OTR 630 Clinical Research- syllabus 2016-1

BARRY UNIVERSITY COLLEGE OF HEALTH SCIENCES OCCUPATIONAL THERAPY PROGRAM COURSE SYLLABUS COURSE TITLE: Introduction to Clinical Research COURSE NUMBER: OTR 630 INSTRUCTOR: SEMESTER/YR: Spring OFFICE: Belkis Landa-Gonzalez, Ed.D, OTR/L Evelio Velis, MD, PHD Adrian 215 CREDITS: TELEPHONE: (305) 899-3213/3222 CLASSROOM: WA 104 E-MAIL: bgonzalez@barry.edu HOURS: Saturdays: evelis@barry.edu 1:00 - 5:15PM OFFICE HOURS: Weekends before/after class (+ 36 hours practicum) Weekdays by appointment _ _ COURSE DESCRIPTION: Overview of the research process, quantitative and qualitative methodologies and of basic descriptive and correlation statistical analysis used in clinical research The course includes hands-on experience with proposal development, data collection and analysis ALIGNMENT WITH UNIVERSITY MISSION: This course supports the Barry University’s commitment to Knowledge and Truth by providing students with an opportunity to advance their knowledge about the process of research from conceptualization to dissemination This content is identified as a core requirement delineated in professional standards required to becoming evidence-based, culturally competent practitioners Through facilitated collaborative activities with faculty and peers, such as critically appraising the literature and the development, administration and analysis of an in-class pilot survey, students develop an appreciation for the value of scientific inquiry and the pursuit of truth while reflecting on the commitment of Inclusive Community and Collaborative Service and the role of occupational therapy as a healthcare team member and advocate for sound quality care The core commitment of Social Justice is considered through the appraisal of factors that influence research funding and the questions that affect vulnerable populations Furthermore, students begin to conceptualize the topic for their graduate project which aims to foster the service needs for an underserved client population COURSE OBJECTIVES: Upon completion of this course, the student will be able to: Articulate the importance of research, scholarly activities and evidence-based practice for the profession of occupational therapy (B 8.1) Discuss foundational concepts in research, including the scientific method, classifications of research, roles and domains of research (B 8.1- B.8 ) Explain the process of theory development (B.3.6) Use Creative Problem-Solving strategies to define a problem, a question for scholarly investigation and to implement aspect of a scientific inquiry (B.8.1- B.8.6 B.9.4) Demonstrate effective manual and computer-based strategies to search for and critique research evidence (B.8.1, B.8.2, B.8.3, B.8.4, B.8.5) Compare and contrast research methods and choose appropriate designs for investigating selected problems/questions (B 8.5) Critique research reports based on qualitative and quantitative methodology (B.8.1-B.8.5) Explain the institutional review board process and ethics in research (B 8.1, B.9.1, B.9.7) 10 Use selected statistical tests to analyze basic descriptive and correlative data and deliver evidence-based practice (B 1.7, B 8.4) 11 Demonstrate adequate professional skills for designing and writing a scholarly proposal in a format adequate for presentation, including APA guidelines (B.8.3, B.8.6, B.8.7, B.8.8) 12 Identify sources of funding for research and scholarly activities (B.8.9) REQUIRED TEXT(S): American Psychological Association (2009, 6th Ed) Concise rules of APA style Washington, DC: Author Kielhofner, G (2006) Research in occupational therapy: Methods of inquiry for enhancing practice Philadelphia: F.A Davis Salkind, N.J (2011, 4th ed.) Statistics for people who (think they) hate statistics Thousand Oaks, CA: Sage Note: Additional readings in current journals and on-line resources will be assigned in class (* see attached lifelong learning resources) Students are encouraged to join AOTA and benefit from membership resources TEACHING/LEARNING EXPERIENCES:  Lecture, discussion and demonstration activities  Films/videos  Computer lab experiences  Case study reviews, and discussions  Research evidence based resources  Implementing aspects of a research study  Student led class presentations EVALUATION METHODS/ASSIGNMENTS: Assignment Description Product/Performance Attendance, participation and professional behavior (in class and on-line) Class attendance, punctuality, discussion postings, etc (* see guidelines below) Examination Objective quizzes (2) Means of evaluation Professor’s discretion per program policies Rubric % of grade 10 points Objectives 40 points all all (20 pts ea.) Article review Research Topic report Practicum assignment Written report (CAP article critique) Written report Rubric Design and administer a survey for nontraditional students Submit written group report Rubric Rubric 15 points 10 points 25 points 4, 5, 12 6, 11, 12 all All assignments must be typed and following APA format to be accepted for full credit It is the student’s responsibility to discuss with the professor any make-up assignment for missed time or tardiness and submit it by weekend of classes A one grade deduction from the course grade may apply for incomplete work There is no make-up for missed exams PRACTICUM ACTIVITIES: Students will participate in scholarly assignments including developing, administering and analyzing a brief survey and developing the background for the Graduate Project by working independently in groups outside of class Please refer to rubric and description of activity GRADING SCALE: 90 - 100 80 - 89 70 - 79 69 & below = = = = A B C F Professors’ expectations of you:   An acknowledgment that you & your peers are diverse in education, experience, knowledge and values They are not your competitors - they are your colleagues and you are expected to collaborate with them A commitment to rigor - Professors will stretch you and challenge you to excel on the course topic, based on your abilities and experiences At times this challenge may make you feel uncomfortable, but it should never make you feel unsafe   A willingness to reset your expectations as to what our responsibility is It is not to tell you all you need to know - it is instead, to assist you in self-assessing what you need to know and how to achieve it Most importantly, is the expectation that you be willing to take ownership of your learning rather than depend on me or your colleagues to deliver it to you What you can expect from your professors:  A respectful and cordial attitude and a reasonably prompt response to your inquiries  A stimulating learning environment that creates intellectual curiosity  Your professors should be seen as a resource, mentor, advisor, consultant, and colleague - not as the source of all knowledge  "Just enough" structure, yet plenty of autonomy and support This may mean that at times the challenges we present to you are ambiguous and frustrating - just like the real world!  A learning environment that facilitates interaction and collaboration between everyone in the course  Serving as your cognitive and content coach This means that we will spend equal time discussing what we know, how we come to know it, what we value as well as what is yet to be known  Full willingness on our part to be active participants and share what we know PROGRAM & COURSE ASSIGNMENT POLICIES The following policies reflect the Barry University Occupational Therapy Program’s commitment to promoting the expected standards of conduct within the profession of occupational therapy as put forth by the Occupational Therapy Code of Ethics (AOTA, 2005) Our post-professional students are expected to uphold ethical actions that include following established rules, applying principles safely, respectful interpersonal behaviors and expressing quality moral character, altruism and mindful reflection Teaching/Learning Approach & Communication: Barry University’s Occupational Therapy Program promotes practice competence through educational experiences fostering students’ clinical reasoning, integration of theoretical knowledge, skill-building and scholarship development Therefore, faculty members use teaching strategies that guide students to meet learning objectives via various types of instruction and active learning exercises Students must read email and/or discussion messages on Blackboard regularly each week and especially prior to on-campus meetings as postings may contain important updates on assignments, class schedules, and course materials Faculty will likewise be responsive to respectful student inquiries in a timely manner Course Participation & Professionalism: The following are expectations for Barry University’s occupational therapy students (a) Treat classmates, faculty, staff, and clients with respect at all times – in class, online and in the department and the community Share the floor with others who wish to speak and encourage and support classmates by providing constructive criticism and acknowledgment of ideas Give and accept feedback from faculty and peers respectfully (b) Actively listen and participate in discussions during class Active participation includes, but is not limited to, arriving to class on time and prepared, using effective time management during class activities, remaining attentive and responsive during classes, asking questions for clarification and that reflect processing of content and class preparedness (c) Fulfill individual and team responsibilities in preparation for learning projects, including attending meetings outside of class (d) Complete readings, between-class and graded assignments fully and within prescribed deadlines (e) Plan in order to be prepared, but be flexible when circumstances dictate that plans require revision (f) Strive to solve problems, rather than complain (g) Adhere to the faculty specified parameters for food/drink in classroom (no food or drink within the classroom!) (h) Adhere to proper and professional communication regarding attendance, as this is expected from a professional in any workplace (i) Adhere to policies regarding promptness, as this is a trait a health care practitioner must display as well as it is a disruption to faculty and students and is thus inconsiderate (j) Comply with the official dress code for the Occupational Therapy Program (k) Adhere to a high standard of ethics and academic integrity Note: Your professor will use her/his discretion in determining the quality of your professional behavior Academic Honesty and Professional Writing: The following acts violate the academic honest standards: Cheating: intentionally using or attempting to use unauthorized materials, information, or study aids in any academic exercise Fabrication: intentional and unauthorized falsification or invention of any information or citation in an academic exercise Facilitating Academic Dishonesty: intentionally or knowingly helping or attempting to help another to violate any provision of this code Plagiarism: the adoption or reproduction of ideas, words, or statements of another person as one’s own without proper acknowledgment All of the above forms of academic dishonesty are unacceptable Faculty will utilize plagiarism detecting procedures Evidence of dishonesty will result in an automatic failing grade of zero (0) for the assignment or exam and the implementation of academic dishonesty procedures based on the severity of the offense not limited to dismissal Students are encouraged to use scientific references, but these must be accurately cited and referenced in full in APA format Students should avoid any impropriety or the appearance thereof academic dishonesty All aspects of Barry University's Policy on Dishonesty, as described in the Barry University Handbook, apply to all courses, learning activities and fieldwork experiences in the curriculum Upon matriculation into the Occupational Therapy Program, students aspiring to become occupational therapists must also meet rather higher and special standards put forth in the Occupational Therapy Code of Ethics (AOTA, 2005) American Occupational Therapy Association (2005) Occupational therapy code of ethics (2005) American Journal of Occupational Therapy, 59, 639–642 Attendance & Timeliness for Class: Weekend classes generally run from 9:00 am to 5:30 pm, unless the instructor releases the group for an outside assignment Attendance and active participation in classes whether face-face or on-line, are the responsibility of each student and are essential parts of the professional education process, because adults learn by sharing experiences with classmates and instructors Students are expected to attend all classes and to arrive on time; however, we understand that there are occasions when students may need to miss class Students should be aware that universities require 15 contact hours for each credit given, and that missing one weekend of class in the weekend format is equivalent to missing two weeks of a semester in a traditional format Therefore, in the event of absence or tardiness, professional communication is expected Please contact your professor via phone & email as soon as possible, in the event of tardiness or absenteeism, preferably in advance of late arrival or absence Determination of what situation constitutes an “excused” or “unexcused” tardiness or absence is left to the sole discretion of the course faculty Students are ultimately responsible for the material covered during any class period missed The following policies apply in the event of absences and/or tardiness: For unexcused absence, generally defined as an unexpected and unapproved by faculty, student will have 5% final grade deduction and must complete a make-up assignment as per the discretion of faculty [Note: failure to meet the make-up assignment requirement will result in application of policies related to assignment deadlines (see below) For excused absence, generally defined as a pre-arranged absence approved by course faculty prior to its occurrence, student will complete a make-up assignment as per the discretion of faculty and within timeframe deemed by faculty *Any faculty-perceived abuse of the above allowances will result in a mandatory meeting with Program Director and potential dismissal from the program *It is the student’s responsibility to consult with faculty to ascertain the nature of the make-up assignment required Promptness Promptness is another trait a proper health care practitioner must display Additionally, tardiness in class disturbs both the lecturer and other members of the class and is thus inconsiderate A student is tardy if he/she arrives after the start of class or at the re-start of class after a break, whether the session is taking place on campus or online Tardy arrival will result in a deduction from the participation portion of your final grade Students are ultimately responsible for the material covered during any class period that he/she arrives late or returns from break late Professor will use his/her discretion regarding point deduction in the event of unavoidable tardiness at the start of class with adequate phone and email communication to faculty as quickly as possible, preferably prior to tardy arrival Students displaying chronic tardiness should also expect a referral for a meeting with the Program Director and application of disciplinary procedures **Faculty-perceived lack of adherence to any or all of the above professionalism, participation or attendance/tardiness policies results in a grade deduction from the final grade COURSE ASSIGNMENT POLICIES Grading Policy: Grading for master of occupational therapy students is based on a numeric scale of 0-100 percent A minimum passing grade for any course is 70 % or “C” grade However, for students to progress in the program, an overall GPA of 3.0 must be maintained Examinations: Question Formats – Test questions may vary in format and will include multiple-choice and short-answer requiring recall, synthesis, analysis and application –emphasis will be placed on case-based questions Content of examinations can and will include information and material covered in lectures, lab activities, student presentations, and assigned readings/handouts [note: students may be tested on all assigned reading material regardless of time spent on such DURING class] Administration Format – All quizzes and exams will be time-limited, whether in-class or webbased within the University Learning Management System Adherence to online testing parameters and academic honesty is expected at all times Ample and flexible time is provided for all exams, therefore, 10 points will be deducted from exam grade for late completion of online exams and for time use beyond the assigned limit, unless special accommodations are previously granted [Note: in the event of extenuating and pre-approved absences from an exam, then students MUST make arrangements with faculty to take the exam IN ADVANCE of absence; otherwise there are no make-up examinations.] Administration Rules – No personal belongings, electronic devices, heavy coats, hats, visors, scarves or food items are permitted at the examination station Only provided note paper, pencil and exam document may be permitted Written Work: Written work must follow the specific style of the 6th Edition of the Publication Manual of the American Psychological Association (APA, 2009) unless otherwise specified by instructor [see OT Program Booklet for general guidelines] This includes specifications regarding: Cover page, header, font size and type, margins, and strict parameters for avoiding plagiarism and constructing a reference list Failure to submit written work that is compliant with APA standards, well-organized, concise, accurate, substantive, within designated page limits, and free from errors in spelling, grammar and sentence structure will result in point deductions NOTE – each style errors results in a point deduction from APA Style portion of assignments grade Assignments are graded for adherence to assignment parameters and quality of the identified information as per the discretion of faculty All assignments are to be typed, unless otherwise indicated The appropriate Assignment Grading Rubric must accompany each assignment Publication Manual of the American Psychological Association, 6th Edition (2009) APA Publishing Presentation: Presentations utilizing any visual media (i.e PPT, poster) must also adhere to parameters of quality and ethics Failure to present and/or submit related supporting material that is compliant with APA 6th Edition standards (2009), well-organized, concise, accurate, substantive, legible for audience, and free from errors in spelling and grammar will result in point deductions beyond those made for content NOTE – each style errors results in a point deduction from APA Style portion of assignment grade Students must properly reference material within presentation and/or per slide as applicable to avoid plagiarism, in addition to providing a proper reference list when applicable Reading Assignments: Due each class period Reading assignments from textbooks and course materials are listed on the Course Outline Additional readings from sources other than texts may be made available via e-Reserve, via the University Learning Management System (LMS), or students may be expected to access readings from published journals Readings may include various Internet links, video links, articles and handouts Readings are most helpful if completed by the specific date listed on the Course Schedule and by using review questions when assigned Content of all assigned readings may be included in graded exams *Note on reading review or class resources: Resources such as reading outlines, class outlines, lecture notes or handouts may be made available on the LMS, in email and/or course content folders Please note it is the course faculty’s sole discretion whether to offer class resources such as reading outlines or lecture notes/slides at all, therefore students are responsible for class content with or without these resources When such materials are provided for students, these materials will be available to students prior to or after class as per faculty discretion When provided prior to class, such resources will be made available to students as early as possible; however, adaptations to previously planned class resources and lesson plans may be made to accommodate student needs and/or to meet course objectives better The student must check the course LMS frequently to ensure access to required information and should notify the instructor well before class time if there is any difficulty accessing the course site or materials Assignment Deadlines All course assignments are to be submitted as per assignment instructions unless otherwise stated by faculty All assignments are expected to be turned in at the start of class unless otherwise instructed by professor Any assignment turned in after submission deadline or faculty collection of such results in a 10% deduction in grade for up to days; No assignments will be accepted after days of due date with a grade of “0” assigned Deadlines for make-up assignments are set per the discretion of faculty in accordance with overall class objectives and assignments (all make-up assignments for this course are due by week #8) Discussion Posting Students must adhere to the LMS Discussion -posting assignment parameters to earn credit or avoid deduction from class preparedness when these are required in relation to a class activity, visit or class preparation Discussion assignment requires a “dialogue”, i.e., threaded discussion, between students, all responses must be substantive and contribute to the “discussion” Simplistic responses that merely acknowledge a peer’s idea or agree/disagree not count as substantive Failure to adhere to parameters of discussion board assignments will result in deductions to grade per the discretion of faculty as described above under assignments Unless prior arrangements are made with the professor, no credit can be granted for discussion postings submitted late after due date Assignments are considered late if posted after the designated time limit Use of electronic devices Policy Electronic devices include cell phones, smart phones, beepers, computers (laptop, notebooks, net books, and handhelds), mp3 and other digital audio video players (including DVD players), and digital and video recording devices (webcams, still and movie cameras)  Students may not use an electronic device without the expressed permission of the instructor Use of cell phones during class time is prohibited All electronic devices must be placed on silent mode or turned off during class (except when the device is use solely for the purpose of the class)  If there is a need to check for and/or receive a call (Special Alert or parent with sick child), the student must inform the instructor in advance that the student may need to excuse him/herself to take an important call Students must not engage in text messaging in the classroom Students      who create disturbance with ringing cell phones or text messaging, should be warned and may be asked to leave the class session if the behavior continues Students with a diagnosed disability must present the appropriate paperwork from the Office of Disability Services for use of otherwise prohibited electronic devices In all cases, when permission is granted by an instructor for the use of an electronic device during class, the student shall employ such device solely in a manner appropriate to the coursework and avoid distractions or interruptions to fellow students or the instructor, including leaving the room to use such device The instructor has the sole discretion to grant approval for use of one or more electronic devices in the classroom Instructor also has the right to withdraw previously granted approval Students are not permitted to record (audio or visual) any part of the class/lab unless explicitly granted permission Students are free to use laptops during breaks and between classes The professors reserve the right to limit or eliminate laptop use by an individual student at their discretion to ensure optimal student learning and to uphold the expected decorum of the learning environment Students who fail to comply with this policy shall be subject to the following consequences:  Verbal or written warning  Confiscation of device by the instructor for the remainder of the class period  Dismissal from the class for the day the offense occurred; no credit for activities/assignments for that day &  Referral of student for disciplinary action for violation of student code of conduct  If student uses the unapproved electronic device during testing, s/he will be expelled from testing and receive a grade of No retakes permitted Additional penalties as described by the student handbook Student Progress Students are responsible for their learning and behavior If a student has difficulty with the course expectations, content or requires clarification of any of the assignments, then it his or her responsibility to contact the course instructor in a timely manner Students are reminded of the resources available to them via http://student.barry.edu/writingcenter/default.htm Students with a disability requiring academic accommodation are referred to the Office of Disability Services: http://student.barry.edu/disabilityservices/ or 305 – 899- 3488 BARRY UNIVERSITY OCCUPATIONAL THERAPY PROGRAM OTR 630: INTRODUCTION TO CLINICAL RESEARCH COURSE OUTLINE ** week – week content in this schedule may be subject to change ** WEEKEND (January 9) TOPICS READINGS/ASSIGNMENTS Overview of the Course & assignments Kielhofner Chapters 1, (p 36-41), Research: an introduction to the process, aims, necessity & professional responsibility Practicum Project: Designing a Study of Weekend Students Dr Landa-Gonzalez _ WEEKEND (January 23) TOPICS READINGS/ASSIGNMENTS Identifying a topic for investigation Kielhofner Ch, 27, 28 Generating research questions, hypotheses Salkind, Searching the literature for background information Dr Landa-Gonzalez _ _ WEEKEND (February 6) *Distance Education * TOPICS Integrity & Ethics in research The Institutional Review Board (IRB) Completing CAP reviews Dr Landa-Gonzalez READINGS/ASSIGNMENTS Kielhofner Ch 29 Live Meeting session-TBA NIH- Research with Human Subjects Certificate of completion due _ _ WEEKEND (February 20) TOPICS Quantitative designs *Designing a survey READINGS/ASSIGNMENTS Kielhofner Ch 6-9 & 11 Research Topic report due Dr Velis WEEKEND (March 5) TOPICS READINGS/ASSIGNMENTS Quantitative designs (cont.) Kielhofner Ch 6-9 & 11 Dr Velis Quiz #1 (wk 1-4 content) WEEKEND (March 19) *Distance education* TOPICS Sampling Data collection & management Inferential stats Dr Velis READINGS/ASSIGNMENTS Kielhofner Ch 31, 32 Salkind, 1-4 Research article report due WEEKEND (April 2) TOPICS Principles of Measurement: Computing, Analyzing & illustrating Data Dr Velis/Dr Landa-Gonzalez READINGS/ASSIGNMENTS Kielhofner Ch 15, 16, 17, 22 Salkind, 9, 11, 12, 16, 17, Appendix A Practicum assignment- reports due on LMS WEEKEND (April 16) TOPICS READINGS/ASSIGNMENTS Qualitative designs Kielhofner Ch 19, 20, 21 & 35 Writing a Research Report Quiz #2 (wk 4-8) Dr Landa-Gonzalez *any make-up due _ WEEKEND (April 23) *Distance education* TOPICS Course summary Planning & Implementing research Funding concepts Dr Landa-Gonzalez READINGS/ASSIGNMENTS Kielhofner Ch 26, 35 (584-590), 30 Lifelong Learning Resources American Occupational Therapy Association (2008) Occupational therapy practice framework: Domain and process (2nd ed.) American Journal of Occupational Therapy, 62, 625-683 American Occupational Therapy Association (2010) Occupational Therapy perspective on the use of environment and contexts to support health and participation in occupations American Journal of Occupational Therapy, 64, 57-69 Black, R.M (2002) Occupational therapy’s dance with diversity American Journal of Occupational Therapy, 56 (2), 140-148 Doi: 10.5014/ajot.56.2.140 Boyt Schell, B.A & Schell, J.W (2007) Clinical and professional reasoning in occupational therapy Baltimore, MD: Lippincott, Williams & Wilkins Clark, F., et al (1996) Life domains and adaptive strategies of groups of low income well older adults American Journal of Occupational Therapy, 50, 99-108 Christiansen, C., & Lou, J.Q (2001) Ethical considerations related to evidence-based practice American Journal of Occupational Therapy, 55, 345-349 Christiansen, C., & Baum, C (2005) Occupational Therapy: Performance, participation and wellbeing Thorofare, NJ: Slack Horowitz, B., Dapice, S., & Dechello, K (2010) Intergenerational service learning: To promote active aging, and occupational therapy gerontology practice Gerontology and Geriatrics Education, 31, 7591 Kannenberg, K Amini, D., & Hartmann, K (2010) Occupational therapy services in the promotion of psychological and social aspects of mental health American Journal of Occupational Therapy, 64, 375-388 Kilhofner, G., Hammel, J., Finlayson, M., Helfrich, C., & Taylor, R (2004) Documenting outcomes of occupational therapy: The Center for Outcomes Research and education American Journal of Occupational Therapy, 58, 15-23 Law, M., Baum, C., & Dunn, W (2005) Measuring occupational performance: Supporting best practice in occupational therapy (2nd ed.) Thorofare, NJ: Slack Law, M., Cooper, B., Strong, S., Stewart, D., Rigby, P & Letts, L (1996) The person-EnvironmentOccupation Model: A Transactive approach to occupational performance Canadian Journal of Occupational Therapy, 63, 9-23 Matuska, K., Giles-Heinz, A., Flinn, N., Neighbor, M., & Bass-Haugen, J (2003) Outcomes of pilot occupational therapy wellness programs for older adults American Journal of Occupational Therapy, 57, 220-224 Primeau, L.A (2002) Division of household work, routines, and childcare occupations in families Journal of occupational Science, 7, 19-28 Rejeski, W.J., King, A.C., Katula, J.A., Kritchevsky, S., Miller, M.E., Walkup, M.P et al (2008) Physical activity in prefrail older adults: confidence and satisfaction related to physical function Journal of Gerontology: Series B Psychological Sciences and Social Sciences, 63B, P19-P26 Risteen, B (2002) The meaning of everyday occupation Thorofare, NJ: Slack Scaffa, M., Van Slyke, N., & Brownson, C (2008) Occupational therapy services in the promotion of health and the prevention of disease and disability American Journal of Occupational Therapy, 62, 694-703 Segal, R (2004) Family routines and rituals: A context for occupational therapy interactions American Journal of Occupational Therapy, 58, 499-508 Sladyk, K., Jacobs, K & MacRae, N (2010) Occupational Therapy essentials for clinical competence Thorofare, NJ: Slack Tickle-Degnem, L (2000) What is the best evidence to use in practice? American Journal of Occupational Therapy, 54, 218-221 Tickle-Degnem, L (2001) From the general to the specific: Using meta-analytic reports in clinical decision making Evaluation of the Health Professions, 24, 308-326 Tickle-Degnem, L (2002) Client-centered practice, therapeutic relationship, and the use of research evidence American Journal of Occupational Therapy, 56, 470-474 Van Denend, T & Finlayson, M (2007) Ethical decision making in clinical research: Application of Celibate American Journal of Occupational Therapy, 61, 92-95 Doi: 10.5014/ajot.61.1.92 Wilcock, A (2006) An occupational perspective of health Thorofare, NJ: Slack Internet resources/Journals http://www.aota.org http://flota.org http://www.wfot.org http://www.cdc.gov http://www.nih.gov http://www.aotf.org http://otseeker.com http://otcats.com/links/cat_banks.html http://www.fhs.mcmaster.ca/rehab/ebp/ http://www.caot.ca/ http://www.jos.edu.au/ http://www.nbcot.org ... http://student.barry.edu/disabilityservices/ or 305 – 899- 3488 BARRY UNIVERSITY OCCUPATIONAL THERAPY PROGRAM OTR 630: INTRODUCTION TO CLINICAL RESEARCH COURSE OUTLINE ** week – week content in this schedule may be subject... Therapy Program promotes practice competence through educational experiences fostering students’ clinical reasoning, integration of theoretical knowledge, skill-building and scholarship development... Occupational Therapy, 56 (2), 140-148 Doi: 10.5014/ajot.56.2.140 Boyt Schell, B.A & Schell, J.W (2007) Clinical and professional reasoning in occupational therapy Baltimore, MD: Lippincott, Williams