Education leads to increased adherence to the ‘Australian Competency Standards for Occupational Therapy Driver Assessors’

References

• Epstein RM, Hundert EM. Defining and assessing professional competence. JAMA. 2002;287(2):226–235.
   PubMed Web of Science ®Google Scholar
• Swedish Association of Occupational Therapists. Competence descriptions for occupational therapists. Nacka (Sweden): Swedish Association of Occupational Therapists; 2018.
   Google Scholar
• Gonczi A, Hager P, Oliver L. Establishing competency-based standards in the professions. Canberra (Australia): Department of Employment, Education and Training (DEET); 1990.
   Google Scholar
• Occupational Therapy Board of Australia. Australian occupational therapy competency standards 2018. [cited 2021 June 5]. Available from: https://www.occupationaltherapyboard.gov.au/Codes-Guidelines/Competencies.aspx.
   Google Scholar
• American Occupational Therapy Association. Standards for continuing competence. Am J Occup Ther. 2015;69:6913410055.
   Google Scholar
• Baartman LKJ, Bastiaens TJ, Kirschner PA, et al. The wheel of competency assessment: Presenting quality criteria for competency assessment programs. Stud Educ Eval. 2006;32(2):153–170.
   Google Scholar
• Franklin N, Melville P. Competency assessment tools: an exploration of the pedagogical issues facing competency assessment for nurses in the clinical environment. Collegian. 2015;22(1):25–31.
   PubMed Web of Science ®Google Scholar
• Norman GR, Davis DA, Lamb S, et al. Competency assessment of primary care physicians as part of a peer review program. JAMA. 1993;270(9):1046–1051.
   PubMed Web of Science ®Google Scholar
• Salvatori P. Clinical competence: a review of the health care literature with a focus on occupational therapy. Can J Occup Ther. 1996;63(4):260–271.
   Google Scholar
• Swedish Association of Occupational Therapists. Specialist standards for occupational therapists. Nacka (Sweden): Swedish Association of Occupational Therapists; 2018.
   Google Scholar
• Fields SM, Unsworth CA, Harreveld RE. Australian competency standards for occupational therapy driver assessors. Melbourne (Australia): Occupational Therapy Australia; 2018.
   Google Scholar
• Fields SM, Unsworth CA. Revision of the competency standards for occupational therapy driver assessors: an overview of the evidence for the inclusion of cognitive and perceptual assessments within fitness-to-drive evaluations. Aust Occup Ther J. 2017;64(4):328–339.
   PubMed Web of Science ®Google Scholar
• Fields SM, Unsworth CA, Harreveld RE. The revision of competency standards for occupational therapy driver assessors in Australia: a mixed methods approach. Aust Occup Ther J. 2021;68(3):257–271.
   PubMed Web of Science ®Google Scholar
• OT Australia-Victoria. Competency standards for occupational therapy driver assessors. Melbourne (Australia): OT Australia-Victoria; 1998.
   Google Scholar
• Myers CT, Schaefer N, Coudron A. Continuing competence assessment and maintenance in occupational therapy: scoping review with stakeholder consultation. Aust Occup Ther J. 2017;64(6):486–500.
   PubMed Web of Science ®Google Scholar
• Larsson H, Lundberg C, Falkmer T, et al. A Swedish survey of occupational therapists’ involvement and performance in driving assessments. Scand J Occup Ther. 2007;14(4):215–220.
   PubMedGoogle Scholar
• Korner-Bitensky N, Menon A, von Zweck C, et al. Occupational therapists’ capacity-building needs related to older driver screening, assessment, and intervention: a Canadawide survey. Am J Occup Ther. 2010;64(2):316–324.
   PubMed Web of Science ®Google Scholar
• Johnson Coffelt K, Gabriel LS. Continuing competence trends of occupational therapy practitioners. Open J Occup Ther. 2017;5(1):1–15.
   Google Scholar
• Nash R, Thompson W, Stupans I, et al. CPD aligned to competency standards to support quality practice. Pharmacy. 2017;5(4):12–24.
   Google Scholar
• Nash RE, Chalmers L, Stupans I, et al. Knowledge, use and perceived relevance of a profession’s Competency Standards; implications for Pharmacy Education. Int J Pharm Pract. 2016;24(6):390–402.
   PubMedGoogle Scholar
• McCalmont JC, Jones KD, Bennett RM, et al. Does familiarity with CDC guidelines, continuing education, and provider characteristics influence adherence to chronic pain management practice and opioid prescribing? J Opioid Manag. 2018;14(2):103–116.
   PubMedGoogle Scholar
• Guy L, Cranwell K, Hitch D, et al. Reflective practice facilitation within occupational therapy supervision processes: a mixed method study. Aust Occup Ther J. 2020;67(4):320–329.
   PubMed Web of Science ®Google Scholar
• Creswell JW, Plano Clark VL. Designing and conducting mixed methods research. 3rd ed. Thousand Oaks (CA): SAGE Publications Inc; 2018.
   Google Scholar
• Yin RK. Case study research and applications: design and methods. 6th ed. Thousand Oaks (CA): SAGE Publications Inc; 2018.
   Google Scholar
• Creswell JW, Poth CN. Qualitative inquiry and research design: choosing among five approaches. 4th ed. Thousand Oaks (CA): SAGE Publications Inc; 2018.
   Google Scholar
• Yazan B. Three approaches to case study methods in education: Yin, Merriam, and Stake. Qual Rep. 2015;20:134–152.
   Web of Science ®Google Scholar
• Jennett P, Affleck L. Chart audit and chart stimulated recall as methods of needs assessment in continuing professional health education. J Contin Educ Health Prof. 1998;18(3):163–171.
   Google Scholar
• Guerra CE, Jacobs SE, Holmes JH, et al. Are physicians discussing prostate cancer screening with their patients and why or why not? A pilot study. J Gen Intern Med. 2007;22(7):901–907.
   PubMed Web of Science ®Google Scholar
• Salvatori P, Simonavicius N, Moore J, et al. Meeting the challenge of assessing clinical competence of occupational therapists within a program management environment. Can J Occup Ther. 2008;75(1):51–60.
   PubMedGoogle Scholar
• Liamputtong P. Research methods in health: foundations for evidence-based practice. 3rd ed. Melbourne (Australia): Oxford University Press; 2016.
   Google Scholar
• Goulet F, Jacques A, Gagnon R, et al. Assessment of family physicians’ performance using patient charts: interrater reliability and concordance with chart-stimulated recall interview. Eval Health Prof. 2007;30(4):376–392.
   PubMed Web of Science ®Google Scholar
• Braun V, Clarke V. Using thematic analysis in psychology. Qual Res Psychol. 2006;3(2):77–101.
   Google Scholar
• Patton MQ. Qualitative research and evaluation methods. 4th ed. Thousand Oaks (CA): SAGE Publications Inc; 2015.
   Google Scholar
• Morse J. Reframing rigor in qualitative inquiry. In: Denzin NK, Lincoln YS, editors. The SAGE handbook of qualitative research. Thousand Oaks (CA): SAGE Publications Inc; 2018. p. 796–817.
   Google Scholar
• Houghton C, Casey D, Shaw C, et al. Rigour in qualitative case-study research. Nurse Res. 2013;20(4):12–17.
   PubMedGoogle Scholar
• Colquhoun HL, Letts LJ, Law MC, et al. Administration of the Canadian Occupational Performance Measure: effect on practice. Can J Occup Ther. 2012;79(2):120–128.
   PubMed Web of Science ®Google Scholar
• Salvatori P, Baptiste S, Ward M. Development of a tool to measure clinical competence in occupational therapy: a pilot study. Can J Occup Ther. 2000;67(1):51–60.
   PubMedGoogle Scholar
• Sinnott C, Kelly MA, Bradley CP. A scoping review of the potential for chart stimulated recall as a clinical research method. BMC Health Serv Res. 2017;17(1):583.
   PubMedGoogle Scholar
• Jennett PA, Scott SM, Atkinson MA, et al. Patient charts and physician office management decisions: chart audit and chart stimulated recall. J Contin Educ Health Prof. 1995;15(1):31–39.
   Google Scholar
• Goulet F, Jacques A, Gagnon R, et al. Performance assessment: family physicians in Montreal meet the mark. Can Fam Physician. 2002;48:1337–1344.
   PubMed Web of Science ®Google Scholar
• O’Donovan MJ, Campbell F, Norman KE. Exploring record keeping, clinical reasoning, and practice context: peer assessment findings from the perspective of situational competence. Physiother Can. 2017;69(3):235–246.
   PubMed Web of Science ®Google Scholar
• Courtney M, Farnworth L. Professional competence for private practitioners in occupational therapy. Aust Occ Ther J. 2003;50(4):234–243.
   Google Scholar
• Al-Wassia H, Al-Wassia R, Shihata S, et al. Using patients’ charts to assess medical trainees in the workplace: a systematic review. Med Teach. 2015;37(sup1):S82–S87.
   PubMed Web of Science ®Google Scholar
• Reddy ST, Endo J, Gupta S, et al. A case for caution: chart-stimulated recall. J Grad Med Educ. 2015;7(4):531–535.
   PubMedGoogle Scholar
• Xu G, Baines R, Westacott R, et al. An educational approach to improve outcomes in acute kidney injury (AKI): report of a quality improvement project. BMJ Open. 2014;4(3):e004388.
   PubMed Web of Science ®Google Scholar
• Kamarudin G, Penm J, Chaar B, et al. Educational interventions to improve prescribing competency: a systematic review. BMJ Open. 2013;3(8):e003291.
   PubMed Web of Science ®Google Scholar
• Bannigan K, Moores A. A model of professional thinking: integrating reflective practice and evidence based practice. Can J Occup Ther. 2009;76(5):342–350.
   Web of Science ®Google Scholar
• Hubbard IJ, Harris D, Kilkenny MF, et al. Adherence to clinical guidelines improves patient outcomes in Australian audit of stroke rehabilitation practice. Arch Phys Med Rehabil. 2012;93(6):965–971.
   PubMed Web of Science ®Google Scholar
• Ivers N, Jamtvedt G, Flottorp S, et al. Audit and feedback: effects on professional practice and healthcare outcomes. Cochrane Database Syst Rev. 2012;6:1–221.
   Google Scholar
• Bergen N, Labonté R. “Everything is perfect, and we have no problems”: detecting and limiting social desirability bias in qualitative research. Qual Health Res. 2020;30(5):783–792.
   PubMed Web of Science ®Google Scholar