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Current news in OS & OT

400 guests attend Graduate Student Research Day

Last month, we held our annual Graduate Student Research Day. Nearly 400 people attended in-person to watch our second-year occupational therapy students present their research projects on a range of incredible topics focused on occupation, occupational therapy and occupational science.

Several People’s Choice awards were given out for the best presentation in each of the following categories.

Best Overall Presentation (2) – Jenna Westra & Mahshad Ashraf-Zadeh, “Co-creating a concussion education toolkit for Special Olympics Canada athletes” and Sophie Weaver & Larissa Chan, “A Cross-Sectional Study on the Participation of Children with Congenital Hand and Upper Limb Differences: Psychological, social, and physical determinants”

Occupational Science/Therapy Award – Souraiya Kassam & Emi Wong, “Identifying success indicators of discharge to community care and self-management within young adults with chronic pain: A qualitative descriptive study”

Aging and Caregiving Award – Saghar Baqizada & Bradley Wilson, “The influence of Dharmic religious practices at the End-of-Life: A scoping review”

Quality of Life Award – Emily DeHaan & Hannah Eborall, “Behind the Camera: A scoping review on using photo methods in research with people with Intellectual Disabilities”

Mental/Brain Health Award – Briana Bortolin & Anna Colebatch, “Yoga as a modality in occupational therapy for adults with mood disorders: A systematic review”

Pediatrics Award – Shazeen Alam & Sandy Brassel, “Evaluating the effects of the i_SibworkS virtual cognitive-behavioural program on social support in siblings of children with disabilities”

Musculoskeletal (MSK)/Upper Limb Award – Allyson Hodder & Isabelle Bhola, “Examining Clinician Experiences Using the Web Based Version of the Prosthetic Upper Limb Functional Index (PUFI-2) in Clinical Use”

Cognition and Everyday Life Award – Vanessa Fan & Anna Krosinski, “Out-of-home experiences of people with dementia”

Health Services and Supports Award – Vania Wu, “Aligning ‘cultural humility’ to occupational therapy practice: A scoping review”

Technology and Environment Award – Tetyana Ali & Amira Hegazi, “Exploring the child and family experience of the Clinical Brain Computer Interface Program”

Thelma Cardwell Lecture

In the afternoon, we held our annual Thelma Cardwell Lecture. This year’s keynote speaker was Prof. Carrie Anne Marshall, assistant professor, School of Occupational Therapy, Western University whose research focuses on intersections between poverty and mental well-being with a particular focus on homelessness among persons living with mental illness and substance use disorders. The title of Prof. Marshall’s talk was “Time use and well-being in an age of inequity: A call to action for occupational therapy.“

Prof. Marshall delivered a thought-provoking lecture emphasizing the need for poverty and homelessness to be in the purview of occupational therapy. She noted that “homelessness and inadequate housing affect how a person can participate in meaningful activities, and how they are able to function in their daily lives.”

Prof. Marshall urged occupational therapists to take action by advocating for evidence-based approaches and listening to and working with people with lived experience with homelessness.

The Thelma Cardwell Annual Lecture was established in 1997 under the leadership of Judith Friedland, by the friends and family of Thelma Cardwell, her professional colleagues, and the Canadian Occupational Therapy Foundation to honour one of occupational therapy’s most prestigious alumna, Thelma Cardwell.

Alumni Achievement Awards

This year at Graduate Student Research Day, we gave out an all-time record of four alumni achievement awards. These awards recognize alumni of the occupational therapy program who exemplify excellence in education, practice, scholarly activity and service.

Ellen Yack (Class ‘79) is the recipient of this year’s Legacy Alumni Achievement Award. Today, Ellen is the Director of Ellen Yack and Associates, serving in both management and direct service provider roles. The business now employs 12 occupational therapy associates delivering services to children and their families. Ellen has shown commitment to ongoing professional development and education and shares her knowledge of the day to day lived experiences of families, the issues that arise in the range of everyday occupational environments of children and current literature and scholarship through various parent and teacher workshops.

Emily Ho (Class of ‘97) is the recipient of the Mid-Career Alumni Achievement Award. Emily has been an Occupational Therapist at The Hospital for Sick Children since 2001, where she holds clinical and research appointments. She has demonstrated her commitment to lifelong learning and education. After graduating from the BScOT program, she completed an MEd in Developmental Psychology and Education, and later a PhD, and now works in our department as an assistant professor where she has supervised several MScOT students. In 2020, Emily received the Award for Excellence in Research Supervision recognizing her commitment to going above and beyond to inspire and challenge her students. Throughout her career, Emily has also published 30 research papers with a focus on upper extremity function and participation in young people with musculoskeletal conditions.

Jennifer Ho (Class of ‘06) is a recipient of the Mid-Career Alumni Achievement Award. Jennifer exemplifies the areas of service and practice in occupational therapy through numerous achievements and roles throughout her career in the public sector. In her current role as a director at Ontario Health, she has supported the Ministry of Health and Ministry of Long-Term Care with pandemic planning and implementation of emergency services. Jennifer is also an active board member at Autism Canada, where she advocates for proper access to funding and resources for individuals on the spectrum.

Jenni Diamond (Class ‘17) is the recipient of this year’s Early Career Alumni Achievement Award. After graduating, Jenni joined the Neurology Centre of Toronto (NCT) as their first occupational therapist where she developed and implemented a new program for concussion rehabilitation. Since then, Jenni has become the director of the occupational therapy program where she oversees a team of five other occupational therapists. Jenni also helped create NCT’s Concussion Care Team – an interdisciplinary team with expertise in concussion rehabilitation and management. In the short time since Jenni’s graduation, she and her team have provided services to thousands of patients recovering from concussion and persistent concussion symptoms.

Six faculty members receive recognition awards for their contributions

Last month at the Rehabilitation Sciences Institute’s (RSI) Research Day, six of our faculty members received recognition awards to honour and celebrate their outstanding contributions to student learning, leadership and support for their colleagues.

Emily Nalder received the Dr. Patty Rigby Award for Early Career Excellence in Supervision and Mentorship.

Nick Reed received the Dr. Dina Brooks Award for Continuing/Sustained Excellence in Graduate Student Supervision and Mentorship.

Rosalie Wang received the RSI Teaching Award.

Sarah Munce and Alison Novak, who are both cross-appointed to the department, received RSI Faculty Service Awards.

Sander Hitzig received the RSI Peer Mentorship Award.

Judith Friedland reflects on her life and career in new memoir

Judith Friedland has worn many hats throughout her life. After earning her diploma in physical and occupational therapy from the University of Toronto in 1960, she went on to work as an occupational therapist, marry and become a mother, earn a PhD, and teach in the department of occupational therapy at U of T, moving through the ranks from lecturer up to professor and department chair.

In her recently published memoir, There Was a Time for Everything, Friedland reflects on her life and career, and how she has spent her time post-retirement. She spoke with writer Rachel LeBeau about the book and some of its themes, and the process of writing and editing.

What inspired you to write There Was a Time for Everything?

After I published my book on the early history of occupational therapy in Canada (Restoring the Spirit), I realized that I had more to say and that writing a book was doable. I thought that my life was a bit unusual and thought it could be good to write a memoir. The editor of that first book agreed and suggested I start by writing some vignettes about what I had found to be significant in my life. I started writing in 2014 and then the book took on a life of its own. I got into all these themes – my mother dying when I was very young and the issue of feeling “other” from that point on, being Jewish in non-Jewish schools and work communities, and my education and work in a little-known profession. But there was also a theme that was common to many women of my generation. After marrying young and supporting my husband in his academic career and enjoying motherhood, I soon wondered, “Where am I going to be after all this?” That story seems to resonate with many women but is one that we never read about. We know about women who’ve done amazing things, but we don’t know about ordinary women and all the things that we do in our lives. So, I thought my story was worth telling.

In your memoir, you write about having it all – what does “having it all” mean to you?

In my view, the part that follows “having it all” is “just not all at once.” Anyone trying to have it all has to give up something. I was lucky in the way my life unfolded. I really thoroughly enjoyed being a wife and mother, building a home and all that went with it. I would not have given that up for a minute. But once my three children were all in school, I was able to go back to work part-time and back to school part-time, and, after about five years of clinical work, start my academic career. It all just seemed to work out so that at the end of the day, it seems to me that I’ve had it all.

What did you learn about yourself as you went through the process of reflecting on your life to write this memoir?

I think I learned more about myself as I was editing than when I was writing. In those later stages of editing, I had to keep asking myself, “Is this an important part of my story, does it add to what I want to say, is it necessary?” For example, in describing my time in high school, I had initially named a teacher and at the end, I took his name out. It wasn’t necessary to name him, and it could be hurtful. That was an interesting exercise. I also thought some of the stories I wanted to tell weren’t the most flattering about me, either, but I thought I should share them anyways because they are real life, so I left them in. And I wrote about getting knocked down and getting back up and that made me realize that I knew how to persevere. So that was a good thing I learned about myself.

How do you think your career as an occupational therapist has shaped your life?

Most of my practice, my teaching and my research have been within the mental health and psychosocial field, and I carry a lot of that around with me. The other day I went for coffee with a friend who had just had a fracture from a fall. The fact that we were out doing something social was good for her because she can’t go out by herself right now and I know how important it is to her recovery to have social support and not feel isolated. Adjusting to whatever life has in store is something I guess I picked up early on and I think it has stayed with me, no matter what I’ve done in my life and career.

The other thing I learned, especially working in mental health, is the importance of interpersonal relationships. You don’t really get anywhere in health care without having a good relationship with the person you’re trying to help. That mindset has always stayed with me in my role as an administrator when I was the chair of my department, and in my interactions with family.

What advice do you have for young women entering the workforce, especially health care, today?

My advice is to try to find a job that you think will engage you; something where you can learn and grow. If it’s in health care, you need to go in with an open mind and try to understand the system – but when you do see what you perceive as unjust, do what you can to change it. Throughout my career, I have seen the undervaluing of women and their work and it’s something that needs to be challenged. That has been true whether I was in health care or academia. There have been salary inequities, promotion inequities, funding inequities, and so on. Health professions, in general, are amazing professions – they’re stimulating and you learn something new every day. You are also signing on to help make change – not only in the world of the patients you are working with but also in the larger society.

I would encourage women not to worry too much about taking on multiple roles or changing roles. You can get a lot of satisfaction from experiencing different things in life – whether that’s pursuing a career, continuing in school, being a wife and mother – these can all lead to fulfillment. It’s ok to do different things. You don’t need to take a linear approach to life.

How has occupational therapy changed over your career, and what trends do you see emerging in the future?

Occupational therapy has changed in some ways – and not at all in others. Our roots became firmly established during World War I and are now stronger than ever. We still focus on the centrality of occupation, on what people need to do and want to do in their lives to bring or maintain meaning. We still work with patients to help them find ways to cope and manage after illness, injury, or disability. Medicine and health care have changed throughout my career in so many wonderful ways, especially in acute care, but at the same time, I think we’ve lost some of the broader picture and don’t appreciate the importance of helping people adjust to their altered circumstances and prevent further health issues. I like to think that the health care system will soon understand the essential roles played by various members of the health care team, including occupational therapists, in facilitating that adjustment.

There is a lot of great progress being made within occupational therapy. I’m particularly proud of my profession and how it is taking on broader social issues, for example, how our occupational lens is helping to address homelessness or mental health in the workplace. Occupational therapy students are learning more about health inequities and how our work contributes to improving lives of vulnerable populations.

Is there anything else you want readers to know about your book?

I want them to know that the content will be of interest not only to occupational therapists but to a wide variety of readers. Some will enjoy the historical look at life in Toronto in the 1940s and 50s and what it was like for me growing up in that time. Others may be interested in my years at the university as a student and faculty member, or my stories of married life. I think many will be interested in the gender issues at play and the feminist lens I have used in describing my life. I’ve had feedback on the book from women old and young who seem to relate to my story, and also some from husbands who admit they didn’t realize the impact of the imbalance in their relationships. There’s a lot about aging and so-called retirement and travel and gardening, and, of course, family.

You can find Judith’s book, There Was a Time for Everything: A Memoir, through the University of Toronto Press and in bookstores and libraries.

Inaugural International Forum on COVID Rehabilitation Research

The Rehabilitation Science Research Network for COVID held its inaugural International Forum on COVID Rehabilitation Research on Friday, April 21, 2023 at the University of Toronto.

The Network, co-led by Jill Cameron and Kelly O’Brien, led the planning and implementation of this Forum. This hybrid (online and in-person) event brought together over 250 people from over 20 countries to hear from more than 20 guest speakers who presented emerging evidence in COVID rehabilitation, spanning acute COVID to Long COVID.

Attendees included persons with lived experiences, clinicians, researchers, policy stakeholders, representatives from community-based organizations and funders who contributed to the rich discussions.

The Forum aimed to exchange knowledge of COVID rehabilitation research and practices between international experts and disseminate knowledge far and wide. The Forum also provided opportunities to establish new and strengthen existing research collaborations and partnerships in the field of COVID rehabilitation. Throughout the course of the day, attendees engaged in discussions about perspectives on emerging issues and research priorities in COVID rehabilitation. These priorities will help to guide the future activities of the Network in the year ahead.

The Forum included a keynote presentation from Todd Davenport, Professor and Vice-Chair in the Department of Physical Therapy at the University of the Pacific in Stockton, California, on his instrumental work on safe rehabilitation for people living with Long COVID. A second keynote included a discussion panel comprised of community leaders who shared their experiences in COVID rehabilitation research. Embedded within the keynotes were two research evidence sessions, with five speakers each, who shared current research related to disability, rehabilitation approaches and interventions, and models of care in the context of acute and Long COVID.

This Forum, funded by Temerty Faculty of Medicine, was a collaboration with the multiple partners and members of the Network who have been instrumental in advancing evidence and practice in COVID rehabilitation, including Long COVID Physio, the Rehabilitative Care Alliance, Patient-Led Research Collaborative, and FISIOCAMERA.

Find more information about the Forum, including links to the video recordings from the speaker sessions, online.

Nick Reed, Associate Professor, awarded tenure

The department of occupational science and occupational therapy is pleased to announce that Nick Reed has been awarded tenure, effective July 1, 2023.

Prof. Reed joined the department in 2019 as an associate professor and currently leads the OAK Concussion Lab, which explores concussion outcomes, advocacy and knowledge. Prof. Reed’s work focuses on developing, delivering and evaluating research, educational and clinical programming specific to youth and concussion.

Recently, Prof. Reed was awarded the Dr. Dina Brooks Award for Continuing/Sustained Excellence in Graduate Student Supervision and Mentorship from the Rehabilitation Sciences Institute at the University of Toronto for his dedication to enhancing graduate student learning.

Congratulations, Nick, on this major milestone achievement in your academic career! We are proud to have you as part of our faculty.

Alumni Spotlight: Elizabeth Pezzutto (Class of 2022)

What inspired you to pursue a career in occupational therapy?

I was attracted to how occupational therapists recognize the importance of considering all domains of health in the promotion of health and well-being. I previously worked in clinical settings as an assistant and my favourite part was watching patients improve and eventually meet their goals to participate in activities that were meaningful to them. I knew that this was the essence of occupational therapy, and this inspired me to work in a profession that directly and meaningfully impacts people.

What have you been doing since graduation?

I am currently working in acute care as an occupational therapist at Grand River Hospital in Kitchener, Ontario. I work on various units including medicine, surgery, stroke and the emergency department. I have also continued to work on my graduate research project. My project is a sub-study under a national study which explores the roles that occupational therapists can play in advance care planning conversations.

What were some of the most valuable skills and knowledge that you gained during the program, and how have you applied them in your work?

The program helped me to further develop two valuable skills; problem-solving and critical thinking. There is no one-size-fits all solution for the clients I work with. In order to enable my clients to achieve their goals, I need to figure out strategies that are unique to each patient’s characteristics, needs and circumstances.

What will you remember most about your time in the program?

A major highlight of my journey was meeting so many wonderful, like-minded people who are passionate about positively impacting the lives of people. This includes my peers and the other health professionals I had the opportunity to work with on my placements. I learned a great deal from them and I am grateful for the lifelong friends I’ve made throughout my time in the program.

What advice do you have for incoming students?

There are so many avenues you can take as an occupational therapist. You can work in hospitals, schools, insurance, government, non-profit organizations, mental health, community settings, technology and so many more! Do not limit yourself to only thinking that occupational therapists work in traditional clinical settings. There are so many ways you can apply the skills and knowledge you gain throughout the program to positively impact individuals, communities and populations.

Photo credit: Julia Soudat

In Memoriam: Patti Fleury

Alumna Patti Fleury (seated, at centre) was among the first group of alumni members of Governing Council, pictured in 1972. (Photo: Robert Lansdale Photography)

It is with great sadness that we mourn the passing of Patti Fleury (Philip), an alumna of the Physical and Occupational Therapy program at the University of Toronto.

After receiving her diploma in Physical and Occupational Therapy in 1958, Patti remained involved with the university and was among the first ever group of alumni to join U of T’s Governing Council in 1972. She served as an alumni governor from 1972 to 1978, serving on the Academic Board from 1973 to 1976 and on the Planning and Budget Committee from 1975 to 1978.

Patti was committed to advancing the interests of U of T’s students and alumni and was an active member of the U of T Alumni Association from 1968 to 1979.

Patti advocated for the Physical and Occupational Therapy program to become a degree program and in 1982, she graduated from U of T with a Bachelor of Science in Occupational Therapy.

“Patti displayed unwavering passion for her career, and she will be remembered for her impact on the rehab sciences programs at U of T, paving the way for students today and tomorrow,” says Mary Forhan, Chair of the Department of Occupational Science & Occupational Therapy.

The departments of Occupational Science & Occupational Therapy and Physical Therapy extend their condolences to Patti’s friends and family, as well as her former classmates and colleagues.


Physical and Occupational Therapy Class of 1958 class photo.	Graduation photo of P.L. Philip from 1958

Announcing New Faculty Member in the Department of OS&OT

The Department of Occupational Science & Occupational Therapy is excited to welcome Linna Tam-Seto as an Assistant Professor, Community and Global Mental Health starting July 2023.

Prof. Tam-Seto is a registered occupational therapist and has experience working in child, adolescent and family mental health and supporting evidence-based professional practice. She received a Ph.D in Rehabilitation Science from Queen’s University. Her research interests include understanding the health and well-being of Canada’s military members, veterans, public safety personnel and their families with a focus on life transitions and changes.

Interested in Being a Mentor?

Join us as an OT mentor and make a lasting impact on future Occupational Therapists!

Q: What is the OCT 1190Y Mentorship course?

A: Mentorship and Interprofessional Education (IPE) (OCT1190Y) is a 2-year, 6-term course. As a mentor, you’ll work with a small group of students to enhance their communication and reflective practice skills while supporting their professional growth in a collaborative learning environment. You’ll play a crucial role by facilitating a space for students to examine and improve their attitudes, behaviours, and skills, contributing to their growth as future occupational therapists.

Q: What are my responsibilities as a mentor?

A: The mentorship program offers a rewarding opportunity for occupational therapists to assist in the development of students’ professional identity. Effective facilitation skills are essential for mentors to guide students and provide an environment that encourages risk-taking and personal growth. The Mentorship and IPE course is an excellent opportunity for OTs who wish to enhance their leadership skills and increase their involvement in the university curriculum. By participating in this program, you can positively impact students’ lives while advancing your professional growth.

Q: What is the time commitment?

A: Mentorship groups meet for 90 minutes approximately every 2 weeks (and do not meet when students are on fieldwork placements). There are 12-14 sessions during Year 1 and 13 sessions in Year 2 (~50 to 55 contact hours over 2 years).

Tell us about your interest in being a mentor and to get more information about the role by filling out the form.

Contact Daniela Testani for more information: daniela.testani@mail.utoronto.ca, and download the poster to learn more.

Exploring virtual reality as a teaching tool in occupational therapy

We are always looking for opportunities to bring new technology into the classroom and make learning more engaging for our students. Virtual reality, or VR, is an emerging technology that has the potential to be used in classrooms as a teaching tool to help students ‘feel’ the content.

Last month, our second-year MScOT students at both the Mississauga and St. George campuses participated in a research study to understand if and how virtual reality can be used to supplement or improve the traditional curriculum.

Students trialed four different virtual reality modules using four different technology options:

A 360° video designed to teach compassion as students see a video from the point of view of a COVID-19 patient receiving bedside care.
An animated interactive scenario where students practice assessing a patient in a hospital bed.
An anatomy learning module about the spatial relationship between upper limb bones, muscles and nerves.
A 360° video that teaches students about research planning during a team meeting.

After completing each module, students were asked to share their reflections and feedback on where in the OS&OT curriculum VR would be best used to improve student learning outcomes. This study was led by faculty members Andrea Duncan, Behdin Nowrouzi-Kia, and Emily S. Ho from OS&OT and Heather Thompson from Nursing. Faculty shared that students were enthusiastic to try out VR headsets and provide feedback to help future OS&OT learners.
So, will future students be purchasing VR headsets in lieu of textbooks? TBD. While VR is a promising technology and may be a great tool to bring lessons to life in the classroom, Andrea said they are still evaluating if it leads to better understanding of course material.