Browsing by Subject "clinical skills"

Now showing 1 - 3 of 3
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    Advancement of Clinical Skills and Interoceptive Assessments at Cincinnati Children's College Hill Campus
    (2025-04-30) Brown, Katelyn; Wasmuth, Sally; Department of Occupational Therapy, School of Health and Human Sciences; Duncan, Chad
    Cincinnati Children’s Medical Hospital Center is known throughout the country as one of the leading medical centers for providing current evidence based pediatric care. Every department is responsible for having research teams in charge of finding literature to support best practices being utilized at the clinic. This capstone project aims to create an evidence based binder of interoceptive assessments to bridge the gap between occupational therapy services and mental health settings. The binder was created for the Translating Research and Clinical Knowledge (TRACK) team, a group of occupational therapists at the College Hill campus that work to advance research in mental health. The capstone student also gained clinical skills within a pediatric mental health setting during the capstone experience. Advancing skills in this setting will situate the student as a potential leader to advance the field of mental health into other settings. These skills help to advance the profession of occupational therapy by being able to address mental health during all sessions and settings. The capstone student was able to advance skills through leading group sessions, attending rounds, administering standardized assessments during evaluations, and completing one on one treatment sessions. The capstone student worked alongside other occupational therapists on site to ensure all groups were covered each day and that everyone’s caseload was equal for the day. This capstone project also helped to bring awareness to the work occupational therapists can accomplish in mental health settings.
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    Are new dentists prepared for clinical practice? A survey of the clinical abilities of new dental graduates in the U.S. military
    (2024) Chiodo, Kathleen; Cook, N. Blaine; Capin, Oriana; Diefenderfer, Kim; Adcook, Richard
    Objective: This study aimed to identify new dentists’ competence in preventive and restorative procedures, as self-assessed by the new dentists and evaluated by their clinical supervisors. Justification: Preventive and restorative dental procedures constitute the majority of treatment provided daily in a general dentistry practice. Exploring new dentist proficiency in these foundational skills within one year of dental school graduation provides crucial information regarding the knowledge and skills new dentists attain during dental school. The military dental system is structured so that all new dentists receive close clinical oversight during their first year following graduation. Hypotheses: (1) The majority of dentists who have graduated less than one year prior to this survey will self-assess their skills in basic preventive and restorative dental procedures as “competent” or higher. (2) The majority of supervisor evaluations of new dentists will also average a level of “competent” or higher. (3) New dentists will self-assess their competence levels higher than their supervisors will evaluate them. Methods: An electronic, anonymous Qualtrics survey was sent to U.S. Air Force, Army and Navy new dentists and their clinical supervisors November 2022. Using a modified-Dreyfus model of skill acquisition, new dentists completed a self-assessment of 20 preventive and restorative procedures. Their clinical supervisors also completed a survey evaluating the proficiency level of the new dentists they oversaw. Results: 60 new dentists and 25 supervisors, accounting for 151 new dentists, responded. The proportion of competence ratings at a level of “competent” or higher (“proficient,” “expert”) was estimated, along with a 95% confidence interval, and one-sample chi-square tests were used to compare the proportion against 50%. Supervisors’ ratings of the new dentists’ skill levels were significantly lower than the new dentists’ ratings for 19 of the 20 dental procedures. Supervisors’ ratings of competent or higher were significantly greater than 50% in caries diagnosis and treatment planning, caries risk assessment, Class III anterior composite resins and posterior composite resins. Overall, supervisors rated 71.3% of new dentists at Novice or Beginner skill level. Conclusion: Supervisor ratings of the new dentists’ skill levels were significantly lower than the dentists’ ratings for the majority of procedures. New dentists and supervisors significantly disagreed on new dentists’ skill levels in the treatment of class I and II amalgams, endodontically treated teeth without a post, and crown preparation and delivery. Overall, 28.7% of new dentists were evaluated as competent in preventive and restorative procedures during their first year following dental school graduation.
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    Art Therapy and Applied Improvisation: High Impact Learning Strategies to Enhance Communication and Professional Identity
    (Journal of Creativity in Mental Health, 2022) Misluk-Gervase, Eileen; Ansaldo, Jim
    Students who engage in high-impact learning initiatives such internships, capstone research projects, and collaborative activities report gains in personal development that include growth in self-confidence, increase in independent work and thought, and a sense of accomplishment. These are integral to professional identity and competency in graduate training of art therapists. The authors projected that students who participate in applied improvisation workshops would identify an impact on their personal and professional development through increased skill development and confidence. Program evaluation found applied improvisation and art therapy workshops for the enhancement of graduate art therapy students’ clinical skills to be successful in increasing students’ self-assessment of communication skills and enhancing a sense of professional identity and overall competency.