![]() The second unit covers range of motion, goniometry, manual muscle test (MMT), and vital sign assessment. ![]() Unit one of this course introduces documentation, biomechanical principles, bed mobility, and functional transfers. Movement components of occupation is a skills-based course taught in the Spring of the 1 st year. Each lecture and laboratory includes 42.5 total contact hours over a semester. All classes discussed are traditionally taught in person. Currently, the Master of Science in OT program requires 2 ½ years of coursework and clinical training and accepts 28 students annually. WSSU and the School of Health Sciences have been an integral part of this transition by producing diverse graduates from Nursing, OT, and Physical Therapy programs. Since this time, the City of Winston-Salem has transitioned from an agriculturally based economy to a medical hub that is home to two large health systems. Winston-Salem State University (WSSU) is a Historically Black College and University founded in 1892 as Slater Industrial Academy in Winston-Salem, North Carolina, United States. Reflections and feedback from the authors and students are provided. Three professors will provide a brief overview of their university and the classes they teach and then discuss the techniques and resources they used to present course content, complete laboratories, clinical competencies, and practicums. While many instructors may feel unprepared to offer classes in a virtual format, there are many resources and tools available to assist them. There is limited information in the literature of the impact of COVID-19 on OT education. Creativity and flexibility were required to ensure that the quality of education was not sacrificed. This was especially challenging for programs such as occupational therapy (OT), which often require hands-on practice and skillset development. In many cases, course content intended to be delivered in person had to be presented virtually. This switch required educators to be creative and innovative in how they presented course material, in addition to ensuring that learning objectives were being met. , About 89.4% of enrolled students, roughly 1,542,412,000 people in 185 countries were impacted by the virus. Available from: Ĭoronavirus disease 2019 (COVID-19) forced many educational programs to switch from providing classes in an in-person format to a virtual format. Innovative strategies for occupational therapy education delivery during corona virus disease 2019 and beyond: A perspective. How to cite this URL: Sen SK, Collins ME, Ingram CD. ![]() How to cite this article: Sen SK, Collins ME, Ingram CD. Keywords: Corona Virus Disease 2019, Occupational Therapy, Online Clinical Competencies and Practicums, Online Education, Online Laboratories, Technology The insights gained from this experience have helped the instructors to improve their knowledge of technology, increase their flexibility, and design their courses in innovative ways. Feedback from the students validated that the educational format used was beneficial to them in furthering their knowledge. Technologies utilized in the delivery of these courses are provided with an emphasis on what worked best for different classes. In addition, strategies are provided on how to conduct lectures, laboratories, and clinical competencies and practicums across eight courses. This perspective provides an insight into what three instructors in a Master of Science in Occupational Therapy program in the United States did to overcome these challenges and provide quality education to the students. Coronavirus disease 2019 posed a challenging situation for all educational programs. ![]()
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