Coursework Reflection

Closing the academic chapter of my degree, here is a reflective and personal summary of my journey toward becoming an Occupational Therapist.

My Own Growth

As I approach graduation as an Occupational Therapy (OT) student, I find myself immersed in reflection on how my educational experiences in physical rehabilitation have shaped and prepared me for this moment in my life. My academic journey extends beyond just textbooks and lectures, but it has involved real world application that has challenged me to develop my clinical reasoning and confidence, which has truly transformed me as an individual.
Beginning the course Human Movement Analysis (HMA), I had the perception that memorization was going to be key for success throughout my education. I knew the material was going to involve many complex concepts (e.g. muscles origins and insertions, joints, nerves, biomechanics, and more) and I was certain that converting this information to memory would allow me to recall this information in the future with ease.
It wasn’t until Occupations of Adults and Seniors (OAS) I that I really grasped the concept that it was going to be more difficult than I originally thought to simply recall information learned in the previous semester. Early on in this course, I quickly realized that memorization alone would not allow me to be a competent and confident OT. I came to understand that application of material to real world situations allows for better retention and recall of information. Through support from peers, tutors, and the professor, I began to really apply my knowledge to case studies that involved clients with multiple co-morbidities. This served as a moment of realization for me as I began to recognize that the real world is dynamic and information has to be applied in various, unique situations. Every client I work with in my future practice will be a complex and multifaceted human being, and being able to apply material from my education, rather than just recall it from memory, will only better prepare me to be able to approach clients with multidimensional needs.
Moving into Fundamentals of OT, where I learned transfers, how to measure MMT/ROM, how to conduct functional dexterity assessments, how to test for sensation, and more, I was challenged even further to apply the knowledge I was gaining in the classroom. Completing a skills check cannot simply involve reading off of a script. It is an opportunity to perform a specific procedure through direct application of knowledge and it allows for hands-on-experience in practical scenarios. Not only did this course push me and solidify my ability to effectively apply the material being learned, but it challenged me to overcome the anxiety and pressure I felt to be “perfect” or “perform well” in my coursework and even in my personal life. It made me realize that everyone is prone to human error in high-pressure situations, and that practicing our knowledge in a supportive and dynamic learning environment can allow for more growth. Mistakes are a part of the learning process and a natural aspect of the healthcare profession, and they can ultimately allow for more skill development. In my future practice as an OT, I realize I am bound to make a mistake, but this course taught me the importance of remaining calm in these situations and reflecting on what I know in order to confidently correct my own errors and improve the care I provide to my clients.
In Occupations of Adults and Seniors (OAS) II and III, this is where I really began to develop my clinical reasoning skills. Through case studies, exams, and class discourse, my ability to discern the most appropriate and accurate answers from a selection of other possible options was further developed. This applies directly to my practice as an OT because there will always be situations where clients have various needs and goals, and I must have the clinical competence and confidence to be able to distinguish what is the most necessary thing to address first, especially when I only have a brief timeframe to work with a client. Furthermore, these two courses also deepened my appreciation for utilization of evidence-based practice (EBP). I established an understanding that EBP is crucial to not only enhancing the field of OT, but also necessary to integrate into my interventions to improve quality of client care and better health outcomes. I was able to really improve my research skills and ability to draw from the literature through these courses, and I learned how necessary it is to rely on the current evidence because this promotes ethical practice standards and high-quality care that draws on credible information.
Through my Level I Fieldwork experience in OAS II at Alta Bates in Berkeley, I was able to gain exposure to an acute hospital setting. Not only did this serve as an opportunity to apply the knowledge I had learned in my coursework up until this point, but my clinical instructor allowed me to gain hands-on-experience and clinically reason how I would develop a treatment plan for clients based on chart reviews. This experience really bridged the gap between academia and professional practice for me as it fostered adaptability in me, enhanced my critical thinking and problem-solving, and allowed me to apply course concepts in a dynamic and fast-paced setting.
Overall, throughout this educational journey, I have been provided with a variety of case studies, projects, and practical application that has allowed me to establish a mindset that thrives on navigating real world scenarios and being adaptable. Becoming a graduate from the OT program at Dominican University of California, I find myself feeling accomplished, yet in anticipation. As my academic journey comes to an end, I can say with confidence that I have been able to grow substantially as an individual, however there is still so much for me to learn outside of my education in order to truly metamorphose into a full-fledged therapist.
To metamorphose into a full-fledged therapist post graduation, I hope to seek out mentorship from other OTs either in my future practice or through a mentorship program. I believe that receiving support from my peers in this profession is essential for my own skill development, clinical competence, and confidence in the field of OT because it will give me the opportunity to engage in reflective practice through providing me with constructive feedback and emotional support. I also want to continue to reference EBP and not neglect my ability to research interventions that I can apply in practice to better client care. Acknowledging myself as a lifelong learner whose ability to gain knowledge does not cease to exist following my educational journey is essential to my career as an OT. We are all lifelong scholars, even out of the school environment, and learning is a continuous and evolving process that will only lead to intellectual and personal growth.

The Non-Negotiable Aspects of Being an OT

In my future practice as an OT, I hope to be a therapist that puts their whole heart and effort into their practice. I believe that doing this allows for genuine connections with clients and for the enablement of client-centered care. I aspire to be a therapist who incorporates empathy, patience, and genuineness into every session I have with each of my clients. I feel that this nature and emotional investment in my future practice allows for more impactful therapy sessions for both the client and myself as a therapist. I also feel that this connection will allow me to gain a better understanding of my clients so that I can appropriately advocate for them. In addition to this, I hope to incorporate aspects such as time management, adaptability, and collaboration with interdisciplinary team members into my future practice because this will allow for more personalized and client-centered care, optimized time and resources, and the ability to modify plans based on evolving client needs and diverse practice settings. I believe that collaboration is essential for a successful team dynamic and this can allow for more holistic approaches to client care which can lead to better client satisfaction and positive outcomes.
My hope for the profession of OT is that there will be increased recognition and understanding of its value amongst the population. I cannot wait for a future where OT is acknowledged as an essential health care approach and distinguished from other professions as necessary and crucial in the rehabilitation process due to its ability to enhance quality of life for those, across the lifespan, facing physical, cognitive, and emotional challenges. In addition to this, I hope for increased accessibility to OT services for underserved populations because I believe everyone deserves access to quality care, and I aspire for there to be better awareness and advocacy for mental health within the OT scope of practice because this contributes to a greater sense of well-being.
During my transition from education to practitioner, there will be a variety of barriers that I may face. One that I am constantly contemplating is imposter syndrome or not feeling “good enough” to be a successful OT. I feel that this fear of failure can only result in me avoiding taking the necessary risks in my professional practice to better my interventions and collaborate with my colleagues. It also could result in me avoiding opportunities for growth and leadership responsibilities in my practice which could also hinder my ability to become a responsible practitioner. To establish confidence in my profession and counter this feeling of imposter syndrome, I want to continue to acknowledge my own academic and professional achievements, set goals for myself, and challenge thoughts that may encourage self-doubt.
Another barrier I may face in my early career is accessibility to mentorship. A lack of mentorship may lead to greater challenges with this transition to becoming a responsible practitioner because it could result in limited guidance and missed opportunities for gaining more practical knowledge and clinical expertise. At Dominican, I completed my capstone research with a team of other students and a professor on the impacts of formal mentorship and found that it is overall beneficial and supportive for early-career OTs' transition to practice. This research also taught me that seeking feedback from another peer can help to affirm my skills and competencies in the profession to counter imposter syndrome. With this knowledge, I plan to seek out mentorship any way I can whether that be through Dominican, my future work, or alternative programs available for novice OTs.
As a new practitioner, I plan to lead and contribute to the field of OT by bringing my thoughts, expertise, and perspectives to the table. Throughout my experience in this program, I have come to realize that my thoughts are invaluable as they can serve as a fresh perspective to others and a voice for the clients I serve. In the field of OT, I plan to be an advocate and insert myself in the spaces where I have value because this will benefit my clients in the long run. I hope to avoid letting the clients that I serve fall through the cracks by serving as a voice for them in situations that it is necessary to. In addition to advocating for the clients I serve, I hope to contribute to the field of OT by standing up for the EBP that I uncover and want to utilize in practice because this can allow for more justified and effective therapy sessions. Lastly, I have always had a passion for community action and social change and feel a drive for OT services to be accessible to diverse populations. I am very interested in traveling abroad as a short term volunteer, in between my work in California, to provide OT services to individuals who do not have it as easily accessible. All in all, in this profession, I desire to remain open to all and any opportunities that may arise and I am eager to continue to develop as a practitioner, personally and professionally, and contribute to this profession by working towards my goals and through any barriers I may encounter.

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