Research Article  |   October 2015
Perspectives on the Use of Standardized Parents to Teach Collaboration to Graduate Occupational Therapy Students
Author Affiliations
  • Susan M. Cahill, PhD, OTR/L, is Associate Professor, Occupational Therapy Program, and Associate Director, Doctorate of Health Sciences Program, Midwestern University, Downers Grove, IL; scahil@midwestern.edu
Article Information
Education of OTs and OTAs / Pediatric Evaluation and Intervention
Research Article   |   October 2015
Perspectives on the Use of Standardized Parents to Teach Collaboration to Graduate Occupational Therapy Students
American Journal of Occupational Therapy, October 2015, Vol. 69, 6912185040p1-6912185040p7. doi:10.5014/ajot.2015.017103
American Journal of Occupational Therapy, October 2015, Vol. 69, 6912185040p1-6912185040p7. doi:10.5014/ajot.2015.017103
Abstract

OBJECTIVE. Pediatric occupational therapy practitioners interview parents on a daily basis to gain important patient information and develop collaborative intervention goals. A standardized parent experience was developed to help master’s-level occupational therapy students gain the skills needed to interview parents after their child’s traumatic injury. This article describes the pedagogical approach used to develop the standardized parent experience and reports the students’ general perspectives related to this assignment.

METHOD. Outcome data were collected through focus groups (n = 9) and document review (n = 12) and then analyzed for themes.

RESULTS. Two main themes emerged from the data: It felt real and It helped me to think deeper.

CONCLUSION. A standardized parent experience may help occupational therapy students develop the habits of mind associated with collaboration.