online opportunities
The University of Toledo OTD Program now offers online, on-demand continuing education opportunities for occupational therapy practitioners. This includes recorded presentations by our OTD Program students and faculty. All presentations have been approved for 1.5 CEU by the Ohio OT/PT/AT Board.
To obtain a continuing education certificate of completion, learners must:
- Register for and pay the fee for the desired course
- Watch recorded presentation
- Complete the course posttest
Once you have registered and paid, you will receive an email confirmation with the link to the posttest. Certificates will be sent out upon successful completion of the post-test. Upon successful completion of the post-test, you will receive a certificate.
Cost: $20/course
Avaliable On-Demand Courses
Course 1
Creating Collaborative Research Projects: Roles of the Researcher and Clinician
This 90-minute presentation offers insight into why research in the field of occupational therapy (OT) is important along with how researchers and clinicians collaborate to properly carry out a study. The presenters will discuss the following: the importance of research, components of a strong study, research protocols and resources, developing potential clinical questions, how clinicians and researchers can collaborate in a seamless manner, and barriers and facilitators to collaboration. The course will end with the participants applying their knowledge through a case study.
Learning Objectives: At the conclusion of this course learners will be able to 1) Describe the importance of conducting research and its implications for the profession; 2) State the components of a PICO (population, intervention, comparison, outcome) question; 3) Identify one potential clinical research question using PICO format; 4) Describe 3 reasons why data management is important; 5) Compare and contrast 2 or more roles of a researcher and clinician; 6) State one positive outcome of cohesive teamwork between a researcher and a clinician; and 7) Examine the components of an evidence-based article using critical appraisal tools. [Approved for 1.5 CEU’s by the OT/PT/AT Board]
Course 2
The Role of Occupational Therapy in the Rehabilitation and Treatment of Individuals with Substance Use Disorders
This 90-minute presentation introduces the role of occupational therapy in the rehabilitation and treatment of individuals with substance use disorders. The presenters will discuss the following: the definition and prevalence of substance use disorders (SUDs), the role of occupational therapy (OT) in SUDs rehabilitation, how the OT scope of practice supports OT practice within this population, common OT interventions within this practice area, a sample case study, and the need for increased advocacy for occupational therapy within substance use disorder rehabilitation.
Learning Objectives: At the conclusion of this course learners will be able to 1) Define substance use disorder; 2) Discuss the role of occupational therapy in substance use disorder rehabilitation; 3) Examine three occupations and/or roles that can be impacted in individuals with substance use disorder; 4) Create and describe at least three interventions for occupational therapy practitioners to implement in practice with individuals with substance use disorder; and 5) Compare and contrast three ways in which their initial perspective of individuals with substance use disorders has changed at the conclusion of the presentation. [Approved for 1.5 CEU’s by the OT/PT/AT Board]
Course 3
A Fieldwork Educator’s Guide to Promoting Student Success in Autonomous Decision Making
This 90-minute session introduces the importance of autonomous decision making for students as promoted by fieldwork educators. Understand the difference between the fieldwork supervisor and the fieldwork educator in the profession. Learners will have the opportunity to share past experiences and learn new ways to progress the student’s clinical reasoning skills.
Learning Objectives: At the conclusion of this course participants will be able to 1) Describe the differences between autonomous decision making and clinical reasoning; 2) Explain roles and responsibilities of fieldwork educators and fieldwork students; 3) Utilize feedback strategies and methods that encourage students to make independent decisions during fieldwork; 4) Recognize the benefits of asking questions to fieldwork students to progress the student’s clinical reasoning; and 5) Provide examples of learning activities which promote autonomous decision making in fieldwork students. [Approved for 1.5 CEU’s by the OT/PT/AT Board]
Course 4
Utilizing AT to promote Independence in Transition Age Youth
During this 90-minute presentation individuals will be receiving information on the benefits of assistive technology and how it relates to transition-aged youth. We will be highlighting the different types of assistive technology, populations it could benefit, and its importance in occupational therapy.
Learning Objectives: At the conclusion of this course participants will be able to 1) Define assistive technology and transition age youth; 2) Explain the benefits of assistive technology for transition age youth; 3) Categorize assistive technology into the areas of low tech, mid tech, and high tech; 4) List two resources to obtain or test out assistive technology; and 5) List and explain the 3 sections of the IEP Section 5. [Approved for 1.5 CEU’s by the OT/PT/AT Board]
Course 5
Advocacy in Everyday Practice
This 90-minute continuing education course will focus on ways to advocate for patients in a variety of settings during everyday OT practice. Topics will include self-advocacy promotion, community resources, telehealth as means of increasing accessibility to services, and interprofessional education. Participants will be encouraged to share their insights during specified group discussion times.
Learning Objectives: At the conclusion of this course participants will be able to 1) Summarize the importance of advocacy in everyday practice; 2) Identify at least 2 ways to incorporate self-advocacy interventions into their treatment sessions; 3) State at least 2 benefits of connecting patients to community resources; 4) Explain one way telehealth could be beneficial for certain populations; and 5) Identify one strategy to overcome common barriers of interprofessional collaboration. [Approved for 1.5 CEU’s by the OT/PT/AT Board]