Toronto, specializing in global health. Under the supervision of Yani Hamdani, an assistant professor in the department of occupational science and occupational therapy, Armineh will conduct research for her project titled, “Leave No One Behind: Centering People with Disabilities in Armenian Occupational Therapy Development.” 

By centering lived experience and the perspectives of people with disabilities, Armineh aims to better understand how disability is understood and addressed in Armenian rehabilitation, and how occupational therapists can prioritize the human rights of people with disabilities. 

Armineh will be leading focus group discussions with adults and caregivers of people with disabilities who use Armenian rehabilitation services and working alongside a community advisory committee of Armenian disability advocates, making this the first disability-inclusive research project in Armenian rehabilitation.    

Janet Parsons, an associate professor in the Department of Occupational Science and Occupational Therapy, and Garry Aslanyan, adjunct professor in the Dalla Lana School of Public Health, are on Armineh’s supervisory committee. 

Celebrating 106 years of occupational therapy at the University of Toronto

This week marks 106 years since the Occupational Therapy program was established at the University of Toronto. 

The department, as we know it today, has grown and evolved a lot since its early days. 

In 1918, during the first World War, the number of injured soldiers returning to Canada was increasing each day. More – and better trained ward aides were needed to help these soldiers on their long road to recovery and so the ward aides course at U of T was established. 

The ward aide course was established by Professor H.E.T. Haultain, a mining engineer in the Faculty of Applied Science and Engineering, to help injured soldiers returning from the war. Haultain, who also served as the Vocational Officer for Ontario, organized the first courses and arranged for classes to be held in the Mining Building. 

The Mining and Chemistry Building on College Street circa 1906

The Mining and Chemistry Building on College Street circa 1906 

Credit: University of Toronto Archives 

On February 20, 1918, four students – Miss Stupart, Miss Trent, Miss Bruce and Miss Challis – commenced the ward aide course run by the Department of Soldiers’ Civil Re-establishment. The initial course was just six weeks long, but there was an expectation that the students would return for additional instruction when the course had been further developed.  

Haultain with Senior Ward Aides (the Girls in Green) of the Military Hospitals of Ontario, June 1919

Haultain with Ward Aides (the Girls in Green) of the Military Hospitals of Ontario, June 1919 

Credit: University of Toronto Archives 

By March 21, 1918, the course had been extended to three months and the second class of ward aides began their studies – bringing the course enrolment to 24 ward aide students. 

In 1926, after much advocacy from the Ontario Society of Occupational Therapy (OSOT) and its members, U of T established a new two-year long diploma course described as for “young ladies who are anxious to be of service in the healing of the sick and maimed and convalescent” in an early promotional brochure. 

Class photo of the first occupational therapy diploma course in 1928

Class photo of the first occupational therapy diploma course in 1928 

Credit: Department of Occupational Science & Occupational Therapy at the University of Toronto 

In 1946, the course was extended to three years, and in 1950, occupational therapy and physical therapy were combined into one program and brought into the Faculty of Medicine as part of the Division of Rehabilitation Medicine. 

Years later, the programs separated again to become individual degree programs, with the first students graduating with a Bachelor of Science in Occupational Therapy degree in 1974.  

2001 was another year of transformation for the department. The department moved from its home at 256 McCaul St. to the Rehabilitation Sciences Building and the occupational therapy program was further developed into a graduate program. Today, the program admits 130 students each year – with 90 students enrolled at our St. George Campus, and 40 students enrolled at UTM’s Mississauga Academy of Medicine, which launched in 2018.  

Today, we continue to create leaders in occupational therapy through the Master of Science in Occupational Therapy degree program amid a growing demand for occupational therapists in Ontario. 

Note: Special thank you to Judith Friedland, professor emerita in the department of occupational science and occupational therapy, for her research on the history of the department, which is included in her book, Restoring the Spirit: The Beginnings of Occupational Therapy in Canada, 1890-1930, published by McGill-Queen’s University Press in 2011. 

photo of Shlomit Rotenberg

Occupational therapy key to early dementia diagnosis and support

Dementia is a condition that affects nearly a million Canadians and their families – a number that is expected to double by 2030.

While there is no effective drug treatment for the progressive disease, much progress has been made over the last decade on interventions to prevent or delay dementia in people at risk. But what if we could recognize the symptoms earlier? 

This is the focus of research by Shlomit Rotenberg, an assistant professor in the Department of Occupational Science and Occupational Therapy with the Temerty Faculty of Medicine. Rotenberg studies those at risk of developing dementia and aims to help them stay engaged in meaningful activities that can improve their well-being here-and-now and support their cognitive health in the long term. 

 

Brain health through social and leisure activities: occupational therapy for dementia prevention
 

One of the early risk factors associated with dementia is subjective cognitive decline, which appears in otherwise healthy individuals who may begin noticing subtle changes in their daily functioning – like forgetting to pay a bill – but these symptoms are too mild to be detected in a cognitive screening test. 

Not everyone who experiences subjective cognitive decline will develop full dementia, but some will continue this trajectory of cognitive and functional decline, which can make it challenging to complete basic activities and carry on with daily living. 

With an occupational therapy lens, Rotenberg explores everyday functioning in people with subjective cognitive decline in depth. Because the two key components of a dementia diagnosis are significant cognitive decline and decreased independence in everyday functioning, it is important that both aspects are explored in people at risk for dementia. 

Rotenberg’s latest study, a scoping review, finds that the body of research on everyday functioning in older adults with subjective cognitive decline is small and tends to focus on their ability to manage their finances and health, manage a household and use technology, while overlooking their participation in social and leisure activities. 

“While older adults with subjective cognitive decline are, by definition, independent, we found that they withdrew from many of their social and leisure activities. This is concerning because participation in social and leisure activities is linked with better cognition functioning, better physical health, and greater well-being, and may delay the onset of dementia,” says Rotenberg. “To be more effective in preventing dementia, we need to be proactive in asking older adults about their daily functioning, including social and leisure activities.”    Continue reading

Rhona Anderson Appointed Director of Clinical Education

photo of Rhona Anderson

The Department of Occupational Science & Occupational Therapy is pleased to announce that Rhona Anderson is the successful candidate of the recent search for an Assistant Professor, Teaching Stream, and appointment as the Director of Clinical Education. 

Anderson joined our department more than 20 years ago as status-only faculty, as part of her full-time clinical position in an affiliated teaching organization. Since then, she has held a variety of roles, including teaching assistant, lab coordinator, sessional instructor, and Acting Director of Clinical Education while continuing education leadership roles within the clinical community. She became a part-time faculty member in 2021 while working on a doctoral degree.  

In this role, Anderson will continue to work with students and clinical education partners (including site fieldwork coordinators, preceptors, and education leadership) to guide the planning and implementation of high-quality teaching and learning experiences related to clinical education. 

“I’m excited and thrilled to be working with an incredible, skilled fieldwork team, and I’m looking forward to seeing what we will achieve together in the support of students’ practice learning,” she says. 

With this full-time appointment, she anticipates having more opportunities to work on research. Anderson’s research interests include student leadership development, particularly in collaborative interprofessional clinical contexts.  

Anderson is also currently collaborating with other faculty members on research related to the learning experiences of students who identify as having a disability, as well as research that uses an equity, diversity and inclusion lens to understand dialogue that occurs between preceptors and students. “Overall, student learning in the field, or during clinical education, is an understudied area and these areas of research will help to fill that gap,” she says. “And that is so important, given that student occupational therapists spend more than 1000 hours learning in the practice setting.” 

photo of Staff Impact Award ceremony

Sandra Sokoloff receives Staff Impact Award

The Department of Occupational Science & Occupational Therapy is proud to announce that Sandra Sokoloff has received the Temerty Faculty of Medicine Staff Impact Award for Administrative Excellence. 

This award recognizes Sandra’s commitment to excellence in her role as the Executive Assistant to the Chair & Academic Appointments Coordinator in our department. 

photo of Sandra Sokoloff with award

Sandra began working at the University of Toronto in 2008 at the Dalla Lana School of Public Health and was later hired by Angela Colantonio in 2009 to work in her research lab. She eventually joined our department in her current role in 2016. 

“Receiving this Staff Impact Award in Administrative Excellence is really special to me, not only that my contributions are deemed worthy of this recognition within Temerty Medicine, but that my colleagues in the department saw fit to nominate me,” says Sandra. 

While she spends most of her time on administrative support, she is known to go above and beyond to support our department – she is involved with several departmental and extra-departmental committees, helps with event planning and is our go-to person for updating our website. You may even spot her behind the camera at our next event as she acts as our unofficial department photographer! 

Christie Welch nominated Sandra for the award after watching her step in and take on additional roles in the past year. “Sandra is hard working, professional, and supportive. Her dedication to excellence and attention to detail benefit the department on a daily basis, and while she would be a contender for this award in any year, last year our department was in need of an Interim Program Manager and Sandra rose to the occasion. She took on many new tasks and responsibilities and carried our department through a challenging time,” she says. 

While Sandra admits that taking on this new role was a bit overwhelming, she is grateful to have received help from colleagues who answered questions and were there to support her along the way. She notes, “It was a great experience to learn more about this role, and get to know our students more.”

“I am constantly rewarded in the work I do. Supporting faculty members as they succeed in their academic milestones gives me great pleasure and a great sense of accomplishment. Other moments of pride include supporting my administrative colleagues in the department and being considered a credible resource to my counterparts across the Rehabilitation Sciences Sector and in Temerty Medicine,” says Sandra. “I can’t imagine working with a better, more fun, kind and generous group of people.” 

The Award in Administrative Excellence is given out each year to honour an employee who has consistently shown exemplary dedication, exceptional performance, responsiveness and empathy, and have also made a significant impact on the success and growth of their department.

photo of Linna Tam-Seto presenting

In service of those who have served

When Canadian Veterans leave the military, they are leaving a health care system designed for them and their unique health needs. As they enter the civilian community, they enter the public health care system where they face long wait times and health care providers who often have little understanding of how military service can affect health and well-being. 

Assistant Professor in the Department of Occupational Science & Occupational Therapy, Linna Tam-Seto is working to better understand what public health care providers need to know and do to provide culturally competent care to Canadian Veterans.

She recently presented at the Canadian Institute for Military and Veteran Health Research forum, which brought together more than 800 researchers, policymakers, veterans and active serving members from around the world.

Her research has found that increased awareness of military culture among health care providers has a positive impact on the quality of health care Canadian Veterans receive. 

Tam-Seto notes that many people, including health care providers with limited experience working with veterans, have an antiquated image of what a veteran looks like and what their needs may be. “A small-town physician is not going to know about Veterans Affairs. They’re not going to know about service acquired injuries. They’re likely going to assume that every Canadian Veteran has PTSD.” 

Occupational therapists can play an important role in assisting Canadian Veterans through the transition to public health care and life after service. “Occupational therapy does a really good job at understanding identity and changes and how we can support individuals and systems,” she says. “We understand the impact on functioning because of change, like an injury or illness acquired during service.” 

Tam-Seto hopes her research will lead to better resources and training for health care providers, and improved care for Canadian Veterans. She says, “The reason why I’m motivated to do this work is that I’m doing this in service of those who have served us. Veterans put their lives on the line in service for our country and this is my way to support them and give thanks for the work that they have done.” 

Congratulations, Class of 2023!

Congratulations to the Class of 2023 on completing your Master of Science in Occupational Therapy degrees! We celebrate your perseverance and dedication, which have led you to this momentous achievement, and we know you will have a great impact on the world as you enter the next chapter as occupational therapists.

Six of our graduating students from our UTM and St. George campuses reflect on two years in the program and what they have planned for the future.

Riya Shah, co-valedictorian, UTSG

image of Riya Shah

Seeing clients go from a vulnerable, guarded state to laughing and engaging in meaningful activities again that is the true beauty of occupational therapy and it’s what I love about this profession.  

In school, I was astounded by the need to collaborate with my interprofessional peers and to learn that occupational therapy can be used in all areas of life. Most importantly, I reflected on the need for more people of colour in the health care community, and I am happy to contribute in a meaningful way through occupational therapy. 

I have been inspired by so many occupational therapists, all in different areas of work, and have had opportunities to advocate for the profession and vulnerable communities with the help of my faculty and peers. It has been so inspiring to learn and grow with my peers over the past two years. 

I plan on continuing to advocate for my clients and marginalized communities, and engage in a variety of occupational therapy roles, both clinical and non-clinical, to demonstrate the true essence and need for occupational therapy in my community.  

Antonia Bellefleur, co-valedictorian, UTM

image of Antonia Bellefleur

I was inspired to pursue occupational therapy because I appreciate the value placed on holistic care and addressing the person factors when providing therapy. Our occupational therapy lens is what makes us unique. 

I’ve learned so much these past couple of years. I didn’t know I had ‘spare parts’ — hurray for palmaris longus! I remember nervously preparing for our first initial interview with a mock patient. It’s wonderful to reflect on how far we’ve come since then. 

Now that I’ve graduated, I am currently working as an occupational therapist in acute hand therapy at a hospital and am excited to continue my learning in this field. 

Zoë Avril Smith, UTSG

image of Zoe Avril Smith

I was inspired to pursue a career in occupational therapy after working alongside several fantastic occupational therapists at the Centre for Addiction and Mental Health. I loved how their work was so tangible, holistic, and client-centered. 

During my time in the program, I was surprised to learn how many settings an occupational therapist can work in and how the number of opportunities continues to grow. 

I completed one of my clinical placements at Amar Seva Sangam, a non-profit rehabilitation centre founded and run by people with disabilities in rural South India. My experience here was so memorable and enriching. 

Since completing the program, I have taken some time to travel and visit family in Scotland. I’ve recently started looking for a job in mental health. Most of my career has been within the mental health and social service sectors, and I am passionate about supporting individuals with mental health issues. 

Kaitlyn Wagner, UTM

image of Kaitlyn Wagner

I was several years into a different career when I learned about occupational therapy and I immediately knew that it was the career for me. I wanted to work with people and use my skills to empower them to do the things they need to and want to do in their daily lives. Since then, I’ve been surprised to learn about how broad the scope of occupational therapy is and how many different settings occupational therapists can work in.  

During the past two years, I was extremely fortunate to have a variety of placements including acute stroke, community paediatrics, forensic mental health and a geriatric outpatient clinic, where I had the privilege of meeting many different clients. There is no better feeling than working with a client to help them overcome barriers and reach their goals.  

I am currently working for FunctionAbility in the community with clients who have traumatic and acquired neurological injuries and severe orthopaedic injuries. I find this work to be extremely meaningful and I look forward to continuously improving my clinical skills in this role.  

Niki Odorico, UTSG

image of Niki Oderico

I was drawn to occupational therapy because it’s multifaceted; addressing the physical, mental, cognitive, emotional and social aspects of people’s lives. I appreciate the diversity within the field and the opportunities to work with people from various backgrounds and age groups. 

While occupational therapy is often associated with hospitals and rehabilitation settings, I have learned that occupational therapists are equally well-suited to work with individuals, businesses, and communities to create safe environments that enable people to participate in their meaningful activities. 

Some of the most memorable moments in the program have been my fieldwork placements. I worked in the emergency department in a level one trauma hospital, in medicine and oncology inpatient units, in a men’s prison, and in a children’s hospital in Melbourne, Australia. Each of these placements pushed me to apply what I had learned in our lectures in distinct and innovative ways. 

Currently, I am a first year PhD student in the Rehabilitation Sciences Institute under the supervision of Nick Reed. Throughout my PhD studies, I am hoping to develop return-to-play concussion guidelines for children aged 3 to 12. Following my PhD, I would like to work as a clinician scientist and a professor in the field of occupational therapy. 

Kaila Jodoin, UTM

image of Kaila Jodoin

I have had the privilege of learning about occupational therapy from a young age as my mom has been an occupational therapist at my hometown hospital for over 30 years. I was inspired by her work growing up and the meaningful impact she has on her clients, so when it came to choosing my own career, becoming an occupational therapist was an easy choice to make.  

During the program, I have been able to work with amazing peers, many of whom I now call my closest friends. I will never forget the many hours spent working with my study group members throughout the program. These experiences have helped me to grow into the clinician I am today. 

The program, alongside Northern Ontario School of Medicine University, supported me in completing three fieldwork placements in my hometown in Northern Ontario. These opportunities allowed me to build connections in my home community and have led to my current job at my local hospital.  

My final fieldwork placement was a student-initiated Leadership, Emerging, Advocacy and Program Development (LEAP) placement at my local Community Paramedicine Program. Here I was able to create a new permanent occupational therapy role with hopes to expand this to other community paramedicine programs across the province.  

Jordan Higa and Amy Weisner help set youth up for success

image of Jordan and Amy

 

When Grace* found herself without a safe, stable place to stay, she turned to Covenant House Toronto, Canada’s largest shelter serving youth experiencing homelessness or sex trafficking.  

Youth at Covenant House, whether they are there to access short term shelter or the community drop-in programs, have access to a team of professionals to support them. Like other shelters and agencies, youth are assigned a caseworker and have access to mental health counselling, education and employment programs. Unlike at other youth shelters, Grace was given the opportunity to work with an occupational therapist. 

Jordan Higa and Amy Weisner (MScOT Class of ’22) are in-house occupational therapists at Covenant House, which established their roles after a previous student from our MScOT program completed a LEAP (Leadership, Emerging, Advocacy, Program Planning and Evaluation) placement at the shelter. Since then, the program has expanded into two roles: Higa works as the residential occupational therapist and Weisner is the community occupational therapist. 

Young people who come to Covenant House, like Grace, need caring support in order to transition from shelter to independent living. Youth who have experienced abuse and neglect often lack the necessary life skills to thrive on their own. When Higa and Weisner work with youth, their focus is on function — looking at their clients as whole people to help them figure out their goals and what it means for them to be functioning well. 

“The main need that we notice when youth are experiencing homelessness and crisis is that they are in survival mode, just trying to get to the next safe place,” says Weisner. “Once youth come here and their basic needs like food and shelter are met, we start asking ‘What does the rest of the day look like for you? How do you want to fill your time?’” 

“A lot of the youth that we work with have never really had the opportunity to sit down and ask themselves what they want to do, because they’ve been in crisis for so long,” Weisner adds. 

 

Residential occupational therapist  

When Grace came to Covenant House, she was given a bright, clean bedroom in the short-term crisis shelter — a place she could stay temporarily while she looked for long-term housing. Here, her physical needs were being met — a warm shower, daily meals, and a caseworker to help her navigate social assistance applications. But Higa, as her occupational therapist, also asked her: “What else can I help you with? What are the goals you want to work on?” 

“The goals I help my clients with are very much youth-led and based on whatever they feel is most helpful for them at that time. Our assessment and intake is really a lot of occupational interviewing and asking about different areas or life skills, and figuring out which ones are most important for them to use.” 

For Grace, a part-time college student, this meant managing a schedule and working on emotional regulation. Higa worked with Grace to build a daily schedule that incorporated her classes, mealtimes and routine sleep. She also offered Grace tools for managing emotions and setting healthy boundaries – both skills that Grace hadn’t been able to develop after years in a stressful living situation. 

 

Occupational therapy in the community 

Support from Covenant House doesn’t end when youth move out of the shelter. Weisner, as an occupational therapist, is available to support youth through this transition. “It’s so wonderful when our youth, who have been through a lot, move out into the community and into safe, reliable housing,” she says 

But in the transition from shelter to housing, clients have to figure out many things, she adds. At the shelter, their meals are all provided. So when clients secure a new home, Weisner asks if they know how to cook and grocery shop – tasks they may never have had the opportunity to practice. 

“When clients are in the shelter, there are a lot of activities that are planned throughout the day,” Weisner says. “So when they suddenly have a whole day to fill for themselves, I help them figure out what they want to spend their time doing and help them figure out how to do it.” 

For one of Weisner’s clients, Jesse,* everything seemed to be falling into place. Jesse had found a roommate to share a small apartment with and was about to start a new retail job downtown. But Jesse’s sensory issues meant that the subway, with its loud noises and overcrowded trains, was not an option for traveling to and from work.  

During one of their sessions, Weisner worked with Jesse on route navigation. Together, they took a trip on public transit, starting from Jesse’s apartment and going to the new workplace, following a route that could be taken without a subway. Weisner even secured a pair of noise-cancelling headphones so Jesse could block out surrounding noise and have a more peaceful, less overwhelming commute. 

 

Setting them up for success 

Covenant House was one of the first youth shelters to include occupational therapy as a service. “We are lucky to have a team here of wrap-around supports including case management, transition services, harm reduction, counselling, psychiatry and primary care services” says Higa.  

“What’s unique about our role is that we focus on the fun and function. We get to sit down with our clients to learn about what they want to do, and help them build these foundational skills to set them up for success.”   

*names have been changed for confidentiality 

Note: Weisner left her role at Covenant House in August, 2023 and is currently working as an occupational therapist at a complex care housing team in another province. 

Image courtesy of Covenant House Toronto.

 

 

 

 

Mentorship Course Connects Students with Occupational Therapists

 

Shone Joos, assistant professor, teaching stream, is part of a team which instructs the Mentorship and Interprofessional Education Course in the Master of Science in Occupational Therapy program, connecting our students with experienced occupational therapists who share their insight into the profession and support learner professional and interprofessional development.

“I was a mentor myself years ago and I’m still in touch with some of my mentees. I found the experience very transformative for me. You create a significant bond with your students – you get to hear their stories and watch them grow. I was so proud to see their development over their two years in the program,” says Joos.

About the Mentorship and Interprofessional Education Course

All students in the MScOT program are enrolled in this two-year course where they meet with an assigned mentor every two weeks during their academic terms. Mentors are experienced occupational therapists who work in varying practice areas – private practice, hospital, community organizations, research, etc. – and volunteer their time to support small groups of students.

One unique aspect of the mentorship course is the amount of time our students engage with their mentors. “There are other mentorship courses in different health care programs, but I really haven’t seen another one where mentees and mentors meet every two weeks across the whole program,” says Joos. Mentors spend two years watching our students grow – from their first days in the program to their final fieldwork placement.

Our mentor groups function like communities of practice where members feel a sense of belonging and safety. By creating a space for students to engage with experienced practitioners, students are better able to develop their professional identity.

Response to the course

The response to the course has been overwhelmingly positive from mentees and mentors alike. Our students appreciate the time spent with their mentors reflecting on their experiences, what they have learned and how they have evolved professionally throughout the program.

Working with a mentor allows our students to start building a network and a community. It helps our students to feel more connected to the profession and socializes them, so they are better prepared to begin working in the field.” says Joos.

If you are a practicing occupational therapist and are interested in mentoring our students, you can email Shone Joos at s.joos@utoronto.ca to learn more about the Mentorship and Interprofessional Education course.

A day in the life of a student occupational therapist

Sara Emira, Second-year MScOT student, U of T Mississauga

image of Sara Emira

 

 

What time do you wake up, and what’s the first thing you do in the morning?

Most days I wake up between 5 and 6 a.m. to pray and then sleep in until 7 or 8 a.m., depending on what time classes start that day. Wednesdays are protected research time this term, so I let myself sleep in until 9:30 a.m. My friends and I have a tradition of getting to campus 30 minutes before class and spending some time together before tackling all our commitments, which has been great for our mental health.

What classes are you currently taking? What have been your favourite courses in the program?

The first year of the program focused on building our clinical and scientific foundations. Second year is more focused on interventions and application. We also have a full-year research capstone course.

My favourite courses so far have been Neurological Foundations and Mental Health Foundations. In the Mental Health Foundations course, we had to plan and conduct a group therapy session for one of our assignments and it was a pivotal moment in my career journey.

As for this year, I’m really excited as I’m going to be conducting qualitative research on racism in the profession with one of my close friends. It’s a topic we’re both passionate about and we’re lucky to have amazing supervisors, so I can’t wait to see how this project unfolds.

Where was your most recent clinical placement and what is one thing you learned there?

My most recent fieldwork placement was at the Child Development Centre at Michael Garron Hospital where I worked within two programs – the neonatal follow-up clinic and the autism early intervention program. My biggest lesson was that sessions won’t always go as planned and that you have to learn to improvise on the spot. It was definitely stressful, but it helped me become much quicker on my feet. Handling babies was another learning curve, but the cuddles made the struggles worth it!

How do you manage your time and stay organized?

I use Notion to plan out my weekly commitments and try to keep my routine consistent from week to week. Doing this and tracking how much I accomplished each week helped me figure out how much work I can realistically get done in a day without burning myself out. I also try to summarize and review my class notes day by day so they don’t pile up.

What do you do to manage stress and maintain a work-life balance?

Each week, I have a designated “no work” day – typically Fridays after class – which I spend doing things I enjoy with friends and family. I also sign up for a sports league each semester to make sure I have a fixed athletic commitment each week.

What advice do you have for students who are just entering the program?

Have goals but also keep an open mind. I came into the program with a goal to eventually pursue a PhD and thought I wanted to be a pediatric or neuro occupational therapist. I’m so glad I didn’t limit myself to opportunities within pediatrics and academia because I’ve come to learn that I love the area of mental health. My other tip is to use your student status to your advantage. There are so many free resources that are available to you while you’re in school and it’s much easier to find mentors and support as a student, so try to explore some of those avenues when you have time.

Priya Bhardwaj, Second-year MScOT student, U of T Mississauga

image of Priya Bhardwaj

 

 

What time do you wake up, and what’s the first thing you do in the morning?  

As my commute to the Mississauga campus is an hour and a half, I typically wake up at 6 a.m. every morning to make my 9 a.m. classes. The first thing I do in the morning is stretch and listen to a YouTube video on anything I find interesting and then I eat and get ready for my day.

What classes are you currently taking? What have been your favourite courses in the program? 

My favourite courses in the program have been Neurological Foundations and Musculo-Skeletal Foundations. Both courses were quite engaging and readily applicable to real life situations. Having a foundational understanding of body mechanics and internal systems was quite valuable during placement as well.

Where was your most recent clinical placement and what is one thing you learned there? 

My most recent clinical placement was at Credit Valley Hospital in the inpatient stroke and neurological rehabilitation unit. It was rewarding to collaborate with patients and I learned how much creativity comes into play when figuring out ways to help patients re-engage in their daily occupations.

How do you manage your time and stay organized? 

The program is fast-paced and densely packed with material. I find myself heavily relying on a planner to organize assignment due dates, test dates and daily tasks that I must complete. I try to manage my time by breaking down assignments and into manageable pieces.

What do you do to manage stress and maintain a work-life balance?  

I set clear boundaries between school responsibilities and personal life. I try not to do any schoolwork past 8 p.m. and give myself time to relax before the next school day.

What advice do you have for students who are just entering the program? 

My advice for students who are just entering the program is to have fun, be curious, and do not be afraid to ask questions. I implore new students to explore what occupational therapy has to offer and work towards finding what population to provide healthcare to resonates with them.

Jenny Ying, Second-year MScOT student, U of T St. George

image of Jenny Ying

 

 

What time do you wake up, and what’s the first thing you do in the morning?  

When we don’t have early classes, I usually wake up at 8:30 a.m. and eat a quick snack before I head over to the gym. I find it really helpful to get some movement in right when I start my day as it helps boost my energy levels and helps me stay focused. When we do have 9 a.m. class, I get up at 7:45 a.m. and do my skincare routine as the first step in the morning (wear sunscreen everyone!). However, I wouldn’t be truthful if I omit the part where I go on my phone for 10 minutes right after opening my eyes.

What classes are you currently taking? What have been your favourite courses in the program? 

Currently, I am taking Enabling Occupations with Children, Enabling Occupations with Adults, and Enabling Occupations with Older Adults along with the other students in my OT2 cohort. We are also enrolled in a year-long research course where we conduct our own research projects with a partner. I am also taking a Healthcare Consulting course at the Rotman School of Management where I work in a small team with classmates from different graduate programs.

So far, my favourite courses in the program are Musculoskeletal Foundations for Occupational Therapy Practice and our Mental Health Foundations course. These classes expanded my understanding of anatomy and mental health in ways I hadn’t previously considered. As I enter Year 2, I believe the knowledge I gained from these courses has laid a strong groundwork for my future career as an occupational therapist.

Where was your most recent clinical placement and what is one thing you learned there? 

My most recent fieldwork placement was at Toronto Rehab – University Centre, where I worked in an in-patient multisystem and musculoskeletal rehabilitation unit. It was an immensely valuable learning experience with a lot of hands-on opportunities, which allowed me to gain more insight into the role and scope of occupational therapy.

The most important thing I learned there was that there is no better way to learn the profession than by diving headfirst into the field. My preceptor and the other amazing therapists were supportive and gave me a lot of guidance, but I was also given a lot of independence and responsibility. By being immersed in the professional environment, I was able to absorb a wealth of knowledge about occupational therapy that I would not have gotten if I was just observing from the sidelines.

How do you manage your time and stay organized? 

I religiously use Google Calendar and to-do lists to keep track of everything that needs to be done – I would not be this far in my academic career without it! I would also be lying if I didn’t admit that sometimes a bit of sleep is sacrificed in order to get everything done on time – I’m sure other students can relate.

What do you do to manage stress and maintain a work-life balance?  

In this program, I have met some of the most wonderful, kind, compassionate, and fun people that I have ever encountered, and I consider myself very fortunate to call many of them my friends! Since most of us are from out-of-town and living in a new city, we naturally end up spending a ton of time together. I find that my friendships and social connections really help me maintain a healthy work-life balance and handle the pressures of the program.

What advice do you have for students who are just entering the program? 

For many of us, we have had to work extremely hard in our previous programs to get here, so sometimes it’s easy to get caught up in the minutiae—like how you performed on an exam or the little details you missed on an assignment. My advice would be to not worry so much about grades and just focus on extracting practical insights from your learning and applying them in your future practice. Also, don’t forget to make time for fun experiences with your friends! These two years are going to fly by, and you’ll likely remember the blast you had with friends on the weekends more vividly than the hours spent inside working on papers.

Sarah Watson
, Second-year MScOT student, U of T St. George

image of Sarah Watson

 

 

 

 

What time do you wake up, and what’s the first thing you do in the morning?  

Typically, I wake up around 6 a.m. to get ready before commuting downtown. The first thing I do in the morning is make coffee (and drink a lot of it)!

What classes are you currently taking? What have been your favourite courses in the program? 

Currently, I am taking Enabling Occupation in Adults Part 1, Enabling Occupation in Older Adults Part 1, and Enabling Occupation in Children Part 1. My favourite course so far has probably been Neuroanatomy! I completed my bachelor’s degree in medical biophysics so I find the anatomy-based courses to be a steep learning curve but I’ve gained a surplus of knowledge.

Where was your most recent clinical placement and what is one thing you learned there? 

My most recent clinical placement was at Credit Valley Hospital in the Neonatal Intensive Care Unit (NICU) and Neonatal Follow-up Clinic. I had a fantastic preceptor who contributed to me absolutely LOVING this placement and reaffirmed my love for pediatrics. One thing I learned from this placement is the integral role that occupational therapy plays in bridging science and medicine with empathy and compassion. Working with new parents and engaging in emotional conversations enhanced my understanding of the therapeutic role that occupational therapists play.

How do you manage your time and stay organized? 

This is still a work in progress for me. I use my Google calendar religiously and slot in self-care activities as well as important classes and meetings (e.g. lunch with friends or gym time). I work two part-time jobs so I try to plan my week well in advance, if possible, and take it one day at a time.

What do you do to manage stress and maintain a work-life balance?  

As a commuter, I use my time on the train as regular “down-time” where I read a book or listen to a podcast without thinking about work or school. I have family and friends to spend time with when I’m stressed, and I often rely on fitness to manage stress. I also try my best to get adequate sleep — it is a work in progress!

What advice do you have for students who are just entering the program? 

Two years go by very fast! Relax and know that you will be successful even if you struggle on one or two assignments. Try your best to network and make connections on your placements, especially if you have a placement you really enjoy. Last but not least, enjoy the friendships you make in school…a lot of us have shared interests and it is great to learn from one another.