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Current news in OS & OT

Jeena Parmar brings OTA experience to the classroom

Jeena Parmar joined the Department of Occupational Science & Occupational Therapy in 2023 as a Classroom Teaching Support, assisting occupational therapy students in the classroom by setting up practice labs, supporting skill demonstrations, answering students’ questions and helping with the creation of training materials for students.

On top of her enthusiasm and welcoming smile, she brings more than 20 years of experience working as an occupational therapist assistant in rehabilitation settings to the classroom. She shares her journey from working in health care to education, and why she is an advocate for improving collaboration between rehabilitation professionals.

Tell me a little bit about your career as an occupational therapist assistant before joining our department.

My journey began many years ago in British Columbia. While working towards a degree in psychology, I discovered a new career path – the Occupational Therapist Assistant & Physiotherapist Assistant program. I admired that the profession encompassed a holistic view to help improve people’s quality of life from both an occupational therapy and physiotherapy lens.

My career as an occupational therapist assistant was set in motion as I explored the diverse settings I could work in. I spent time working in long-term care, inpatient/outpatient rehabilitation, paediatrics, psychiatry, orthopaedics, neurology and general medicine until I found myself in acute care at St. Michael’s Hospital in Toronto for more than 18 years. I specialized in the areas of cardiology, vascular surgery and coronary intensive care, where I received the Health Discipline Clinical Excellence Award.

As an advocate and leader in the profession, I have been recognized for my role as a preceptor and clinical instructor, and I am currently the Vice-Chair of the OTA/PTA Program Advisory Committee at Centennial College.

It has been exciting to be a part of a unique profession that continues to evolve and make strides through advocacy and research. Though my profession is not yet regulated, there is momentum to make this happen. After several conversations, occupational therapist assistants can now join the Canadian Association of Occupational Therapists and the Ontario Society of Occupational Therapists, allowing for a greater representation of the profession and recognizing the importance of being “stronger together.”

Tell me more about your role as our Classroom Teaching Support.

I believe innovation is important for the continued success of any organization and the experience I bring as an occupational therapist assistant has been beneficial to our students, faculty and staff.

I spend much of my day in the classroom, labs and workshops making sure the space is properly set up for our students to learn. I am available to answer students’ questions on lab techniques, procedures and protocols and help facilitate class discussions. Since I spend so much time in the classroom, I get to know our students well and provide continuity and consistency for them across their classes.

What unique experience do you bring to the classroom as an occupational therapist assistant?

As many of the occupational therapist assistant’s competencies align with the occupational therapist, the skills I bring to this role help create a climate of collaboration. I also help to bridge gaps in communication between the teacher and the learner, which can occur in large classrooms. These experiences are similar to the interactions between occupational therapists and occupational therapist assistants in the hospital and community environments.

As an occupational therapist assistant, I have developed keen observational skills, which help me recognize challenges before they develop into a problem – like what is working well and what is sustainable for the students.

Over the years, I have worked with many levels of students, and it is still so exciting to see their excitement and curiosity for the profession. Our students bring different lived experiences and backgrounds and naturally gravitate toward the aspects of occupational therapy they most relate to. I encourage them embrace new ideas while “thinking outside of the box.” We all have to be open to adaptations, which is representative of the profession.

Do you find, working with occupational therapy students and faculty, that there are any misconceptions about occupational therapist assistants?

There continues to be a limited understanding of the occupational therapist assistant’s abilities and how both the occupational therapist and occupational therapist assistant roles complement one another. There is uncertainty around individual responsibilities, which is why we need more education in the two roles.

As the occupational therapist assistant role has evolved, occupational therapist assistants and occupational therapists can come together to advocate for the profession and support one another for a successful exchange of ideas. We must see obstacles as opportunities to keep moving forward.

What are some of the most common questions students ask you?

Students ask me a lot of questions about the relationship between theory and practice. The building blocks can be hard to see at the beginning. It takes time to consolidate knowledge.

Bringing my diverse experience to the classroom allows me to facilitate and promote reflection and reflexivity on the several domains of occupational therapy.

What is your favourite part of your job?

Supporting an environment of collaborative learning! Through sharing my experiences, I provide a safe space for open conversations with students to encourage knowledge sharing and translation, which strengthens and promotes a sense of community in the classroom.

If we can inspire and empower our students at the ground level, they will enter the workforce with the tools for building relationships in an interprofessional team, especially with the occupational therapist assistant, and become effective leaders in the profession.

Since joining the department in the Classroom Teaching Support role, Jeena has been nominated by faculty members and students for an award recognizing her contributions to student learning.

Preceptor Spotlight: Robyn Chen Sang

Robyn Chen Sang (MScOT ‘18) is one of our many preceptors who share their time and clinical expertise to support our student occupational therapists during their fieldwork placements.

After five years of working as an occupational therapist, Robyn recently accepted the opportunity to supervise her first student occupational therapist. She shares what inspired this decision and what she learned from her experience as a preceptor.

Can you tell me a bit about what you do for work and your role in supervising student occupational therapists?

I work as an occupational therapist at SickKids hospital where I provide support for children experiencing neurodevelopmental, cognitive, and feeding and swallowing challenges. I recently volunteered to share preceptor duties with my colleague where I supervised a University of Toronto student occupational therapist on their first fieldwork placement. It was an honour to welcome them to the profession and offer mentorship and feedback as they practised and developed their clinical skills!

What influenced your decision to volunteer as a preceptor and welcome a student into your workplace?

I vividly remember my own incredible clinical preceptors and how much they contributed to the hows and whys of what I do in my practice today. I very much value their ability to create a safe learning space for me to develop confidence in my skills. When I was offered the opportunity to supervise a student, I accepted it with the goal of supporting the student in a similar way.

As a clinician at a teaching hospital, I was provided with preceptor training and many opportunities to support student learning. I was also fortunate to have the support of colleagues with a wealth of experience in supervising students.

What aspects of being a preceptor do you find the most gratifying? Do you have a memorable moment from your experience you’d like to share?

I find it rewarding to listen to students reflect on their clinical experiences, and then see them make changes to how they approach or analyze future situations. I once guided a student in developing daily reflection questions to help them get the most out of their placement. The student later said these questions helped them become more aware of their successes, challenges, and next steps. They also expressed their intention to continue this reflection practice in their future placements. Having a positive influence on a student’s journey is very fulfilling!

What are some common challenges or obstacles that students face during their clinical placements, and how do you support them through these challenges?

It can be challenging for students to navigate medically complex patient cases for the first time. I think there’s great value in showing students that it’s OK to not know everything — there are resources to learn.

When I show students my “never stop learning” attitude by asking thoughtful questions to our team, or researching unfamiliar diagnoses, I notice that students become more confident in asking their own questions and looking for ways to fill gaps in their own knowledge.

Why do you think it’s important for preceptors to offer their time to help train future occupational therapists?

A student’s fresh perspective, ideas, and curiosity about the ins and outs of the profession can be inspiring. Supervising students offers preceptors an opportunity to reflect on their clinical practice and improve their own skills and quality of care. Preceptors also play an important role in bridging the gap between theory and its practical application in clinical settings.

Janine Farragher awarded Canada Research Chair

Janine Farragher, an assistant professor in the Department of Occupational Science & Occupational Therapy, has been recognized with Canada’s highest research honour – a Canada Research Chair (Tier 2) in Life Participation and Kidney Disease.

Over the next five years, Farragher and her research team will explore how complications of kidney disease, like fatigue and cognitive impairment, affect everyday living, and whether approaches like cognitive rehabilitation and energy management training could improve their life participation and well-being.

Farragher hopes her research will lead to improved rehabilitative programs and services for people with kidney disease, which affects one in nine people worldwide.

Established in 2000, Canada Research Chairs are part of a national strategy to make Canada one of the world’s top countries in research. Chairholders aim to achieve research excellence in engineering and the natural sciences, health sciences, humanities, and social sciences.

Angela Colantonio receives JJ Berry Smith Doctoral Supervision Award

We are pleased to share that Prof. Angela Colantonio has received a 2024 JJ Berry Smith Doctoral Supervision Award from the School of Graduate Studies, which recognizes her outstanding performance in the multiple roles associated with doctoral supervision.

In her roles as a professor in the Department of Occupational Science and Occupational Therapy and director of the Rehabilitation Sciences Institute in the Temerty Faculty of Medicine, Prof. Colantonio inspires her students to achieve excellence in scholarship, fostering a strong sense of academic integrity.

Prof. Colantonio currently holds a Canada Research Chair (Tier 1) in Traumatic Brain Injury in Underserved Populations and leads an internationally recognized program of research integrating sex and gender considerations with a focus on female brain injury. She has led/co-led over 80 grants and authored over 300 publications and is extremely grateful for the contributions of so many dedicated and talented trainees she has had the honour of mentoring.

Join us for Graduate Research Day and Thelma Cardwell Lecture

The 2024 Graduate Research Day and Thelma Cardwell Lecture will be held in-person on June 19, 2024 from 9:30 a.m. to 4:15 p.m. ET at the Ontario Institute for Studies in Education (OISE), University of Toronto.

Research day will feature student presentations across nine themed breakout rooms, covering topics such as mental health, quality of life, aging and technology. Additionally, the day will feature the Thelma Cardwell Lecture. We are excited to announce that Ben Whittaker from the Centre for Sustainable Healthcare (Oxford, United Kingdom) will be presenting this year’s lecture, which will focus on the role of Occupational Therapists in supporting sustainable health care. Due to Mr. Whittaker’s position on air travel in relation to climate change, this year’s lecture will be delivered virtually.

To register for Research Day, click here.

Call for nominations for Alumni Achievement Awards!

Nominations are now open for the University of Toronto Occupational Therapy Alumni Achievement Award.

Please consider nominating a U of T OT alumni who exemplifies excellence in education, practice, scholarly activity and/or service. Nominees will be considered for the following categories:

Early Career (10 years or less since graduation from the U of T Occupational Therapy program)
Mid Career (11-29 years since graduation from the U of T Occupational Therapy program)
Legacy (30 years or more since graduation from the U of T Occupational Therapy program)

The award recipient will be announced and celebrated at the OS&OT Graduate Research Day and Thelma Cardwell Lecture on Wednesday, June 19, 2024.

To nominate a member of your alumni community for this prestigious award, OT Alumni Award Nomination Form to complete the online nomination form and upload the nominee’s abbreviated CV/resume (5 pages maximum).

You do not have to be a graduate of the program to nominate, so please share this call widely with those in your network.

The deadline for submission is June 3, 2024. For more information, visit the award page or contact Mary Forhan at mary.forhan@utoronto.ca

Thank you for contributing to this process and for acknowledging the achievements of our alumni. We look forward to celebrating this year’s winner with you.

Harjot Kaur Shoker receives U of T Student Leadership Award

Congratulations to second-year MScOT student Harjot Kaur Shoker on receiving a Student Leadership Award from the University of Toronto!

During her time in the program, Harjot has played a pivotal role in enhancing the student experience for her peers as a member of the Student Affairs Committee.

Harjot has generously volunteered her time to attend and present at our open house for new students where she enthusiastically welcomed incoming students and shared her experience in the MScOT program at the Mississauga campus.

“Harjot is an outstanding student leader as demonstrated by how she engages students throughout the university,” says Priya Sivathason, the program manager in the department of occupational science and occupational therapy who has worked closely with Harjot at information sessions and orientation events. “Throughout her time in the program, Harjot has been a passionate advocate for academic excellence, embodying the qualities that make her an outstanding candidate for this award.”

We are grateful for all of Harjot’s contributions to our department and Temerty Faculty of Medicine.

Congratulations, Harjot, on this wonderful achievement!

About the Award

The University of Toronto Student Leadership Award (UTSLA) continues the spirit of the retired Cressy Award. Recipients of the UTSLA join the distinguished community of past Cressy Award recipients in being honoured for their exemplary leadership and volunteer service to U of T.

Congratulations to 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.

Assistant Professor, Tenure Stream Opportunity in OS&OT

Assistant Professor – Occupational Science and Occupational Therapy

The Department of Occupational Science and Occupational Therapy, in the Temerty Faculty of Medicine at the University of Toronto, invites applications for a full-time tenure stream position in the field of occupational science or occupational therapy. The appointment will be at the rank of Assistant Professor with an anticipated start date of October 1, 2024.

The successful candidate will have a program of research and teaching experiences with a focus on critical current issues relating to occupational science or occupational therapy. The successful candidate’s scholarship will situate occupation as a key determinant of health and well-being across their program of research and creative professional activities.

The successful candidate must have a PhD in occupational science, occupational therapy, rehabilitation science or a related field and will have completed a minimum of one year of post-doctoral experience in the form of a fellowship or equivalent. In addition, a degree in occupational therapy from a World Federation of Occupational Therapists (WFOT) approved educational program is preferred. Applicants with a degree in occupational therapy will be required to register with the College of Occupational Therapists of Ontario. The successful candidate will be expected to establish and pursue an innovative, independent and competitively funded program of research.

Visit the University of Toronto Careers website for the full job description and instructions to apply for Assistant Professor – Occupational Science and Occupational Therapy (Req. ID: 34065).

Diversity Statement
The University of Toronto embraces Diversity and is building a culture of belonging that increases our capacity to effectively address and serve the interests of our global community. We strongly encourage applications from Indigenous Peoples, Black and racialized persons, women, persons with disabilities, and people of diverse sexual and gender identities. We value applicants who have demonstrated a commitment to equity, diversity and inclusion and recognize that diverse perspectives, experiences, and expertise are essential to strengthening our academic mission.

As part of your application, you will be asked to complete a brief Diversity Survey. This survey is voluntary. Any information directly related to you is confidential and cannot be accessed by search committees or human resources staff. Results will be aggregated for institutional planning purposes. For more information, please see http://uoft.me/UP.

Accessibility Statement
The University strives to be an equitable and inclusive community, and proactively seeks to increase diversity among its community members. Our values regarding equity and diversity are linked with our unwavering commitment to excellence in the pursuit of our academic mission.

The University is committed to the principles of the Accessibility for Ontarians with Disabilities Act (AODA). As such, we strive to make our recruitment, assessment and selection processes as accessible as possible and provide accommodations as required for applicants with disabilities.

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

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 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

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.