University of Indianapolis second year occupational therapy students Michael Agyemang, Christine Denman, Tyra Schantz, and Kayla Welsh had the rewarding opportunity to work with the staff and residents of the Abbie Hunt Bryce Home during their community fieldwork experience. The Abbie Hunt Bryce Home is a home that offers a warm and comforting environment for individuals who are experiencing homelessness in addition to carrying a diagnosis, which warrants hospice services. This collection of motivated students took on the task of addressing and tackling occupational deprivation in the residents of the home. The students felt the residents at the home needed an avenue to express themselves in a way that allowed for reflection on the joys of their lives. Alongside Abbie Hunt Bryce Home administrator, Renita Johnson, the students created an activity called “Stories in the Sand.” This activity allowed the residents to develop a representation of themselves in the form of various colored sand, rocks, shells and stones; created through the use of their hands. The completed Stories in the Sand artifact was not meant to be a representation for others to see after they had passed, but a presentation of what they wanted to portray to the world while they lived.

Check out the video the MOT students created to share their experience.

Michael Agyemang- “Working with the residents at the Abbie Hunt Bryce Home was a great and rewarding experience, they all had such great stories to tell and very interesting lives. It really makes you think about life in a new light.”

Christine Denman- “Working with Abbie Hunt Bryce Home was a wonderful experience. I did not even know that places like that existed so it was very rewarding to get the opportunity to work with the individuals that were living there. These people all have stories to tell and it was great to allow those who participated to share their stories with us. It was very gratifying and hopefully students will continue to have placements there.”

Tyra Schantz- “The Stories in the Sand project was very rewarding and I thoroughly enjoyed my time with the residents at the Abbie Hunt Bryce Home. It was such a blessing to play a small role in helping the residents reflect back on their life story and create their individualized Stories in the Sand.”

Kayla Welsh- "The Abbie Hunt Bryce Home was very welcoming and receptive. Having the opportunity to hear resident's individual and unique life stories was very enlightening an experience I will never forget."

Well, my first year of OT school is almost complete. I am in the final stretch of projects, presentations and competencies. Next, I get to look forward to all of the lovely finals and lab practicals. I will have to admit that this semester has been quite the balancing act. However, I have been reassured by multiple second years in the program that if I make it past this semester, I will make it through the rest of the program. This semester has taught me the importance of not procrastinating and that time management is essential for graduate school.

Second semester has been full of clinical applications and the building of a foundation for the real world. We have been able to gain a greater understanding of various theories and models that have provided a basis for the field of occupational therapy to understand the client-centered, holistic approach. Looking back a year ago, I can honestly say that my mentality towards graduate education and occupational therapy has changed – but definitely for the better. We have been introduced to interventions, evidenced-based practice techniques, and skills to complete measures of range of motion and manual muscle testing.  

My favorite thing about this semester has been our biomechanics course and the mastering of competency skills. It’s a very hands-on class that allows us to practice measuring range of motion and manual muscles tests on our peers. We are gaining valuable skills that we will use on a regular basis within our profession. It has been thrilling to consider all of the knowledge that we have soaked up within a year. I know that mentally, my brain cannot possibly wait for the summer, but it’s crazy to think about how much we really have learned in a year at UIndy. I can’t wait for what is to come. Soon enough, we get to have Lottery Day, which is when we pick our two 12-week clinical fieldwork rotation sites that begin next summer. We will be occupational therapists before we know it. Time flies when you’re having fun.

Elise Leung, 1^st Year MOT Student

University of Indianapolis

Coming back to classes for a full semester after being on a clinical for 8 weeks was rough, but as I sit in class, I realize how much I still need to learn. In all of our classes we are going in more depth about different diagnoses that we will see in the clinic. 
 

Currently, the musculoskeletal course is focusing on the upper extremity. We have covered the main parts of a physical therapy examination, diagnosis and treatment. The unique part of this class is the outside speakers, therapists and healthcare professionals, who guest lecture and discuss their areas of expertise with us. Our most recent guest was a local surgeon who shared with us his perspective on the management of a recently discussed diagnoses. It was interesting to hear his perspective of a therapist’s role and to hear about the relationship he has with the therapists he trusts.
 

Our neuro class is also covering the main diagnoses we are likely to see in the clinic and a variety of ideas for interventions, remembering each treatment session we create will be patient-specific. This semester, we have a class called Administrative Roles, which sometimes overlaps with our Lifespan class. These classes have taught us about Medicare, Medicaid and the IDEA laws for children. As therapists, we need to understand how these work. I may have some underlying knowledge now of how they work, but mostly, I learned how hard they are to understand.
 

After spending time in the clinic, I feel that I have a better understanding of what I don’t know, and I am able to appreciate the information presented to me in class so that I do know. The more I learn while I’m in class this semester, the more excited I am to begin my second clinical in June and to be able to put the knowledge I have gained so far into practice.
 

Lindsay Houvener, 2nd Year DPT Student

University of Indianapolis

This year, I had the unique opportunity to attend the American Occupational Therapy Association (AOTA) National Student Conclave held in Columbus, Ohio. It was fabulous! I made the road trip with two other first year students from UIndy. We had a blast – everything from the road trip, to the expo event with networking opportunities, and even with our Ohio State MOT student hosts. Because we are first years, we haven’t been exposed to all of the many topics discussed at the Conclave, but each of us was thankful for the opportunity to simply be a part of the environment. It was inspiring to hear all the guest lectures by world-renowned occupational therapists, professors in our field, and even clients who have been impacted by occupational therapy.

My favorite part about the Conclave was the expo. It was a neat opportunity to network with various companies from across the country to hear about their missions, their expectations of new employees, as well as the many types of occupational therapy offered. I was extremely interested in travel therapy opportunities, pet therapy, information on the national board exams (NBCOT), and postprofessional programs. All of my interests were met in one place! As new OT students, we received practice on how to interact with business professionals and great tips on how to prepare us for our future.

Having the ability to interact with OT students from across the country was definitely an eye-opener. It was interesting to hear how UIndy’s MOT curriculum differs from other schools. For example, UIndy incorporates the importance of evidence-based practice with research opportunities, whereas some schools do not implement any sort of research component into their education at all. Being in such a high energy environment with OT students focused on becoming the best leaders and occupational therapists that they can become was a great feeling. I’ll definitely be marking it off my bucket list, but I won’t be surprised if I keep attending these Conclaves for the next couple of years!

-Elise Leung, 1st year MOT student, University of Indianapolis

One aspect of the Doctor of Physical Therapy and Physical Therapist Assistant programs at the University of Indianapolis that sets those programs apart from other programs is UIndy's Community Patient Resource Group (CPRG). This unique program benefits students by allowing them to work with real patients in the classroom during all phases of their education – often as early as the second week of classes! 

What is the Community Patient Resource Group?
The CPRG is a group of individuals from the community who volunteer their time to the University of Indianapolis to help occupational and physical therapy and physical therapist assistant students see and work with individuals with "real world" disabilities. These volunteers have had, or currently have, a medical or rehabilitation condition and allow the students to see, feel, and better understand the impairments, activity limitations, and participation restrictions that are discussed in the classroom. This unique partnership benefits students by providing realistic clinical experiences with patients who aren’t "acting," but instead are able to share valuable life experiences with the students. Currently the CPRG consists of more than 90 individuals who range in age from 4-80+. Many of the members have been participating since the inception of the program in 1999 and find the opportunity to contribute to the education of our students to be highly meaningful to them. The UIndy students give-back to the CPRG volunteers each year by assisting them with home projects they have difficulty completing such as cleaning, painting, or landscaping.

Supporting Evidence
A recent article published by Stephanie Kelly, Dean of the College of Health Sciences, and Heidi King, DPT student, provides support for the value of this program. The article, published in the in Journal of Physical Therapy Education, reports that PT students and faculty perceive that this program contributes to development of student professional values, performance of examination skills, determination of appropriate outcome measures, and integration of health promotion and wellness principles. We greatly appreciate the service of our CPRG members and are proud of how this program contributes to the education of our students. 

Interested in being a part of the CPRG? 
KSPT faculty typically choose and invite patients to participate knowing which individuals will provide the maximum learning experience for our students. Participation in the CPRG is strictly on a volunteer basis. Activities performed as a part of the CPRG are not considered 'physical therapy' and individuals with ongoing physical therapy needs are encouraged to see a physical therapist. Volunteers must be able to provide their own transportation and be comfortable working within small and large groups. If you are interested in volunteering, please E-mail us.

In her daily work , Mary Ann Shurig, PT, DPT, can be found at the University of Indianapolis College of Health Sciences as a faculty member and key advisor for international physical therapists in the Master of Health Science postprofessional program. However, she recently returned from a two week service trip to Lima, Peru with Health Volunteers Oversees. For her first week, she taught Peruvian physical therapists at EsSalud Almenera Hospital, a 60-year old, 1,000-bed general hospital. For her second week she was assigned to EsSalud San Isidro Cebrado Geriatric Hospital, a 3-year old, 180-bed sub-acute hospital in the suburbs of Lima.
 

During her first week, Mary Ann taught labs and lectured. She introduced Myofascial Release, Feldenkrais, Positional Release, Sahrman, SASTM and Egoscue approaches. Each day she taught about 30-35 therapists; 15-20 would rotate through the labs at a time. She also lectured on rotator cuff impingement to the entire rehab department, including the OTs and speech therapists. During her second week, she lectured on the same topics followed by labs. Mary Ann did not speak Spanish so there was an interpreter for all her lectures and labs.

Mary Ann reports that the Peruvian therapists see almost 40 patients a day, with patients scheduled every 20 minutes. The MDs who refer to PT are mostly physiatrist. They write very specific treatment orders, and they are very modality oriented. Mary Ann’s host is trying to convince the MDs to prescribe more exercise and to let PTs do manual therapy.

In Lima, she stayed in the Mira Flores tourists’ district which is about a 10-minute walk to the Pacific Ocean. The downtown district has old churches, government buildings and many beautiful parks. The influence of Spain is apparent in the buildings and culture. The Lima suburbs have new shopping areas, new tall apartment complexes built into the side of the mountains and a golf course. And, she enjoyed the Saint Peter’s street festival and a weekend trip to Machu Picchu!

There is no Peru physical therapy association, but there is an organization for rehab that includes speech, OT, and PT. They do not have PTA. In closing, Mary Ann reports that the Peruvian therapists love to learn and are eager for all the information the volunteers bring. They were very appreciative of her teaching, and Mary Ann would highly encourage other therapists to explore opportunities to teach abroad.

 

Have you ever had one of those “dream trips” that combined a bit of work with experiencing the tastes, sights, and sounds of an international setting?  In my work as a faculty member in the College of Health Sciences at the University of Indianapolis, I have had multiple opportunities to travel to the beautiful, exotic Caribbean country of Belize, Central America, and to take both entry-level and postprofessional occupational and physical therapy students and faculty along for service-learning, level I clinical supervision, and research experiences. Last July, I taught the OTPP 620 Seminar in International Practice course, which was combined with the PT 658 PDE International (professional development experience requirement) for DPT students. During our 2-week stay, we (Krannert School of Physical Therapy faculty member Dr. Bill Staples, 5 UIndy postprofessional OT and PT students, 5 UIndy DPT students, a PT clinician, an entry-level OT student from another institution, and I) worked in teams to provide professional services to clients and staff in 8 community-based agencies in a variety of locations from inland Belize to the coast. Our partners included a karate club, adult day and retirement centers, a school, and agencies serving children with mulitple disabilites. Our services ranged from evaluation and direct intervention to lectures and presentations, in-service training, and opportunities for application of information. Because resources were scarce, team members made Ankle-Foot Orthotics (AFOs) with splint scraps and pans of hot water, molded palm protection splints around  bottles, and bent spoons over open flames. During the evenings and weekends, we enjoyed lectures by local experts on Belizean culture, history, social issues, and health care, explored Mayan ruins did some cave climbing and tubing, snorkeled around the 2nd largest barrier reef, and relaxed on the beach.

In October, Dr. Julie Gahimer, KSPT faculty member, and I will return to Belize to meet with the partners with whom we worked this summer to gather research data on their perceptions of our service-provision, and recommendations for improvement of the process. These entries from student journals suggest that the experience was truly beneficial for them:

“This trip has renewed my spirit and reminded me why I became an OT in the first place…there is so much I can do to make a positive impact on the world I live in both here in the US and around the world. I feel like this trip will be the spring board that launches me into the next phase of my career and life. I am still not sure exactly where I am headed, but I now have the courage to take that leap and find a way to use my skills as an OT to help those in need here and around the world in new and creative ways. I felt the experience only benefited my development…the trip strengthened my skills in creativity and greater confidence in my skills to provide intervention without many resources at my fingertips…I used my problem solving techniques during all interactions while using my knowledge of the body systems and OT to provide education and training to all involved.” 

“This experience will significantly benefit my professional development as I pursue becoming a physical therapist…This trip was great for exposing me to the rehabilitation scene in a developing country. It was almost non-existent in Belize, so I learned I may be one of the only therapists who ever work with these patients. This showed me how important therapy can be, especially to people who have no access to it. There are so many ways this trip helped me develop, and I know I will be a much better professional because of this. On this trip to Belize, I learned a lot about who I am.“

“I learned the importance of collaboration between physical and occupational therapists; we have a lot to offer one another! It was helpful and truly enjoyable to work with physical therapy students and discuss our reasoning and approach for each client and work together to achieve a similar goal! But most importantly, I learned more about myself; this opportunity sparked a passion for international services that I hope to continue in the future. I learned to be appreciative of the small things, thankful for the healthcare services that are provided, and the opportunity to…practice occupational therapy! I am so truly thankful for this experience and the wonderful people I met along the way, it was unforgettable!“

I am planning to teach the interdisciplinary postprofessional course in international practice in Belize in the summer of 2013 or 2014,  which could include postprofessional OT and PT students and  DPT students.  OTs and PTs who are not current students but interested in joining us on this trip, may apply as a non-degree postprofessional student, or apply to the OT or PT postprofessional  program.

-Candace Beitman, EdD, OTR

Associate Professor, University of Indianapolis

 

My first week of being of being a physical therapy student at the University of Indianapolis went by in a hurry. There were a few stark contrasts that I immediately noticed between undergraduate and graduate studies. There is a much greater amount of coursework, which is expected when pursuing a
doctorate degree. Along with this, the classes are much longer on average than undergraduate courses. I am still adjusting to the longer class periods, but breaks every hour have made it manageable. The increased course load and long days have made time management skills a priority to ensure that I not only am able to make time for each course, but also make time to take care of myself. Right now I am still able to exercise regularly, cook meals, and enjoy recreational activities, such as golf. However, I also realize that coursework is going to increase dramatically, and it will be much more difficult to make time for activities that I have taken for granted in the past.

Despite the new challenges I will face with graduate studies it is comforting to realize that I am surrounded by a great support from staff, faculty and fellow students. I attended a small liberal arts school for my undergrad where student faculty interactions were emphasized and encouraged. During my process of choosing which school to attend for physical therapy I was searching for a similar interaction with faculty and staff. I believe I have found that at the University of Indianapolis. Not only are the staff and faculty open and welcoming; they are also very knowledgeable and respected in the profession. I look forward to learning from them over the next three years. I also look forward to sharing in this experience with my fellow classmates. I know it won’t always be easy, but I look forward to all that I will learn over the next three years and the great opportunities ahead. Overall my first week was a little overwhelming at times, but it also confirmed my interest and excitement in my choice of program and the physical therapist profession. That being said I was also ready for Labor Day weekend to allow my brain to recover.

-Jared Bickle
University of Indianapolis, SPT

Well, my first week of being an Occupational Therapy student at the University of Indianapolis has already come and gone! I can’t believe how fast it went. I can honestly say that it wasn’t nearly as bad as I was expecting. The faculty, staff, and “elder” students have welcomed all of us with welcoming arms. I appreciate all the advice, wise words, and encouragement already. I think the biggest adjustment that I have had to make is going from such a big university (Purdue University) to a much smaller one. It’s been interesting comparing the opportunities available at both campuses. Honestly, I think one of my favorite things so far is the availability of parking. For those of you who come from a big campus, the walking is NOTHING! For one, parking is free. Two, everything is so close. I also have loved the time and availability to meet with professors before, during, and after class because the student to faculty ratio is so great. I have loved my experience thus far and can’t wait for what is to come.

I’d say one of the most fascinating things so far about being in the MOT program has been Gross Anatomy. The cadaver lab was something I was really nervous for since all of the students and faculty have put such an emphasis on the material and how it is a sort of basis of our foundation in what all we will be learning. I love how the course is specific to occupational therapy students instead of mixing the course with other graduate students. We’ve already named our cadaver and in just the first week, we have dissected most of the muscles in the thoracic cavity. Awesome and stressful.
 

I’ll be honest, my brain is already fried. Something that has been a bitter reality is the amount of studying and long days of classes we will have as students. It is fantastic that we don’t have Friday classes this semester. It was great not having to schedule my own classes since we are placed when and where we already need to be. Time management skills are going to be refined yet again. I am still trying to figure out my balance of work and play time, but I’m sure I’ll figure it out soon enough. I can’t let myself forget that I need to have “me time” to keep myself sane. The studying is going to drive me crazy, but I’m excited to see where this journey leads me. Let the next two and a half years of stress, tears, smiles, pulling of hair, endless studying, and surgery of cadavers begin!
 

-Elise Leung, 1st year MOT student

University of Indianapolis

 I had an opportunity to participate in a poverty simulation with my fellow DPT classmates. When I first heard that we were taking part in this, I was excited to get a break from lecture, but I was a bit confused as to why we were doing it as a part of our physical therapy curriculum. I couldn’t really make sense of why we spending valuable class time doing this. However, following the poverty simulation, I had a completely different outlook toward this aspect of society.

This poverty simulation really opened my eyes to the reality that these individuals face on a day-to-day basis. In the simulation, my wife and I were forced into being parents of our grandchildren due to poor parent choices. Having mobility issues, I was restricted on how much community access I had; therefore, my wife was forced to work, pay the bills, and care for the family. It was a bit overwhelming for me to see her struggle and not be able to do much to help her while she was at work. Financially, we had enough income; however, we didn’t have enough time in the day to take care of everything we had going on. This is what led us to lose our house, have starving children, and experience multiple others problems.  In an attempt to make things work, I had to step up and help out with paying bills and running errands while my wife was at work. This opportunity really allowed me to understand the difficulties with not only money but also time that people face.
 

Another component I really enjoyed was listening to the individuals who helped out the simulation discuss their difficulties in their struggles to survive society. Their stories made this simulation real for me. It’s easy to say that a poor individual wouldn’t be struggling if they would go to college and get a degree. That may have some truth to it; however, that individual may be caring for three children, working two jobs, have no source of transportation other than walking, and have no resources to afford school. Being someone who grew up with a single mother that struggled to make ends meet, it would be easy to say that I had it hard growing up. In all reality, I think I’m pretty fortunate to have what I had and be able to have opportunities, such as college, available to me if I desired. Many individuals living in poverty would consider me lucky.
 

As physical therapists, we are going to work with a variety of individuals, including individuals living in poverty. I think this simulation helped me realize the importance of truly understanding one’s patient. I could give a patient the best home exercise plan; however, if they don’t have time in their busy schedule for it, then it’s not going to be any good for them. The field of physical therapy is not a cookie cutter profession. We must to adapt to each patient’s needs to be successful.
 

Cade Hall, Ist year DPT student
Krannert School of Physical Therapy, University of Indianapolis
 

This year makes my fifteenth year as a faculty member at the University of Indianapolis Krannert School of Physical Therapy. With our occupational therapy colleagues, both the Krannert School of Physical Therapy and School of Occupational Therapy are combined into a well-structured College of Health Sciences. I have had the unique opportunity to teach in both the entry-level occupational and physical therapy programs and in the postprofessional Master of Health Science and doctoral programs.

I think the College of Health Sciences has emerging and dynamic educational programs in which faculty and students work collaboratively. I am amazed at the number of publications, presentations, and service contributions generated from both faculty and students. For example, I have had the opportunity to advise research on back pain, lymphedema, knee injury, rehabilitation science, clinical education, and many more. Our Doctor of Health Science in the postprofessional program has developed scholars for advanced practice in which many have assumed roles as faculty in the health professions. I am grateful to be a part of this institution which prepares graduates to make a difference.
 

I would also like to mention the presence of our international students in the postprofessional program. These students have enriched my life and the culture of the University of Indianapolis. Their contributions to the University, College of Health Sciences, and as practicing therapists are significant. Students and faculty gather in our homes and at on-campus events for sharing and celebration. I am so grateful for their collegiality, broadening of my world view, and contributions as practicing therapists.
 

I obviously have bias about the University of Indianapolis. What do you think is important in health profession education?
 

Clyde Killian, PT, PhD
Associate Professor, University of Indianapolis

 Attending the 2012 AOTA conference was absolutely a great experience. Having the event in Indianapolis was perfect. Being fairly new to this city, I do have to admit that this city does a fantastic job of hosting events. Having the opportunity to meet various occupational therapy students and practicing clinicians from across the country was remarkable. Everyone I came across and spoke to was so encouraging and positive; and trust me I am not easy to impress. It was comforting to see the sheer excitement and candid expressions from everyone involved in this coming together of the minds.

 It all began with the opening ceremony, having a huge hall filled with staff, students and clinicians was awesome. Before the ceremony we got to meet Mayor Ballard, who was kind enough to come by and chat with us for a few moments. There was a dueling piano act that opened up and played everything from Elvis to Lady Gaga; that really got everyone up and moving. After the opening ceremony I had a chance to check out the expo hall and let me say….WOW, there was so much to take part in and see. I stopped by a bunch of booths that were advertising cutting edge pediatric tools and others which were advertising new assistive technology. I also collected my fair share of freebies. I also had a chance to attend a session on the Occupational Therapy Centennial Vision. I learned a great deal from hearing New York’s Senator Kennedy (who is also an occupational therapist) speak about doing more to advocate for our profession.  There were several other speakers that discussed adaptive and assistive technology, which I found to be really interesting.

The highlight for me personally was having the chance to be a part of the alumni reception. Since many UIndy alumni came back, it seemed like a family reunion. The banquet hall has filled with people laughing and remembering the fun times they had at the University of Indianapolis. Reflection is important in the world of occupational therapy, so as I look back on the 2012 AOTA conference it is an experience I definitely needed at that time in the semester and an experience I will never forget. Hopefully next year I can attend the 2013 AOTA conference in San Diego.
-Michael K. Agyemang, ATC, OTS (First-year MOT student)
University of Indianapolis, School of Occupational Therapy

Have you ever been, or considered going, to Belize to provide professional service or as a service-learning student? During the past 3 years, I have fallen in love with my “adopted second home," and have had the privilege of taking several of our MOT and UIndy pre-occupational therapy (OT) and physical therapy (PT) students and a couple of School of Occupational Therapy faculty there with me on a yearly basis to provide brief OT intervention. This summer I am ever so excited to be teaching Seminar in International Practice, which will allow me and my co-trip leader, Krannert School of Physical Therapy faculty member Dr. Bill Staples, to take 5 postprofessional OT and PT students, 5 DPT students, and 2 OT/PT guests to Belize for 2 weeks in July for service-learning and service-provision activities with a wide variety of Belizean partners. One of the really neat things about these trips is that we are pioneers in most senses of the word (although we do stay in air-conditioned accommodations!), as there are currently no practicing OTs (that I’m aware of) and very few practicing PTs in Belize.

Belize is a developing country, who just won her independence from Great Britain in 1981. As a fairly new nation, she is working to develop sustainable infrastructures, and take care of her people, who comprise a mix of rich cultural backgrounds and lifestyles (including people of Mayan, Mestizo, Asian, Lebanese, Mennonite, Indian, and Creole descent, along with many “ex-pats” who have emigrated there from the U.S., Canada, and Europe). The national language is English; although of course there are those who primarily speak Spanish or one of the Mayan dialects. Belize is truly a beautiful country, with her numerous ruins, caves, beaches, and other “tourist attractions”, but what really brings me back there time after time, and makes me long to be there once I return home, is the openness and friendly, welcoming nature of everyone whom I’ve met there—all are so appreciative of our therapeutic and service-related gifts, no matter how small or insignificant they may seem to us.

When I went on my first spring trip there in 2009 as a co-trip leader of a student trip, I worked to gather oral histories from residents of a retirement center in San Ignacio. The following year I took 3 MOT students back with me to the same facility. Last year, we grew to 8 MOT students, 2  faculty, and a school in addition to the retirement center. This summer, we will partner with the original facilities plus 2 additional retirement centers, another primary school, CARE-Belize (which is like our first-steps, serving children from birth to school-age), NaRCIE (the National Resource Center for Inclusive Education), for school-aged children, a karate club, 2 local physicians, and a hospice nurse providing home care in San Ignacio and Belize City. Whew! The word is out! But I believe we are up to the challenge, despite limited resources—we have brave hearts, after all!

So, I return to my first question: Are you interested in going to Belize to provide professional OT or PT service, or get some life-changing service-learning experience? If so, I can help you fulfill that dream! 

Candy Beitman, EdD, OTR
Associate Professor, College of Health Sciences
University of Indianapolis

As I boarded the Megabus in downtown Indianapolis and headed to Chicago to attend the 2012 Combined Sections Meeting (CSM), I reminisced that this time last year, the Blizzard of 2011 hit Chicago and left many people and cars abandoned and stranded on Lake Shore Drive.  I was sure hoping the weather would be mild during CSM between the dates of Wednesday, Feb. 8 - Saturday, Feb. 11, 2012.  The ride was thoroughly delightful, napping a bit, browsing the internet, and taking in the sites of the wind farms in northern Indiana.  Upon arriving at Union Station, downtown Chicago, it was quite a walk in the brisk Chicago wind, to the Hard Rock Hotel.  The check-in was interesting, as it was a challenge to hear what the receptionist was saying over the loud rock and roll music playing in the lobby.  It was then time to take the hike down Michigan Ave to the Hilton where on-site registration was taking place.  The hotel lobby was all-a-buzz with many familiar faces and old friends to catch up with.  The shuttles were running full-force from the hotels on Michigan Ave to the McCormick Place Convention Center, several miles away.  The convention center was enormous, and the Chicago Automobile Show was going on at the same location as the APTA conference. 

There were more physical therapy professionals than I had ever seen at the numerous CSM meetings I have attended in the past.  I later found out that this was the largest Combined Sections Meeting in the history of the conference.  There were over 10,000 physical therapist professionals in attendance.  Wow!   There was, as there always is, a variety of programming including: educational sessions, poster presentations, platform presentations, and special lectureships.  The Exhibit Hall is always a fun place to visit, as well.  If you are lucky enough to be there at the right time, they serve snacks and drinks.  Krannert School of Physical Therapy always has a booth in the exhibit hall, and it not only serves to market our postprofessional program, but serves as a great meeting place to see current students, as well as alumni.   

I have always been inquisitive about how and why the APTA sponsors 2 large meetings per year.  It is my understanding that CSM is a meeting in which the programming is dedicated to the 18 special interest sections of the American Physical Therapy Association: Acute Care, Aquatics, Cardio/Pulmonary, Clinical Electrotherapy and Wounds Management, Education, Federal, Geriatrics, Hand Rehabilitation, Health Policy and Administration, Home Health, Neurology, Oncology, Orthopaedics, Pediatrics, Private Practice, Research, Sports, and Women’s Health.  The PT 2012 Annual Conference and Expo meeting will be held June 6 - 9, 2012, in Tampa.  The House of Delegates meets during this meeting and programming will consist of the following 14 tracks: Active Against Cancer Critical and Inpatient Care, Effective Teaching Strategies, Lower Quarter Biomechanics, Moving Forward in Wellness, NUSTEP, IIISTEP, and Beyond, Patients with Complex Medical Needs, Perspectives in Neurology and Pain, Preventing Falls, Professional Issues, Research Design and Implementation, Technically Speaking, Updates in Sports and Orthopedics and What’s New with Health Care Reform. 

I made it home safe and sound from CSM 2012 with lots of new-found knowledge, ideas and enthusiasm for the profession.  I was looking forward to boarding the Megabus next February to attend CSM 2013 in Nashville, TN; however, due to the extensive number of physical therapists attending CSM, the destination has recently been changed to San Diego.  Sunshine and warmth in February 2013? Hope to see you there!

-Julie Gahimer, PT, HSD

Krannert School of Physical Therapy

University of Indianapolis

Pre-CSM Pediatrics Section Essay Contest - Winning Essay
I originally became interested in pediatrics for a variety of reasons. Personally going through physical therapy to re-learn how to walk at age 5 (due to severe chicken pox infection and leg surgery) was just the beginning. Throughout my extensive work and volunteer opportunities with kids, I have found that pediatrics is just simply what I love more than anything. I thoroughly enjoy working with kids as it requires energy, creativity, passion, and the ability to think on your feet.  All of these are strengths of mine, but more importantly, are aspects I would be blessed to be able to utilize within my everyday physical therapy practice, and with such a special population. Kids have an imagination and spark for life that I admire. I want to be reminded on a daily basis of how beautiful life is and to not take anything for granted. Despite adverse conditions in life that we are all faced with at one time or another, to be able to help not only children, but also their families facing challenges would be such a gift and blessing.

Being a member of the APTA Pediatrics section is an invaluable membership, which is why I joined after only my first year of PT school. An obvious, but very important benefit is receiving emails/updates on pediatric specific topics. Through the section, networking and communication with other practicing pediatric therapists are available. Access to the section online store, promotion of professional discussions, and notifications of continuing education, certifications, residencies/fellowships, and special interest groups are some of the other very valuable benefits. Being a section member provides a means to stay involved, updated, and evidence-based.  I consider it an essential to being the best pediatric therapist I can be, and I sure don’t want to settle as being an average PT!

Post-CSM Conference Attendance
Although this was my third time attending CSM, I experienced the meeting in a new way this year.  As a nearly new professional, the networking and collaborative efforts of all APTA leaders and role models have made such a profound impact on me. I have always known that I will become involved within my professional association as it is just a part of what I believe in.  However, this year’s CSM experience has made me so proud to be supported and encouraged by and able to contribute to such an exemplary organization. 

One of the things I learned this year at CSM that stood out the most was that the actual title of the Pediatric Journal of Physical Therapy is not owned by the APTA, but rather by the publishing company. I was impressed by the explanation and concern for member education regarding this topic and all the on-goings within the section. My most memorable experience at CSM this year was the tribute to a very influential member to the profession of physical therapy, Stephen Haley, who passed away this past year. It was truly touching to hear about the impact he had personally on many colleagues and friends, but also to hear about him as a husband and father in a tribute from his daughter. It really confirms the quality and true colors of the leaders of our professional organization. 

In addition to attending exceptional educational sessions, I also attended the pediatrics section breakfast and business meeting, build your career reception, global health reception, and student meet & greet, spent much time in the exhibit hall, and met with potential future employers.  The most influential of the educational sessions I attended was “Building Foundations for the Future: Engaging Students and New Professionals in Active APTA Membership and Leadership.” It allowed me to make many contacts and learn about different opportunities to get involved as well as how to go about it. Since networking with many professionals and leaders at this session and throughout the conference, I have had many opportunities arise to become further involved with the APTA. Possible opportunities include involvement on the local/state level as well as supporting a new resolution to create a New Professionals Liaison on the Board of Directors of each section and state chapter. I am very optimistic and enthusiastic about where my professional involvement and leadership heads as I soon begin my career as a new professional.

Janet Kukulski, DPT Student
Krannert School of Physical Therapy, University of Indianapolis

I had the opportunity to travel to China, along with fellow Krannert School of Physical Therapy faculty member, Dr. Julie Gahimer, and School of Occupational Therapy faculty member, Dr. Candy Beitman.  The official purpose of our trip was to attend and participate in the 4th International Symposium on Service Learning (ISSL); however, we were able to do some site-seeing along the way, visiting Beijing, Xian, Hangzhou, and Shanghai.

In my mind, one of the most amazing sites was the terra cotta warriors of Xian.  These warriors, along with horses and chariots, were built during the 3rd century BC by Qin Shi Huang, the first emperor of China in order to protect him in the afterlife.  First unearthed in 1974, these more than 8,000 warriors are part of the largest active archeological site in the world.  The army of warriors consists of various military ranks such as generals and archers.  Although the bodies of each rank are shaped the same, each of the warriors has unique facial characteristics.  Imagining the time and resources that were part of their construction at that point in history was mind-boggling.   As these warriors are being unearthed, they are rarely found intact, leaving the archeologists with a rather daunting, jigsaw puzzle!

The city of Shanghai, the largest city in the world, was also intriguing.  Shanghai was our shopping day, allowing us to explore two distinctly different settings.  We started with shopping in the “old city,” with narrow streets, laundry hanging from above-the-store apartments, and open air markets.  From there we traveled to the metropolitan area of Nanjing Road, the world’s busiest shopping streets.  This area, known for its high fashion and upscale shops, provided us with a NikeTown Shanghai and a much needed trip to a Hershey’s store.  The day finished with a riverboat tour, with the opportunity to view the colorful Shanghai nighttime skyline.

The ISSL was hosted by the Ningbo Institute of Technology, a sister university to UIndy.  Although a highly interdisciplinary conference, there were physical therapists there from Wheeling Jesuit University and South Africa.  Students who were majoring in English at NIT served as volunteers to help us find our way around.  Many of these students will travel to UIndy to finish their English degree, so were full of questions about life here in Indianapolis!

Although we saw some amazing sites, it was the smaller cultural experiences that I believe will be the most memorable.  We were faced with new kinds of foods, drinks, and toilets (yes, I said toilets!) at every turn!  I became quite skilled with chopsticks and am proud to say I tried duck, un-boned fish, and many unknown vegetables (Julie won the prize though with the crocodile intestines!) However, despite these different experiences, in many ways it was the ‘sameness’ that struck me the most.   Watching a mother interact with her child, seeing school children on a field trip, and tracking an older adult trying to cross the street, really emphasized to me how much we all share. 

-Stephanie Kelly, PT, PhD

Dean, College of Health Sciences
University of Indianapolis

When I began teaching at the University of Indianapolis in 1985, I could never have imagined in my wildest dreams that today, 27 years later, I would be: checking E-mail and responding to student question via a Smart phone, accessing some of the greatest lectures from some of the most prominent experts in the world via the Internet, teaching Online classes with students from all over the world from the comfort of my home, talking and actually seeing students via Skype as we discuss class projects,  or reading blogs and wikis as a way of keeping current in my field.  I was even very surprised to find an updated version of the original Bloom’s taxonomy that incorporates the aspect of digital resources.

It was a real shocker to me when I started realizing that my classroom was filled with digital natives often referred to as the “net generation,” that were not even born when I began teaching at UIndy.  This was a wake-up call that led me to delve into the technological tools that can adequately meet the needs of today’s students.  I have always liked to utilize creative and authentic strategies to enhance student learning, satisfaction and outcomes.  I have found that I can incorporate these new technologies into my teaching to make the content come alive.

To this end, I utilize a plethora of Web 2.0 tools in my teaching.  I have had the great fortune to be able to attend and be a part of the yearly “Technology Camps” sponsored by UIndy.  At camp I have learned about many cool Web 2.0 tools that I would highly recommend: collaboration tools (Google Docs, DropBox, PB Works, VoiceThread), communication tools (Skype,  Animoto) concept mapping tools (c-map, Inspiration), presentation tools (Prezi and PowerPoiont), aggregators (Netvibes)  social bookmarking, virtual worlds (Extranormal, Second Life), Social bookmarking (Delicious, Diigo, lectures by experts (itunesU, teacher tube, You Tube), digital scrapbooking (Glogster), various iphone apps and more. Students are amazed at the plethora of sites to make learning more interactive, authentic, interesting, and just plain “fun.”   I would encourage you to check out these great sites. Happy surfing.

- Julie Gahimer, PT, HSD
Associate Professor, University of Indianapolis

On recent trips to Belize and Barbados, faculty and students from the School of Occupational Therapy at the University of Indianapolis explored the culture of global occupational therapy.
  
Faculty members, Kristi Hape, Jennifer Fogo, and Candy Beitman, traveled to Belize and supported the practice areas of geriatrics, pediatrics, and community based practice with eight Level I MOT students. They completed home based visits with wheelchair modifications, community mental health, community retirement center, early intervention, and school based interventions within the emerging area of OT practice in Belize.

The occupational therapy students voiced that this was a life changing and transformative learning experience and that they gained respect for other health cultures and systems.  Future connections were also made for new and exciting collaboration on future student field work experiences in Belize.

Becky Barton visited four different health care and educational sites in Barbados while supervising 24 UIndy undergraduate students on a spring term trip. There is a fairly strong presence of occupational therapy on the island in educational and medical model settings for individuals with developmental, physical, and psychiatric problems.  Becky was able to meet with practicing occupational therapists to discuss current practice in both Barbados and the United States. Potential partnerships with a couple of these settings are being discussed for international fieldwork opportunities for UIndy SOT students.

The first week of graduate school was a lot to take in.  We got a list of all of our assignments in the first two days, and then dove right into learning.  There is an extensive amount of information we are going to learn, and multiple assignments we will have to complete.  I was a little overwhelmed the first few days, but by the end of the week, I started to see how the classes are relevant to becoming a physical therapist.  All of the long hours of studying ahead seem like they will be worth it.

The atmosphere at the University of Indianapolis is great as well as the interactions between professors and students.  Throughout orientation and this first week of school, our professors’ senses of humor started to come out, and it is fun to see.  We get to see them on a more personal level, and they want to get to know us as individuals.  The University of Indianapolis was definitely the correct choice of physical therapy schools for me. 
-Lindsay, SPT

My first week of OT school at the University of Indianapolis has been interesting to say the least. Moving from Ohio to Indiana does not seem like a big deal on paper, but the scenery is quite different.  I had to use my GPS to get to school for the first couple days until I figured out that it was basically a straight shot from my apartment. Parking on campus is free, and it’s relatively easy to find a parking spot. It helps that all our classes are in one of two buildings, so it makes finding classes easy.  To be 100% honest, on the first day of school, I thought we were going to cover the syllabus in each class and be dismissed.  Trying to be a good student, I looked over my syllabi on Sunday afternoon and to my dismay realized that there were several readings due on the first day of every class. Let’s just say I did not get too much sleep Sunday night. One of the many things I have learned during this first week is that reading before class is the only way to ensure that you have a general understanding of the material before class. 

The best visual description I can come up with to describe the week is a cup of water that is being overfilled. I think my cup started overflowing on Wednesday and by Friday the cup had been knocked over and was rolling on the ground somewhere.  I reached out to my mentor and many second year students and asked them how they made it through the first year. It was difficult to see myself making it through the semester. I reached out to a couple of my undergrad classmates who are in grad school to see how they are doing, and I realized we are in the same boat.
 
Although graduate school has many ups and downs, when it comes down to it, you have to remember why you came here. If it were easy everyone would be doing it.  All the professors keep hammering home that they are there for us, and I really believe it to be true; take advantage of it. The best advice I received this week is treat graduate school like it is a job, clock in at 8 a.m. and clock out at 6 p.m.  The goal being to get class and studying in on campus and then retreat home to relax; granted this can’t always be the case, it’s a general rule of thumb. And try to get a routine, have time for studying and have time for other things.
-Michael, first-year MOT student