Using Video Analysis to Support Development of Therapeutic Use of Self in Occupational Therapy Education

Document Type (Journals)

Original Research

Abstract

Despite recognition of the importance of therapeutic use of self, there remains limited research on effective, evidence-informed approaches within occupational therapy education. Video analysis has emerged as a method to enhance students’ critical thinking, interpersonal communication, and observation skills, however, its direct impact on therapeutic use of self has not been examined. This study evaluated the effectiveness of structured video analysis assignments in improving occupational therapy students’ self‑efficacy for therapeutic use of self and explored student perceptions of the learning experience. Two cohorts of first-year occupational therapy students (n=62) participated in a 10-week course based on the Intentional Relationship Model (Taylor, 2020). The 2024 cohort received the standard curriculum, while the 2025 cohort also completed five video analysis assignments guided by the Clinical Assessment of Modes (CAM‑O; Taylor & Popova, 2018) and an adapted Student Satisfaction and Self‑Confidence in Learning survey (National League for Nursing, 2005). Pre‑ and posttest scores on the Self‑Efficacy for Therapeutic Use of Self (SETUS; Yazdani et al., 2021) were compared within and between groups. Both cohorts demonstrated significant gains in SETUS scores; however, students in the video analysis group showed significantly greater improvements in therapeutic mode use and recognition of interpersonal characteristics. Participants reported high satisfaction with the assignments, citing breadth of exposure, structured guidance from the CAM‑O, and applicability to real‑world practice as primary benefits, with requests for additional contextual information and group review. These findings suggest video analysis is a promising and engaging approach to support the development of therapeutic use of self in occupational therapy education.

Biography

Cynthia Selim, DSc, OTR/L, BCP is an Assistant Professor for Midwestern University, Glendale's Occupational Therapy Program. She is board certified in pediatrics and her research focuses on OT education, pediatrics, family-centered care, and developmental disabilities.

Katharine Ricks, PhD, MPH is the lead research coordinator for the Cecil G. Sheps Center for Health Services Research at the University of North Carolina at Chapel Hill. Her research focuses on enhancing community health through education and policy development.

Declaration of Interest

The authors report no declarations of interest.

Recommended Citation

Selim, C. L., & Ricks, K. A. (2026). Using Video Analysis to Support Development of Therapeutic Use of Self in Occupational Therapy Education. Journal of Occupational Therapy Education, 10 (3). Retrieved from https://encompass.eku.edu/jote/vol10/iss3/6