The modules on Dementia, Advanced Home Modifications, Pain, Lymphoedema and Paediatrics will each contain a quiz attached to a case study.  This will occur in the final part of the final day of each module.  Approximately five short-answer questions will relate to the content taught in each module, and each of the case studies will be graded by the module educator.  You must be present in class (either on campus or online as stipulated) to participate in this assessment piece.  Each quiz will hold a total value of 5 marks.  You must obtain 10 out of a total available of 20 marks overall to pass this assessment, and the unit overall.  The quizzes are short-answer and are conducted in-class.  The quizzes are open book and you may consult your notes.  There is no need to cite references.   The purpose of the Case Study Quizzes are to ensure full engagement in each module and translation of knowledge directly to real-world clinical scenarios.  

• Upon direction from the educator (in accordance with the flow and timing of teaching content), the Unit Coordinator will make the case study and questions available to you on Moodle
• Immediately upon that being available, students have 45 minutes (maximum) to complete their open-book quiz (typed or written as per educator instruction)
• Upon completion of your answers, please email it directly to the educator at the email they have supplied to you.
• Any quiz received after the noted deadline (without appropriate, plausible and reasonable explanation as determined by the educator) will be marked as unsubmitted and receive 0 points.
• Each module educator will grade your quiz.  Marks will be supplied to the unit coordinator, who will keep a record of marks, ready for uploading the final total for this assessment piece at the conclusion of the final module.
• If the educator has any specific feedback for you as a group, your Unit Coordinator will ensure you receive it.
• Regular tallies of marks achieved after each module will not be supplied.  You will know from your own answers and any educator feedback to the cohort whether you answered correctly. 
• You will only be contacted individually by the UC if there appears to be a risk of you not passing 

Level of GenAI use allowed:  Level 3 - you may use AI to assist with specific tasks such as drafting text, refining and evaluating your work.  You must critically evaluate and modify any AI-generated content you use. 

The 72 hour grace period does not apply to the quiz assessments. 

The quizzes are marked against module answers pre-determined by the educator of that specialist module.  There is no rubric for this assessment. 

Assessment Type
Reflective Practice Assignment
Task Description
There are two parts to this assessment: 1) the development of a Knowledge Translation Kit and 2) your audio reflection which will articulate your rationale for the chosen Knowledge Translation tools.
Knowledge Translation tools present evidence in concise, clear, user-friendly formats to enhance the uptake of evidence into clinical practice. Examples of Knowledge Translation tools include clinical practice guidelines, educational resources and patient decision aids. You will choose one of the five clinical practice specialisation areas in OCCT14002: 1) pain 2) home assessment and modifications 3) dementia 4) paediatrics or 5) lymphoedema and use the research and evidence to create a Knowledge Translation kit in that field.

Your Knowledge Translation kit will be comprised of two products/tools. Decide what your message is and who your audience will be. The design will differ depending on whether your audience is other OTs, a multidisciplinary team, GPs, the general public, to name a few. The kit will be a synthesis of the evidence, delivered via the best medium chosen by you in a way that disseminates the evidence for optimum understanding and uptake by various stakeholders. You must choose one product/tool from the choices of:
• poster/infographic or
• clinical practice guideline/protocol

Then, your companion product will be a choice between the production of:
• a 10-minute podcast suitable for either the free Spotify for Podcasters or the free Podcast Hosting site PodBean (do not go under 9 minutes or exceed 11 minutes) or
• a 10-minute audio and video recording suitable for uploading to YouTube (do not go under 9 minutes or exceed 11 minutes)

The aim of your Knowledge Translation tools is to ensure that end users (stakeholders such as other practitioners or clients/consumers) receive best clinical service delivery because of your information. The Knowledge Translation products must be visually appealing, accessible and presented without clinical terminology and jargon. Your products must incorporate what the most contemporary state of science is in your chosen area. As such, your sources will be peer-reviewed journal articles preferably published within the last 5-7 years. The second part of this assessment is to present your rationale for the chosen knowledge translation tool and how it why it will have real impact on the relevant stakeholders (other occupational therapy practitioners, educating members of the multidisciplinary team, empowering clients with education and knowledge).This rationale is summarised concisely in a 5-minute audio reflection submitted to your unit coordinator. An MP4 recording uploaded from your smart device works well. A great reflection on the whole process cannot be achieved without having done your solid background research, determining your audience and then careful consideration to the design and execution of both the visual product and your podcast/You Tube.

The due date for this assessment is week 6, by which time you will not have covered all modules. This should not sway your choice, as the aim is for you to independently search for the contemporary literature in a clinical area of particular interest to you. You are welcome to use the resources supplied on Moodle within those modules as a starting point. A resource folder will be supplied to you in your Assessment Tile containing links and exemplars for inspiration and ideas.  There are also framed exemplars from previous cohorts in each OT classroom across the BDG and ROK campuses.

In addition to the complete Knowledge Translation kit, you will present a bibliography sheet to your assessor providing evidence of all sources used in the development of your kit. The production of a poster/infographic requires skill at a graduate level that you have been developing throughout your introductory and intermediate units. The podcast or You Tube presentation must be a balance of stakeholder-accessible messages and presentation, together with appropriate links or references to the relevant literature. The audience must know that your content is evidence-based, not just based on personal opinion.
Summary - what to upload to Moodle by the due date
• podcast or You Tube link
• MP4 (or similarly accessible format) reflection and rationale
• Bibliography (all sources consulted in the creation of your product)

Additional Information 
Please remember that the aim of your Knowledge Translation Kit is to ensure that end users receive best clinical service delivery as a result of your information.  It can take years for best practice evidence to filter through and be used on a daily basis clinically.  You must be clear about your audience, and the podcast or YouTube upload must match for the same audience. For example:

- youth who are likely to see an infographic / poster in a public place

- GP waiting room - pinned to the wall or on the moving digital display - to target parents or patients 

- community hall noticeboard or RSL or Rotary etc where older people are known to gather

- noticeboard at a local Mens' Shed, CWA etc to target a particular gender in the older persons age group 

- an OT department staff room

- a multidisciplinary team staff room

Level of GenAI use allowed:  Level 4 Full AI - you may use AI extensively throughout your work either as you wish, or as specifically directed in your assessment.  Focus on directing AI to achieve your goals while demonstrating your critical thinking. 

• synthesis of clinical information
• clarity and accessibility of clinical message
• evidence of research to support reflection and KT kit
• visual presentation 
• oral presentation 
• reflection 

Motivational Interviewing via Telehealth. 

As this is an OSCE, the 72-hour grace period does not apply to this assessment. 

This is a clinical scenario patient simulation, followed by a practice reflection, and therefore No AI is permitted.  The AI level is Level 1: You must not use AI at any point during the assessment.  You must demonstrate your core skills and knowledge. 

Motivational Interviewing (MI) is a patient interview style designed to promote behavioural changes in our patients/clients/consumers. Facilitating behaviour change to promote health and wellbeing is a therapeutic skill of great benefit to patient outcomes, transcending specific caseloads. Following on from MI lectures, practical sessions and simulated interviews for practice, this assessment requires you to conduct a patient interview in which you demonstrate the principles of motivational interviewing. The interview will be recorded and observed by the examiner in real-time. The interview will be of 20 minutes duration.

 Following completion of your interview, you are required to view the recording and complete a rating of your performance using the tool provided, and a written reflection. You will be supplied with a self-assessment template to guide your reflection. 

The method of your motivational interview and thus your assessment will be via a telehealth process. This advances your skills in both motivational interviewing but also in the application of clinical work across technology platforms which may increasingly be part of flexible and accessible patient service offerings. This is assessing graduate-level skills, so it is assumed you already have sound skills in setting up the interview space, developing rapport with the patient, ensuring informed consent and utilising professional verbal and non-verbal communication. In this assessment, your skills in evocation, collaboration, supporting autonomy, directing, empathy and asking open-ended questions are the focus. You are demonstrating your ability to facilitate the patient's ownership of goals and actions. The patient/client/consumer will be a standardised patient played by an actor.

 Reflections must be 1800 words (+/- 150 words).  This word count excludes your references.  The assessment rubric provides guidance for you in how your content and written expression will be assessed. Those students who are able to incorporate and synthesise key content, referencing a wide range of relevant readings, and present it in a concise way are likely to score highly. Your written reflection is your own original work, but you will use a motivational interviewing reflection tool in order to inform a robust analysis of your skills.  You will be supplied with the tool throughout your learning experience.

Please submit the following in one Word file:

·         Cover sheet

·         Reflection – 1800 words and reference list

Suggested headings to guide your reflection 

Overall summary and discussion of the experience (conducting the MI, watching and listening to your recording)

Overall summary and discussion of the scores and comments on your performance on the MITI with suggested subheadings as follows:

                -cultivating change talk

                - softening sustain talk 

                - partnership 

                - empathy

- techniques used or not e.g. OARS, readiness, looking forward and back, decisional balance, querying extremes, change planning 

-MI spirit, MI process and MI traps 

What were your strengths in the motivational interview and why? 

What did not go as well as hoped for in the motivational interview and why?

Application of and skills with Telehealth

What have been some key learnings from this experience? 

What MI traps will you be conscious of to avoid using in future practice?

What skills have you acquired that you can envisage using in future practice?  

                -in what context can you see yourself using these MI skills? 

Final statements 

A detailed rubric is supplied for you on Moodle covering the following criteria:

Understanding MI principles & reflection on practice (20) 
 
Synthesis (15) 
 
Evaluation of skills using literature and key evidence (15) 
 
Presentation of written reflection (10) 
 
Assessor rating of meeting the MI interview goals (20)