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Document Type (Journals)

Original Research

Abstract

The rapid growth of academic occupational therapy programs in the United States, combined with an increase in senior faculty retirement, requires a new, growing, robust and well-prepared faculty workforce. In addition to the growth of programs, faculty shortages necessitate proactive strategies for preparing transitioning clinicians for successful academic careers. Faculty development training should be a part of preparation to ensure success of early career faculty. However, it is unknown what the perceptions of occupational therapy leaders are towards faculty development training, what components should be included in training, and the importance of these components. Through this survey research, key findings highlight the critical importance of various content areas for early career faculty success. University governance, Accreditation Council for Occupational Therapy Education (ACOTE) accreditation standards, teaching responsibilities, student assessment, academic advising, and interprofessional collaborative practice were identified as critical areas for faculty understanding, with personnel issues and scholarship ranking as lowest importance. These findings underscore the significance of practical teaching and administrative skills within occupational therapy education, while indicating potential areas for further scholarship development. This research emphasizes occupational therapy education leaders’ views about the importance of investing in faculty development for early career occupational therapy faculty. Knowledge in these areas not only prepares educators to shape the future of the profession, but also enhances their adaptability to changing educational landscapes. Faculty development contributes to job satisfaction, retention, and the integration of clinical expertise into academia. Ultimately, it empowers faculty to excel in their roles and advances the field of occupational therapy education and practice. Development and implementation of a robust early career faculty development training model is needed.

Biography

Kathleen Cummer, PT, DPT, PhD is a physical therapist and assistant teaching professor in the Department of Rehabilitation Medicine. She received her doctor of physical therapy from Ithaca College and a doctorate in biomechanics and movement science from the University of Delaware. Dr. Cummer has been teaching in physical therapy education for over 10 years, teaching in orthopeadic and foundational courses. She held a role as program director for a physical therapist assistant program where she were involved in faculty development and training of early career faculty.

Angela Felker MacCabe, PT, PhD, DPT is currently the Physical Therapy Academic Officer for Evidence in Motion. Previously, Dr. MacCabe has held academic positions including Director of Curriculum, Associate Professor, Core and Adjunct Faculty at multiple institutions of higher learning. Dr. MacCabe has been the course director for a variety of courses within DPT education including Cardiopulmonary Physical Therapy, Complex Patient, Health Promotions and Fitness Management, Evidence Based Practice, and Neuromuscular Practice. She has received awards for teaching excellence and is fully immersed in the hybrid learning academic space.

Kurt Hubbard, PhD, OTD, OTR/L, FAOTA is currently the Occupational Therapy Academic Officer for Evidence in Motion. Previously, Dr. Hubbard had held academic positions including Executive Director, Dean of Academic Affairs, Department Chair, Program Director, and Professor at multiple institutions of higher learning. Outside of academia, Dr. Hubbard has directed and owned many hospital and community-based businesses with a focus on facilitating clients to achieve optimal functioning in occupational therapy specializing in psychosocial and neurorehabilitation. Dr. Hubbard has been very active locally in the Florida Occupational Therapy Association (FOTA), where he served as FOTA President and Chief Executive Officer. In addition, he has been active nationally in the American Occupational Therapy Association (AOTA), being recognized for his significant contribution to continuing education and professional development in the OT profession by being appointed to the AOTA Roster of Fellows as well as being inducted into the prestigious OT Leaders and Legacies Society. He continues to emphasize scholarship in his work as an educator and frequently shares his research at a variety of local, national, and international conferences as well as in peer reviewed periodicals.

Tracy Jirikoic, PhD, OTR/L, FAOTA has over 30 years of experience in occupational therapy with expertise in pediatric neurodevelopment and interventions for children and youth with developmental disabilities. Dr. Jirikowic has special research and clinical interests in fetal alcohol spectrum disorders (FASD) and holds a clinical appointment with the University of Washington Fetal Alcohol Syndrome Diagnostic and Prevention Network. Her research activities include development of an early identification and intervention model for children with FASD, understanding sensory processing in children with FASD, and examining community-based interventions that promote social participation, health, and well-being for individuals with intellectual and developmental disabilities. She also holds a current appointment as Co-Director for the PhD in Rehabilitation Science Program in the UW Department of Rehabilitation Medicine.

Declaration of Interest

The authors report no declarations of interest.

Creative Commons License

Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

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