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Revolutionizing Rehabilitation: How Artificial Intelligence is Shaping the Future of Occupational Therapy

by: Felica Anderson
Category: SIS Article
Tags
Mar
12
kristian llaca jacqueline achonRevolutionizing Rehabilitation: How Artificial Intelligence is Shaping the Future of Occupational Therapy
 
Dr. Jacqueline Achon & Dr. Kristian Llaca
Technology Special Interest Section
 
Abstract
Artificial intelligence (AI) is revolutionizing the healthcare industry, and occupational therapy (OT) is no exception. AI has the potential to enhance clinical decision-making, personalize interventions, streamline administrative tasks, and improve accessibility for both practitioners and clients. However, its integration into OT practice also presents ethical and logistical challenges. This discussion article explores AI’s applications in OT, the challenges it presents, and the ethical considerations that must be addressed for its responsible use.
Introduction
The use of artificial intelligence (AI) in healthcare has expanded rapidly, offering innovative solutions for patient care and professional practice. Occupational therapists have begun to turn to AI-powered tools to optimize rehabilitation plans, analyze patient progress, and automate documentation. The role of AI in occupational therapy (OT) continues to evolve, providing opportunities to enhance efficiency and patient outcomes. As these technologies become more prevalent, therapists must understand both their benefits and limitations to ensure equitable and effective care delivery (Mavani et al., 2023).
Applications of AI in Occupational Therapy
AI is transforming occupational therapy in several key areas. One major advancement is in clinical decision-making, where AI-powered tools analyze large datasets to help therapists develop evidence-based interventions. Predictive analytics can now identify patterns in patient progress and recommend treatment adjustments, leading to more precise and timely interventions (Mavani et al., 2024). Studies indicate that AI-driven rehabilitation plans may also improve accuracy and patient outcomes compared to traditional methods (Khalid et al., 2024).
Another crucial application is personalized interventions. AI-integrated wearable devices monitor movement patterns, activity levels, and physiological data in real-time, allowing therapists to tailor interventions to each client’s needs (Sali et al., 2025). AI has also been used as an interactive and personalized agent that is capable of supporting OT clients between therapy sessions by reminding them of their OT goal-attainment strategies (Kaelin et al., 2024). These technologies help ensure that rehabilitation strategies remain both effective and adaptable to individual progress.
AI has also begun to play a significant role in streamlining administrative tasks. Occupational therapists often face a heavy documentation burden, limiting the time available for direct patient care. AI-powered natural language processing tools can transcribe session notes, generate reports, and manage scheduling, reducing administrative workload and improving productivity. By adopting AI-powered intelligent document processing (IDP), organizations may be able to eliminate inefficiencies, enhance compliance, and reduce fraud risks, leading to billions in cost savings and improved customer experience (Pingili, 2025).
Challenges and Ethical Considerations
Despite its numerous benefits, integrating AI into OT practice presents challenges that must be carefully navigated. Data privacy and security are among the most pressing concerns. AI systems rely on extensive health data, making it essential to ensure compliance with regulations such as the Health Insurance Portability and Accountability Act (HIPAA). The risk of data breaches or unauthorized access raises ethical questions regarding how patient information is stored, shared, and used (Pina et al., 2024).
Algorithmic bias and equity in care present additional challenges. AI models are trained on existing healthcare data, which may contain biases that result in unequal treatment recommendations. If AI tools do not account for diverse populations, they may reinforce healthcare disparities, leading to suboptimal interventions for underrepresented groups. Occupational therapists must critically evaluate AI-generated recommendations to ensure fairness in care delivery (Ueda et al., 2024).
Another concern is the human element in therapy. Occupational therapy is inherently client-centered, emphasizing therapeutic relationships, emotional support, and individualized care. While AI enhances efficiency, it cannot replace the empathy and clinical reasoning that therapists provide. Over-reliance on AI may depersonalize care, affecting client engagement and trust in the therapeutic process (Dasgupta, A., 2023).
The digital divide and accessibility limitations must also be considered. Not all therapy settings, particularly those in rural or low-resource areas, have access to AI-driven technologies. Clients may struggle to benefit from AI-enhanced interventions if they lack necessary devices, internet access, or financial resources to afford high-tech rehabilitation solutions. Addressing these disparities requires strategic investment in accessible and affordable healthcare technology (Behzadifar et al., 2024).
Lastly, therapist education, training and adaptation present hurdles in AI integration. AI presents challenges across various fields of academia, including occupational therapy. The unethical use of AI-powered tools like ChatGPT has been observed in universities among prospective healthcare students, raising concerns that the consequences may not become apparent until they enter the workforce (Avello-Sáez & Estrada-Palavecino, 2023). The use of ChatGPT providing specific answers to questions posed in continuing education courses necessary for maintaining OT licensure may also diminish the competency of practicing OT’s entering new fields. Such practices could negatively impact the quality of care provided to clients receiving OT services. Therefore with the emergence of ChatGPT and other AI tools may require a review and adjustment of the competencies that both students and licensed professionals will be expected to develop  (Avello-Sáez et al., 2022;Charumbira et al., 2021;Miller et al., 2001)
Conclusion
AI is revolutionizing occupational therapy by enhancing clinical decision-making, personalizing interventions, reducing administrative burdens, and expanding accessibility. However, its implementation must be approached with caution, ensuring ethical considerations, data security, and equitable access. Occupational therapists must remain engaged in the ongoing conversation about AI’s role in healthcare to maximize its benefits while addressing its challenges. By integrating AI responsibly, OT professionals can harness its potential to improve patient care and advance the field.
 
 
 
References
Avello-Sáez, D., Helbig-Soto, F., Lucero-González, N., & Fernández-Martínez, MDM (2022). What competencies does a community occupational therapist need in neurorehabilitation? Qualitative Perspectives. International Journal of Environmental Research and Public Health, 19(10), 1-17.;Charumbira et al., 2021;Miller et al., 2001)
Avello-Sáez, D., & Estrada-Palavecino, L. (2023). ChatGPT and its impact on competence training in occupational therapists: A reflection on academic integrity. Cadernos Brasileiros de Terapia Ocupacional, 31, e3534. https://doi.org/10.1590/2526-8910.ctoen271035342
Behzadifar, M., Yarahmadi, M., Saran, M., & Behzadifar, M. (2024). Health technology assessment: A key tool for advancing equity in universal health coverage. Health Technology Assessment in Action, 8(2).
Charumbira, MY, Berner, K., & Louw, QA (2021). Research competencies for undergraduate rehabilitation students: a scoping review. African Journal of Health Professions Education, 13(1), 52-58.;Miller et al., 2001)
Dasgupta, A. (2023). Intrusion Of Technology Ushering a New Concept from the Perspective of Promoting Patient-Centered-Care.
Kaelin, V. C., Nilsson, I., & Lindgren, H. (2024). Occupational therapy in the space of artificial intelligence: Ethical considerations and human-centered efforts. Scandinavian Journal of Occupational Therapy, 31(1). https://doi.org/10.1080/11038128.2024.2421355
Khalid, U. bint, Naeem, M., Stasolla, F., Syed, M. H., Abbas, M., & Coronato, A. (2024). Impact of AI-Powered Solutions in Rehabilitation Process: Recent Improvements and Future Trends. International Journal of General Medicine, 17, 943–969. https://doi.org/10.2147/IJGM.S453903
Kumar, W. (2024). Ethical Horizons in AI Development: Interdisciplinary Perspectives for Responsible Progress (No. 12711). EasyChair.
Mavani, C., Mistry, H. K., Patel, R., & Goswami, A. (2024). A Systematic Review on Data 
Science and Artificial Intelligence Applications in Healthcare Sector. International Journal on Recent and Innovation Trends in Computing and Communication, 12(2), 519-28.
Miller, L. T., Bossers, A. M., Polatajko, H. J., & Hartley, M. (2001). Development of the Competency Based Fieldwork Evaluation (CBFE). Occupational Therapy International, 8(4), 244-262.
Pina, E., Ramos, J., Jorge, H., Váz, P., Silva, J., Wanzeller, C., ... & Martins, P. (2024). Data privacy and ethical considerations in database management. Journal of Cybersecurity and Privacy, 4(3), 494-517.
Pingili, R. (2025). AI-driven intelligent document processing for healthcare and insurance.
Sali, S., Chai, R., & Ganesan, B. (2025). Recent trends and digital technology applications in lower limb injury rehabilitation. In Digital Technology in Public Health and Rehabilitation Care (pp. 99-124). Academic Press.
Smith, A., & Taylor, R. (2021). AI-enhanced documentation tools: Reducing administrative burden in occupational therapy. Journal of Occupational Therapy Practice, 14(2), 32–47. https://doi.org/10.1080/17533015.2021.1871234
Ueda, D., Kakinuma, T., Fujita, S., Kamagata, K., Fushimi, Y., Ito, R., ... & Naganawa, S. (2024). Fairness of artificial intelligence in healthcare: review and recommendations. Japanese Journal of Radiology, 42(1), 3-15.

Extracurricular Engagement in Developing a Sense of Belonging in Hybrid Students

by: Felica Anderson
Category: Student Resources
Tags
Feb
24
kurt hExtracurricular Engagement in Developing a Sense of Belonging in Hybrid Students 
Kurt K. Hubbard, PhD, OTD, OTR/L, FAOTA
The Role of Extracurricular Activities in Student Success
 
At times, educators may overlook that the success of their students is often related to involvement outside the classroom, whether traditional, hybrid, or online. Participation in extracurricular activities has been associated with enhanced social networks, increased self-esteem, and a greater sense of connection to the college community (Bamford & Heugh, 2021). 
 
Sense of Belonging
 
Belonging reflects one’s perceptions of acceptance and connection and can have an overall effect on one’s well-being (Winstone et al., 2022). Research has supported the belief that extracurricular activities are of value to students for multiple reasons, including one’s well-being (Knifsend, 2020). However, while there is a growing body of research on the sense of belonging in higher education, the research that needs to be better understood is how college students in a hybrid setting describe the role that extracurricular engagement plays in developing a sense of belonging. In addition, understanding how students interpret the value and importance of participating in extracurricular activities related to their academic success is of paramount interest in education.
 
Belongingness Theory
 
The Belongingness Theory describes a sense of belonging as referring to personal experiences of connection and acceptance within a social group or community. According to Baumeister and Leary (1995), the definition of belongingness is the fundamental need to belong and maintain strong, stable interpersonal relationships. Research has looked at how a sense of belonging can impact a student’s online learning experience (Peacock et al., 2020). A sense of belonging can also impact their persistence and academic success (Gopalan & Brady, 2020). Ahn and Davis (2023) state that a sense of belonging impacts retention rates at the university level.
 
College Programs and Social Support
 
O’Sullivan et al. (2019) discussed how college programs can provide social support, social networks, and adequate social capital for students. The college environment, whether traditional, hybrid, or online, needs to provide a better understanding for leaders, administrations, and faculty to better serve students. Creating an experience that supports and promotes a sense of belonging through involvement in extracurricular activities and other best practices for student engagement is an important aspect of the student experience. Bergmark and Westman (2018) cited the importance of belonging and well-being as intricate components for student engagement.
 
Extracurricular Engagement in Hybrid Settings
 
However, there remains the problem space of understanding how engagement, particularly extracurricular engagement, plays a role in the development of a sense of belonging and how this is done in hybrid settings. Hybrid programs aim to serve student populations that include diverse cultural identities, socioeconomic backgrounds, and age groups. It is important to recognize the various demographics that may exist within the hybrid college experience and the need for every student to develop a sense of belonging. Extracurricular engagement is a key component for social integration outside the classroom (King et al., 2021). To this end, extracurricular activities can be a resource for fostering a sense of belonging among students. Earlier research has identified some benefits to extracurricular engagement, including building relationships with support networks, chances for skills development, and community connections (Pedler et al., 2022). Strayhorn (2019) states that the development of a sense of belonging is significant in a student’s pursuit of success.
 
Conclusion
 
Therefore, further consideration and research may inform institutional strategies for student engagement as well as contribute to the understanding of how extracurricular engagement and a sense of belonging are key factors in the success of a student. More research needs to be done to address student perceptions of belonging in relation to their engagement in social activities. This is an endeavor that is well worth considering moving forward in the OT profession.
References
Ahn, M. Y., and Davis, H. (2023). Students’ sense of belonging and their socio-economic status in higher education: A quantitative approach. Teaching in Higher Education, 28(1), 136-149, https://doi.org/10.1080/13562517.2020.1778664 
Bamford, J. and Heugh, S. (2021). Enhancing student wellbeing and student belonging in university through a gamification approach to rewarding and recognizing extracurricular activities.  Wellbeing in Higher Education, SEDA Specials, 45
 
Baumeister, R. F., & Leary, M. R. (1995). The need to belong: desire for interpersonal attachments as a fundamental human motivation. Psychol Bull, 117(3):497-529
Bergmark, U.;Westman, S. (2018). Student participation within teacher education: Emphasising democratic values, engagement and learning for a future profession. High. Educ. Res., 37, 1352–1365
Gopalan, M., & Brady, S. T. (2020). College students’ sense of belonging: A national perspective. Educational Researcher, 49(2), 134-137
King, A. E., McQuarrie, F. A., & Brigham, S. M. (2021). Exploring the relationship between student success and participation in extracurricular activities. SCHOLE: A Journal of Leisure Studies and Recreation Education, 36(1-2), 42-58.
Knifsend, C. A. (2020). Intensity of activity involvement and psychosocial well-being among students.  Active Learning in Higher Education, 21(2), 116-127
O’Sullivan, K., Bird, N., Robson, J., & Winters, N. (2019). Academic identity, confidence and belonging: The role of contextualized admissions and foundation years in higher education.  British Educational Research Journal, 45(3), 554-575
Peacock, S., Cowan, J., Irvine, L., & Williams, J. (2020). An exploration into the importance of a sense of belonging for online learners. International Review of Research in Open and Distributed Learning, 21(2), 18-35
Pedler, M. L., Willis, R., & Nieuwoudt, J. E. (2022). A sense of belonging at university: Student retention, motivation and enjoyment. Journal of Further and Higher Education, 46(3), 397-408
Strayhorn T. L. (2019). College students’ sense of belonging: A key to educational success for all students (2nd ed.). New York, NY: Routledge
Winstone, N., Balloo, K., Gravett, K., Jacobs, D., & Keen, H. (2022).  Who stands to benefit?  Wellbeing, belonging and challenges to equity in engagement in extra-curricular activities at university.  Active Learning in Higher Education, 23(2), 81-96.
 

The Use of Virtual Reality in Occupational Therapy for Neurorehabilitation

by: Felica Anderson
Category: SIS Article
Tags
Feb
24
Kristin domvilleThe Use of Virtual Reality in Occupational Therapy for Neurorehabilitation 
By Kristin Domville PhD, DrOT, MOTR/L 
Introduction
Virtual Reality (VR) is an artificial environment that is experienced through sensory stimuli, such as sights and sounds, provided by a computer, in which one's actions partially determine what happens in the environment (Atria University, 2023; Georgiev et al., 2021; Riva, 2022). There are three types of VR: non-immersive, semi-immersive, and fully immersive.
 
Types of Virtual Reality
  1. Non-Immersive Virtual Reality: A type of VR in which one interacts and controls the environment, but the environment does not interact with the user, such as computers and video games (Naro & Calabro, 2021; Stanica et al., 2020).
  2. Semi-Immersive Virtual Reality: Commonly used for educational and training purposes. It uses high-resolution simulators to impart realism and allow the environment to interact with the user by providing feedback (Atria University, 2023; Naro & Calabro, 2021; Stanica et al., 2020).
  3. Fully Immersive Virtual Reality: Refers to a complete virtual tour experience engaging all sensory systems and entirely confined away from the physical surroundings. This type of VR is mainly used for gaming, using special equipment such as VR glasses, body detectors, and sensor detectors (Atria University, 2023; Naro & Calabro, 2021).
 
Virtual Reality Systems in Occupational Therapy
There are numerous virtual reality systems available in the market that occupational therapists can include in their interventions, some more cost-effective and accessible than others.
  1. Gaming Consoles: A commonly known and readily accessible form of semi-immersive VR, such as Wii, Xbox, and Nintendo Switch. They can be found locally and installed quickly in any facility or home with a television.
  2. FitMi and Music Glove: Used for upper body rehabilitation. FitMi consists of two-colored pucks and a tablet, while Music Glove involves a glove connected to the tablet, promoting finger dexterity through repetition and precision (FitMi, n.d.; Sanders et al., 2022).
  3. SaeboVR and SaeboMas: SaeboVR improves ADL participation using cognitive and physical challenges through a television screen and sensor. SaeboMas, a gravity-eliminating system, can be used alongside SaeboVR if the user has limited ROM or flaccidity (Hoffman, 2022).
 
Role of Occupational Therapists in Neurorehabilitation
The role of occupational therapy practitioners within neurorehabilitation is to promote health and well-being by maximizing function and independence in daily living activities and meaningful occupations (University of Michigan Health, n.d).
 
Benefits of Virtual Reality in Neurorehabilitation
  1. Motor Learning: VR promotes faster motor learning by allowing clients to participate in high-dose functional upper extremity movements, producing around 200-300 repetitions compared to conventional therapy’s 20-30 repetitions (Kiper et al., 2018).
  2. Gamification: VR can be tailored to meaningful activities such as sports, hobbies, and daily activities, reducing potential safety hazards and increasing motivation and participation (Urrely & Martoral, 2023).
  3. Assessment Improvements: VR interventions improve scores on standardized assessments and increase AROM and gray matter in the brain (Georgiev et al., 2021).
 
Cognitive Rehabilitation with Virtual Reality
VR has shown success in assessing attention, memory, logical sequencing, and problem-solving skills. Studies indicate high acceptance rates and improvements in learning outcomes, behavior, recall, and social reintegration, attributed to changes in neuroplasticity (Georgiev et al., 2021).
 
Virtual Reality for Safety Training
VR is beneficial for safety training, allowing patients at high risk of injury to practice safe decision-making without facing consequences (Chatterjee et al., 2022; Georgiev et al., 2021).
 
Supporting Home Modifications with VR
A scoping review by Hwan and Shim (2021) describes how VR can support the home modification process, allowing OTPs to access patients' homes virtually, suggest modifications, and recreate environments for interventions (Hwan & Shim, 2021).
 
Conclusion
Using VR as a form of intervention for neurological patients allows occupational therapists to provide holistic, portable, and accessible treatment, especially for stroke and brain injury patients. VR can facilitate improvement in cognitive and physical abilities, enhancing UE/LE range of motion, cognition, balance, postural control, and occupational engagement, supporting overall health and wellness for improved quality of life.
 
References
 
Chatterjee, K., Buchanan, A., Cottrell, K., Hughes, S., Day, T. W., & John, N. W. (2022). 
Immersive virtual Reality for the cognitive rehabilitation of stroke survivors. IEEE Transactions on Neural Systems and Rehabilitation Engineering, 30, 719–728. https://doi.org/10.1109/tnsre.2022.3158731
 
Chen, X., Liu, F., Lin, S., Yu, L., & Lin, R. (2022). Effects of virtual reality rehabilitation 
training on cognitive function and activities of daily living of patients with Poststroke Cognitive Impairment: A systematic review and meta-analysis. Archives of Physical Medicine and Rehabilitation, 103(7), 1422–1435. https://doi.org/10.1016/j.apmr.2022.03.012
 
FitMi: The High-Tech Home Exercise Program. Flint Rehab. (n.d.).https://www.flintrehab.com/product/fitmi/
 
Georgiev, D. D., Georgieva, I., Gong, Z., Nanjappan, V., & Georgiev, G. V. (2021). Virtual 
Reality for Neurorehabilitation and Cognitive Enhancement. Brain Sciences, 11(2), 221. https://doi.org/10.3390/brainsci11020221
 
Glegg, S. M., & Levac, D. E. (2018). Barriers, facilitators and interventions to support virtual 
reality implementation in rehabilitation: A scoping review. PM&R, 10(11), 1237. https://doi.org/10.1016/j.pmrj.2018.07.004
 
Hoffman, H. (2022, September 13). Benefits of virtual Reality for stroke rehabilitation. Saebo. 
https://www.saebo.com/blog/benefits-virtual-reality-stroke-rehabilitation/#:~:text=Stroke%20survivors%20are%20taking%20advantage,in%20stroke%20recovery%20looks%20bright.
 
Hwang, N. K., & Shim, S. H. (2021). Use of Virtual Reality Technology to Support the Home 
Modification Process: A Scoping Review. International Journal of Environmental Research and Public Health, 18(21), 11096. https://doi.org/10.3390/ijerph182111096
 
Kiper, P., Szczudlik, A., Agostini, M., Opara, J., Nowobilski, R., Ventura, L., Tonin, P., & 
Turolla, A. (2018). Virtual Reality for upper limb rehabilitation in subacute and chronic stroke: A randomized controlled trial. Archives of Physical Medicine and Rehabilitation, 99(5). https://doi.org/10.1016/j.apmr.2018.01.023
 
Naro, A., & Calabrò, R. S. (2021). What Do We Know about The Use of Virtual Reality in the 
Rehabilitation Field? A Brief Overview. Electronics, 10(9), 1042. https://doi.org/10.3390/electronics10091042
Riva, G. (2022). Virtual Reality. In: Glăveanu, V.P. (eds) The Palgrave Encyclopedia of the 
Possible. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-90913-0_34
 
Voinescu, A., Sui, J., & Stanton Fraser, D. (2021). Virtual Reality in Neurorehabilitation: An 
Umbrella Review of Meta-Analyses. Journal of Clinical Medicine, 10(7), 1478. https://doi.org/10.3390/jcm10071478
 
Sanders, Q., Chan, V., Augsburger, R. Cramer, S.C., Reinkensemeyer, D. J. & Sharp, K. 
(2022). Feasibility of home hand rehabilitation using musicglove after chronic spinal cord injury. Spinal Cord Ser Cases 8(86). https://doi.org/10.1038/s41394-022-00552-4
 
Schiza, E., Matsangidou, M., Neokleous, K., & Pattichis, C. S. (2019). Virtual reality 
applications for neurological disease: A Review. Frontiers in Robotics and AI, 6. https://doi.org/10.3389/frobt.2019.00100
 
Shin, J.-H., Kim, M.-Y., Lee, J.-Y., Jeon, Y.-J., Kim, S., Lee, S., Seo, B., & Choi, Y. (2016). 
Effects of virtual reality-based rehabilitation on distal upper extremity function and health-related quality of life: A single-blinded, randomized controlled trial. Journal of NeuroEngineering and Rehabilitation, 13(1). https://doi.org/10.1186/s12984-016-0125-x
 
Stanica, I. -C., Moldoveanu, F., Portelli, G. -P., Dascalu, M. -I., Moldoveanu, A., & Ristea, M. 
G. (2020). Flexible Virtual Reality System for Neurorehabilitation and Quality of Life Improvement. Sensors, 20(21), 6045. https://doi.org/10.3390/s20216045
 
University of Michigan Health. (n.d.). Occupational therapy in rehabilitation medicine. 
Occupational Therapy in Rehabilitation Medicine | Michigan Medicine. https://www.uofmhealth.org/conditions-treatments/rehabilitation/occupational-therapy-rehab#:~:text=Occupational%20therapists%20and%20occupational%20therapy,cognition%2C%20community%20reintegration%20or%20mobility.
 
Urrely, J. E., & Martoral, C. (2023, January 28). Virtual Reality in occupational therapy. FOTA. 
https://www.flota.org/index.php?option=com_dailyplanetblog&view=entry&year=2022&month=01&day=27&id=65%3Avirtual-reality-in-occupational-therapy
 
 Xiang, H., Shen, J., Wheeler, K. K., Patterson, J., Lever, K., Armstrong, M., Shi, J., Thakkar, R. 
K., Groner, J. I., Noffsinger, D., Giles, S. A., & Fabia, R. B. (2021). Efficacy of smartphone active and passive virtual reality distraction vs standard care on burn pain among pediatric patients. JAMA Network Open, 4(6). https://doi.org/10.1001/jamanetworkopen.2021.12082 

 

Use of ChatGPT and artificial intelligence (AI) in the Home and Community Health therapy setting

by: Felica Anderson
Category: Leadership Development
Tags
Feb
24
Amanda KUse of ChatGPT and artificial intelligence (AI) in the Home and Community Health therapy setting
Amanda Kotolski, Ph.D., OTR/L
Introduction
 
Artificial intelligence (AI) is quickly evolving and is now being used for everything from creating resumes or music lyrics to planning parties, writing code, and helping with travel plans. AI has also integrated itself into the medical and health-related fields, including occupational therapy practice. In occupational therapy (OT), we use assistive technology with prosthetics, splints, alternative and augmentative communication devices, and seating and mobility devices (Cortez, 2023). Therapists use virtual reality (VR) for stroke and traumatic brain injury (TBI) rehabilitation. The newest form of AI includes open AI platforms such as ChatGPT, Google Gemini, and Microsoft Copilot. These are "computing systems that are able to engage in human-like processes such as learning, adapting, synthesizing, self-correction, and use of data for complex processing tasks."
 
ChatGPT: An Overview
 
ChatGPT stands for Chat Generative Pretrained Transformer. It is an interactive chatbot that answers questions in a human-like way. It was developed and launched by OpenAI, an artificial intelligence research organization, in late November 2022 (Gadkari, 2023). It became instantly popular, with 1 million users signing up within 5 days (Nguyen, 2022). When asking ChatGPT, "What is ChatGPT?" it responded, "I’m ChatGPT, an AI language model created by OpenAI. I’m here to help with answering questions, providing explanations, brainstorming ideas, writing content, coding, or assisting with various tasks." Regarding occupational therapy, this technology has benefits for both the client and therapist.
 
Benefits of AI in Occupational Therapy
 
Artificial intelligence, primarily open AI programs like ChatGPT, can assist therapists with symptom checking, education on diseases and conditions, medical documentation, clinical decision-making using data, and providing mental health support (Hinge Health, 2023). It assists clients by providing additional information regarding therapists’ recommendations, answering questions about specific diagnoses, symptoms, and treatment plans, providing instructions on how to perform exercises, offering motivational messages and encouragement to help stay on track between appointments, tracking progress by asking questions about symptoms, pain level, and range of motion, and sending reminders to complete exercises and schedule and attend appointments. With all technology, there are pros and cons to using it.
 
Pros and Cons of AI in Therapy
 
Pros include saving time analyzing research and information, efficiency, conversational nature without medical jargon, and potential to encourage clients too shy to seek professional help. However, open AI is not HIPAA compliant, lacks context, and answers may not be applicable to a client’s specific situation. It has vast amounts of information on topics but responses may not be as accurate or comprehensive as those provided by a medical professional. It often cannot cite sources of where information was gathered and will acknowledge its inability to do so, lacks a human touch and cannot provide hands-on experience for learning certain skills, and can provide biased information based on research, and is unable to think outside the box to tailor recommendations to personal situations (Gadkari, 2023; Hinge Health, 2023).
 
Practical Uses for Practitioners
 
For practitioners, ChatGPT has many practical uses. For therapists who do not have immediate colleagues, it can provide a discussion or conversation to brainstorm ideas (Schwartz, 2024). It can adapt and has multiple prompts to help rewrite and edit, generate medical documentation like long- and short-term goals, progress notes, treatment plans, treatment session notes, and discharge summaries, making the therapist more productive. After inputting data about interests and abilities, ChatGPT can suggest appropriate interventions, saving therapist time with treatment planning and increasing client motivation during treatment. While therapists already spend considerable time gathering and creating home exercise programs (HEPs), open AI can develop personalized HEPs instead of recycling programs or photocopying pre-printed worksheets (Cortez, 2023). ChatGPT can also assist with locating the latest information and research for therapists to provide best practice.
 
Impact on Higher Education
 
Open AI also affects higher education, including OT students and faculty. Research shows that ChatGPT use among students can enhance classroom performance through interactive help, self-directed learning, real-time feedback, accessibility, convenience, and flexible learning opportunities (Firat, 2023; Sallam, 2023). ChatGPT can also complete systematic reviews, create data and content, and provide language translation of non-English language-based research, assisting and promoting academic equity and diversity (Lund & Wang, 2023). Open AI does not have unlimited boundaries. Research has found that it often provides inaccurate information, citations, and references, even though it visually looks credible. Content is also limited to data used prior to 2021 due to its data being used in training and development of the coding (Alkaissi & McFarlane, 2023; Khan et al., 2023; Sallam, 2023).
 
Concerns and Challenges
 
Plagiarism, research fraud, academic dishonesty, and copyright issues are major concerns with open AI (Thacker, Mason, & Weir, 2024). Academic dishonesty is a major challenge in higher education. With open AI providing individualized feedback, students can have open AI draft papers and answer open-ended questions without the professor’s knowledge. At this time, plagiarism detectors are unable to determine if assignments were created using ChatGPT since there are no documented sources (Thacker, Mason, & Weir, 2024). If a student only uses ChatGPT for assignments, it will ultimately harm them when it comes to passing state licensure and NBCOT exams since course materials were never truly learned and applied. An apparent example of ChatGPT intelligence is provided by Kung et al. (2023), who found that ChatGPT performed at or near the passing threshold of 60%, approximately at the level of a first-year medical resident, on the United States Medical Licensing Exam. Clear guidelines and consequences of open AI use among higher education courses are critical to prevent academic dishonesty.
 
Conclusion
 
Therapists should embrace the new technology and adapt it to fit their professional needs while using their clinical decision-making and judgment. As Mesko and colleagues (2018) put it, "AI is not meant to replace medical professionals, but the ones using AI will probably replace the ones that don’t."
 
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References
Alkaissi , H., & McFarlane, S. I. (2023). Artificial hallucinations in ChatGPT: Implications in 
scientific writing. Cureus, 15(2), 1–6. https://doi.org/10.7759/cureus.35179
Firat, M. (2023, January 12). How Chat GPT can transform autodidactic experiences and open 
Gadkari, S. (July 2023). The advent of artificial intelligence: OT and ChatGPT. Retrieved from 
Hinge Health. (May 15, 2023). ChatGPT and Physical Therapy: What You Need to Know. 
Khan, R. A., Jawaid, M., Khan, A. R., & Sajjad, M. (2023). ChatGPT—Reshaping medical 
education and clinical management. Pakistan Journal of Medical Sciences, 39, 605–607.https://doi.org/10.12669/pjms.39.2.7653
Kung, T. H., Cheatham, M., Medenilla, A., Sillos, C., De Leon, L., Elepaño, C., … Tseng, V. 
(2023). Performance of ChatGPT on USMLE: Potential for AI-assisted medical education using large language models. PLoS Digital Health, 2(2), 1–12. https://doi.org/10.1371/journal.pdig.0000198
Lund, B. D., & Wang, T. (2023). Chatting about ChatGPT: How may AI and GPT impact 
academia and libraries? Library Hi Tech News, 40(3), 26–29. https://doi.org/10.1108/LHTN-01-2023-0009
Mesko, B., Hetenyi, G., & Gyorffy, Z. (2018). Will artificial intelligence solve the human 
resource crisis in healthcare? BMC Health Services Research, 18(1), 1–4. https://doi.org/10.1186/s12913-018-3359-4

Nguyen, B. (2022, Dec 5). A new AI chatbot is getting buzz for being able to have intelligent-sounding conversations, write music and even code. Business Insider.https://www.businessinsider.com/chatgpt-new-ai-chatbot-conversation-with-questions-answers-examples-2022-12

Sallam, M. (2023). ChatGPT utility in healthcare education, research, and practice: Systematic review on the promising perspectives and valid concerns. Healthcare 2023, 11, 1–20.http://doi.org/10.3390/healthcare11060887


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The Expanding Role of Occupational Therapy: Insights from the Doctoral Entry Level

by: Felica Anderson
Category: SIS Article
Tags
Feb
24
pam kasyanThe Expanding Role of Occupational Therapy: Insights from the Doctoral Entry Level
By Pamela Kasyan-Howe, OTD, OTR/L
The entry-level Doctor of Occupational Therapy (OTD) degree marks a transformative advancement in OT education. It enables students to go beyond the basics of becoming an entry-level generalist, focused on reimbursable aspects of the profession, and develop into practitioners with advanced knowledge and skills in a specialized area of their own choosing.
This advanced degree has the potential to enhance the knowledge and skills of occupational therapists to handle the complexities of today's fast paced and changing healthcare system. Current healthcare trends include value-based care, using technology like telehealth, and focusing on personalized medicine. Shifting towards paying healthcare providers based on the quality of patient outcomes, rather than the volume of services, fits well with occupational therapy. 
Value based care is particularly effective for managing individuals with chronic illnesses, which are often more challenging, however, these are the same populations that OT is effective.  However, our traditional approaches focus on intervention at the individual level, and it's important to think about treating chronic illness at a broader levels—such as described in the occupational therapy practice framework (4th ed.) we can treat groups or entire communities, not just individuals (AOTA, 2020).  Exploring our roles at the population level, this is where students in the OTD program can really add value to the field.
Broadening Professional Scope and Enhancing Critical Thinking
Traditionally, occupational therapy has centered on helping individual patients with everyday activities, a focus largely dictated by insurance coverage. This narrow scope often limits therapists' ability to fully address the diverse challenges that individuals may face in their daily lives. The OTD entry point seeks to change this by encouraging students to pursue their unique interests within the field working with groups, populations and communities. This approach not only diversifies the areas of practice beyond those typically covered by insurance but also sets the stage for therapists to open private practices that cater to a broader range of needs.
In the long run, this shift offers OT practitioners the opportunity to provide services that more comprehensively improve public health and wellness, addressing needs that are currently underserved by the existing healthcare models.
Encouraging Innovation Through Capstone Projects
A key component of the OTD curriculum is the capstone, which includes both a hands-on experience (capstone experience) and an individual project (capstone project). This element of the program is designed to spark creativity and innovation, allowing students to explore specific areas of interest under the guidance of experienced professionals and experts.
These projects are tailored to the students' career aspirations and interests, fostering a highly engaging and personalized educational experience. The outcome has the potential to create a generation of occupational therapists who bring new ideas and approaches to solving health and wellness challenges, enhancing the field's overall creativity and problem-solving capacity inside and outside traditional reimbursement models. 
Developing Leadership and Expanding Professional Development
Leadership development is another critical aspect of the OTD program. Students are encouraged to delve into roles that involve advocacy, policy development, and community leadership. These experiences equip them with the skills necessary to effect positive changes in healthcare practices and policies.
The OTD also prepares therapists for roles beyond clinical practice, including in education, administration, and research. These roles are crucial for advancing the profession and ensuring occupational therapy has a prominent voice in the health sector.
Supporting Research and Building Evidence
The OTD entry point aligns with the AOTA’s research agenda to encourage studies that fill the existing knowledge gaps about the effectiveness of OT services for a broad scope of populations. This alignment encourages exploration and research to address the current gaps in knowledge about the effectiveness of OT services across a broad range of populations. Such focused efforts are crucial for enhancing the educational framework and deepening our understanding of the impact of the doctoral capstone to provide OT services. 
Although OT capstone projects do not have to be focused soley on research, the requirement to disseminate the outcomes of the OTD student project will contribute to the publication of services OT’s can provide in relation to student projects such as program development, education, leadership, or management.  Over time, dissemination of student capstone projects will build a repository that can be captured in a larger scale to provide evidence of position outcome from ot interventions. 
Conclusion
The OTD degree is reshaping the field of occupational therapy by expanding its scope is reality versus in theory, fostering innovation, and reinforcing the importance of leadership and advocacy. This advanced approach ensures that occupational therapists are better equipped to address the evolving needs of the population, ultimately leading to a more effective and responsive healthcare system. As research continues to highlight the value of the OTD pathway, it is clear that this level of training is crucial for the ongoing growth and success of the profession in improving quality of life for individuals and communities alike.
References
American Occupational Therapy Association. (2020). Occupational therapy practice framework: Domain and process (4th ed.). American Journal of Occupational Therapy, 74(Suppl. 2), 7412410010. https://doi.org/10.5014/ajot.2020.74S2001
American Occupational Therapy Association. (2018). Occupational therapy Education Research Agenda—Revised. American Journal of Occupational Therapy, 72(Suppl. 2), 7212420070. https://doi.org/10.5014/ajot.2018.72S218

Psychosocial Factors in Fieldwork: Upcoming Changes and the Biopsychosocial Model

by: Felica Anderson
Category: Membership Blog
Tags
Dec
10

AmandaPsychosocial Factors in Fieldwork: Upcoming Changes and the Biopsychosocial Model

Amanda Smith BS, COTA/L

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Breaking Down Barriers in the Community-Based System of Care A Call to Action

by: Felica Anderson
Category: Membership Blog
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Dec
09

Jeffrey leenneBreaking Down Barriers in the Community-Based System of Care A Call to Action

Dr. Jeffrey Sargent OTD, OTR/L

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Volunteering As a Work-Related Occupation: A Case Study

by: Felica Anderson
Category: SIS Article
Tags
Dec
09
Katie reginaVolunteering As a Work-Related Occupation: A Case Study
 
Regina Bonynge, OTR/L 
Katie Hart, OTR/L

Volunteering makes us feel good. However, what is the science behind it? A recent study has validated the benefits of volunteering, notably, reduced mortality, increased quality of life improved and social supports (Nichol et al., 2023). The benefits of volunteering are not predisposed to those who come into it with higher levels of happiness. On the contrary, research shows that those with lower reported happiness levels reap more benefits from volunteering (Binder & Freytag, 2013). 

As occupational therapists, how can we leverage the power of volunteering to support our clients on their journey? Volunteering creates a safe place for many to “try out” a work environment and safely address their deficits in a controlled environment (space, schedule, time, tasks, etc). This article includes a case study of Lisa and her recovery from a stroke, using volunteering as a steppingstone to support return to work skills. 

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OT’s Role in Firefighter Mental Health

by: Felica Anderson
Category: Membership Blog
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May
09

Alyssa garciaOT’s Role in Firefighter Mental Health

Alyssa M. Garcia, OTD, OTR/L

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The Impact of Vestibular Processing on Attention and School Performance: A case study

by: Felica Anderson
Category: SIS Article
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May
04

Dominque Lisa bethThe Impact of Vestibular Processing on Attention and School Performance: A case study

Dominique Blanche Kiefer, OTD, OTR/L, BCP

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Empowering students in fieldwork: Building emotional intelligence skills through self-assessment

by: Janine Silvaroli
Category: SIS Article
Tags
Mar
12

Empowering students in fieldwork: Building emotional intelligence skills through self-assessment 

Lucerito R. Gonzalez, COTA/L, MSOTS

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Home and community health therapy services post Public Health Emergency (PHE)

by: Janine Silvaroli
Category: SIS Article
Tags
Jan
19

SIS Home and Community Healthe Amanda KotolskiHome and community health therapy services post Public Health Emergency (PHE)

Amanda Kotolski, Ph.D., OTR/L

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Supporting student success in fieldwork and capstone post pandemic

by: Katie Lynch
Category: Membership Blog
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Jul
02

 

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Reintegrating occupational therapy in community mental health: a pilot program

by: Katie Lynch
Category: Membership Blog
Tags
Jul
02

 Current community-based mental health services in the state of Florida are sparse and focused on targeted areas, such as medication management, psychiatric services, trauma-based support groups, and day programming. Few programs or services facilitate community re-integration, and those that do, rely mainly on peer support services. The current continuum of care is not always able to account for the far-reaching effects of mental health and substance abuse issues and how they create obstacles to daily living and community participation. In Florida, mental health, substance abuse, and co-occurring disorder programs are under strain from a lack of funding. According to the State of Florida Appropriations Committee 2021 Annual Budget, only 7% of the allotted 3.8 billion dollars of funding to the Department of Children and Families is designated for community mental health and substance abuse services (The Florida Senate, 2022). These funds must stretch across all the programs and other related services. Funding for occupational therapy services is largely non-existent in these programs, despite a long history of treating this population. Occupational therapists (OTs) receive specialized education and clinical training to address areas within the continuum of community reintegration for clients experiencing mental health and co-occurring disorders. OTs can apply theory and conceptual models of practice stemming from a rich occupational science history to enable successful improvements in occupational participation and performance.

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OT Pelvic Health CE offered by Region 9

by: janine silvaroli
Category: Membership Blog
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Feb
05

Call to Action: Share Your Feedback with CMS

by: Katie Lynch
Category: Membership Blog
Tags
Sep
01

Call to Action: Share Your Feedback with CMS

OT practitioners, it’s not too late to make your voices heard by CMS!
 
As you may already be aware, the Centers for Medicare & Medicaid Services (CMS) is seeking feedback on its Medicare Physician Fee Schedule (MPFS) Proposed Rule for Calendar Year 2023. AOTA is in the process of finalizing a comment letter that will be submitted on behalf of organizational members, highlighting key areas of concern noted in the proposed rule and advocating for better access and reimbursement for occupational therapy services under Medicare Part B.
 
In this rule, CMS proposes a 4.4% decrease to the conversion factor and confirms continuation of the 15% payment cut for services delivered in whole or in part by an OTA. CMS proposes additional codes that may be delivered via telehealth after the COVID-19 public health emergency ends, but occupational therapy practitioners will only be able to access those codes for 151 days beyond the PHE since we are not considered permanent telehealth providers.
 
AOTA has been continually advocating on these issues and AOTA’s voice is strong, but we are stronger when the voices of our members are raised in support of the needed changes to keep our profession alive. 
 
We encourage members to share your personal story with CMS on how these cuts and policies are impacting your practice. This doesn’t have to be a formal comment letter—it can be a few sentences, a case example, or a paragraph on the struggles you face every day in delivering quality occupational therapy services. 
 
CMS needs to hear from you that continued cuts and lack of access to telehealth services after the public health emergency will have a direct impact on Medicare beneficiary access to timely, medically necessary occupational therapy services. 
 
Comments are due to CMS by September 6, 2022 at 11:59pm. We hope you’ll take a few moments to share your real-world experience with CMS.
 
Your advocacy efforts will make a difference!!!
Thank you for your membership!
FOTA
 

Wake up to the occupation of sleep: Its importance in the older adult

by: Janine Silvaroli
Category: SIS Article
Tags
Jul
13

Wake up to the occupation of sleep: Its importance in the older adult

by: Anette Bullard, MEd, COTA/L and Anjali Parti, OTD, OTR/L 

WAKE UP TO THE OCCUPATION OF SLEEPEveryone has experienced having to power through the day after a night of not sleeping well with every aspect of the day feeling more challenging due to your lack of sleep. The National Institute of Health (2017) identifies sleep as one of the most important occupations for maintaining all aspects of health. In fact, the Centers for Disease Control and Prevention (2018) has recognized sleep deprivation as a public health problem with broad, negative effects on safe occupational performance. For the older adults the challenges brought on by age compounded with a lack of sleep can further decrease successful occupational performance. Many age-related changes tend to disturb patterns of sleep and the myth that older adults need less sleep is actually incorrect (Suni, 2022b). The older adult is confronted with additional sleep obstacles such as, chronic conditions, medications, diminished physical activity, and decreased cognitive exercise, all of which have all been associated with decreases in sleep satisfaction. The resulting downward spiral of poor sleep results in less successful occupational engagement. The Occupational Therapy Practice Framework includes ‘rest and sleep’ as an area of occupation and defining occupational therapy practitioners as qualified professionals to assist clients with the occupation of rest and sleep (American Occupational Therapy Association, 2020). This brief article seeks to assist practitioners with identifying resources and awareness for more consistently addressing the occupation of sleep in the older adults. 

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The pelvic floor: The muscle group we all should know more about

by: Janine Silvaroli
Category: SIS Article
Tags
Jul
13

The pelvic floor: The muscle group we all should know more about

by: Sujata Martins, MS, OTR/L, CD

Out of sight, out of mind is a common saying for most and unfortunately tends to be applied to the pelvic floor. By learning to take care of our pelvic floor, most of us can avoid embarrassing accidents, as well as spending money on incontinence products, medications, and even surgery. It is also extremely valuable for pregnant women in order to prepare for delivery and postpartum healing, and plays an important role in intimacy. 

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Medicare OTA payment differential

by: Janine Silvaroli
Category: PRESIDENTIAL BLOG
Tags
Feb
02
The Medicare OTA payment differential went into effect on January 1, 2022 and many occupational therapy practitioners still have questions regarding what the policy means for OTAs. 
 
Additionally, AOTA has resources that are immediately available. Please feel free to share this recording of the Special OTA Confab: Legislative and Regulatory Changes with your membership. The recording provides both the legislative background of the policy and a detailed discussion of when the modifier should be applied. An article and video can also be found on the AOTA website on how to apply the modifier and an easy to read handout is linked here.

FOTA21 Conference: Student Poster Submissions

by: Melissa Sevestre
Category: Student Resources
Tags
Jul
02

FOTA21 Conference: Student Poster Submissions

Here are some tips to follow when completing your student poster submission:

  1. First and foremost, make sure you submit your poster under student and not professional. This will help to decrease any added stress closer to conference when you realize you may have been placed in the wrong group. The conference committee goes off what you submit and will place your poster in the group accordingly.

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