Browsing by Author "Smith, Carlton"

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    Diversity, Equity, and Inclusion Practices: Student and Educator Perspectives
    (2022-05-02) Smith, Carlton; Sego, Daniel; Wilburn, Victoria; Department of Occupational Therapy, School of Health and Human Sciences; Lambert, Meegan
    Background: Diversity, equity, and inclusion is a term that has gained popularity within the last few years, especially as the profession declares its commitment to such initiatives. Current educational standards do not require educators or OT programs to include DEI within their curriculum. Creating a more diverse, equitable, and inclusive profession must begin with teaching practices. Healthcare needs are rapidly changing and require diverse health professionals; however, many healthcare fields cannot keep up with the rapid demand for diversity, let alone feel comfortable providing care for clients of diverse backgrounds. DEI practices are needed within OT education, and this need is proven through the perspectives of students and educators. Purpose: The primary purpose of this project is to provide an outlet for students and educators to voice their opinions, specifically as it relates to DEI practices within OT education. This project seeks to describe similarities and differences found through interviews with students and educators to recognize current DEI practices with a specific OT program, make informed recommendations centered on DEI best practices and provide campus and community resources. Theoretical Framework: This project utilizes Critical Race Theory (CRT) and inclusive pedagogy to explain current inequities that are inclined to marginalize students. It also offers solutions to help counteract stigmas and provide an equitable and inclusive learning experience for all students. Methods: The project was implemented through three main phases. First, second-and third-year faculty were recruited to take a survey answering questions about current DEI practices within their program. Secondly, students and faculty were asked to participate in respective focus groups to further elaborate on common themes found within survey responses. Lastly, key findings from the survey and focus group responses were used to develop a specialized guide of resources to support students and educators in increasing knowledge and ability to educate others about DEI. Results: This project was measured through the common themes from survey and interview questions. These primary themes informed the creation of a specific resource manual to demonstrate the importance of integrating DEI into the curriculum by evaluating the program and teaching practices, examples, educational resources, and opportunities to engage within the local community. Conclusion: By analyzing current educational standards and the insight of student and educator perspectives, this project determined and developed a client-centered manual to guide all stakeholders within an OTD program with the necessary tools to integrate DEI into the curriculum best.
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    Protocol for evaluating external facilitation as a strategy to nationally implement a novel stigma reduction training tool for healthcare providers
    (BMC, 2022-08-12) Wasmuth, Sally; Belkiewitz, Johnna; Bravata, Dawn; Horsford, Caitlin; Harris, Alex; Smith, Carlton; Austin, Charles; Miech, Edward; Occupational Therapy, School of Health and Human Sciences
    Background: Identity Development Evolution and Sharing (IDEAS) is a theatre-based intervention for reducing healthcare provider stigma. IDEAS films are created by collecting narratives from people who have experienced discrimination and healthcare inequity, partnering with professional playwrights to create theatrical scripts that maintain the words of the narratives while arranging them into compelling storylines involving several interviews, and hiring professional actors to perform and record scenes. IDEAS implementation requires a moderator to establish a respectful learning environment, play the filmed performance, set ground rules for discussion, and moderate a discussion between healthcare providers who viewed the film and invited panelists who are members of the minoritized population being discussed. IDEAS' impact on provider stigma is measured via pre/post Acceptance and Action Questionnaire - Stigma (AAQ-S) data collected from participating providers. The objectives of this manuscript are to provide narrative review of how provider stigma may lead to healthcare inequity and health disparities, describe the conceptual frameworks underpinning the IDEAS intervention, and outline methods for IDEAS implementation and implementation evaluation. Methods: This manuscript describes a hybrid type 3 design study protocol that uses the Consolidated Framework for Implementation Research (CFIR) to evaluate external facilitation, used as an implementation strategy to expand the reach of IDEAS. CFIR is also used to assess the impact of characteristics of the intervention and implementation climate on implementation success. Implementation success is defined by intervention feasibility and acceptability as well as self-efficacy of internal facilitators. This manuscript details the protocol for collection and evaluation of implementation data alongside that of effectiveness data. The manuscript provides new information about the use of configurational analysis, which uses Boolean algebra to analyze pathways to implementation success considering each variable, within and across diverse clinical sites across the USA. Discussion: The significance of this protocol is that it outlines important information for future hybrid type 3 designs wishing to incorporate configurational analyses and/or studies using behavioral or atypical, complex, innovative interventions. The current lack of evidence supporting occupational justice-focused interventions and the strong evidence of stigma influencing health inequities underscore the necessity for the IDEAS intervention.