Date Presented 04/03/2025
The goal of this study is to identify current successes, limiting barriers, and overarching trends in knowledge translation, specifically as they relate to OT doctoral capstone students.
Primary Author and Speaker: Christopher Taylor
PURPOSE: The goal of this study is to identify current successes, limiting barriers, and overarching trends in knowledge translation as it relates to occupational therapy doctoral capstone students.
DESIGN: Mixed Methods.
METHOD: Literature review to determine best-evidence surrounding Knowledge Translation (specifically Knowledge-to-Action Framework) and OTD student’s role in a) knowledge creation and b) knowledge action. In addition, an anonymous questionnaire was sent out to previous capstone mentors and mentees across all three Mayo Clinic campuses (Minnesota, Arizona, Florida). We obtained a 70% response capture that answered current questions regarding successes, barriers, and trends.
RESULTS: OTD Capstone students have a positive effect on workplace satisfaction due to mentorship, professional development opportunities, and symbiotic relationship between student, mentor, and organization. Mentorship is a major factor in retaining healthcare workers & workplace satisfaction. OTD students have unique dedicated time written into their CDPs (Capstone Development Plan) to complete desired projects (including knowledge creation of ‘Evidence Informed Practice Documents’) to counteract barriers to knowledge translation (productivity standards, lack of time, difficulty deciphering best evidence).
CONCLUSION: OTD Capstone students are unique in their ability to support a symbiotic relationship between student, mentor, and host organization. This is not a unidirectional, hierarchical learning experience similar to some professional fieldwork experiences. From this research project, our Physical Medicine and Rehabilitation department better understands OT and OTD capstone students’ unique value in healthcare. Mayo Clinic, one of the nation’s largest healthcare providers, has implemented several strategies based on and outlined within this study.
References
Kemp, E. L., Domina, A., Stephenson, S., & Start, A. (2022). Perceived Value & Usefulness of the Entry-Level Occupational Therapy Doctoral Capstone. Journal of Occupational Therapy Education, 6 (3). https://doi.org/10.26681/jote.2022.060311
Weaver, J. A., Read, H., Martino, M. N., Balog, E. J., Sinha-Bhamra, M., & Corcoran, M. (2022). Exploring Knowledge Translation Concepts in US Occupational Therapy Research: A Content Analysis. The American Journal of Occupational Therapy, 76(5), 7605205150.
Provident, I., & Lape, J. E. (2020). Demonstrating Occupational Therapy’s Distinct Value: Addressing the Quadruple Aim of Health Care Through Doctoral Capstone Projects. The Open Journal of Occupational Therapy, 8(3), 1–8. https://doi.org/10.15453/2168-6408.1686
Graham, I. D., Logan, J., Harrison, M. B., Straus, S. E., Tetroe, J., Caswell, W., & Robinson, N. (2006). Lost in knowledge translation: time for a map?. The Journal of continuing education in the health professions, 26(1), 13–24. https://doi.org/10.1002/chp.47
