Background: Digital learning is a rapidly advancing method for teaching and learning in professional health education. Although various digital learning designs have been tried in OT education, studies on digital learning designs are still limited. Methods: We conducted a scoping study that aimed to identify the digital learning designs used in occupational therapy (OT) education and review the effectiveness, learner perceptions, clinical skills integrated, and technology-based learning strategies used to facilitate learning. Four databases were searched using subheadings and terms relating to digital learning, occupational therapy, and education. The included studies were mapped according to the types of digital learning design, subjects, key clinical skills, and outcomes. Results: Twenty-two studies were included in this review, most of which were qualitative, observational, or mixed studies of the two designs. The digital learning designs identified in OT education were flipped, blended, hybrid, and distance learning, including e-learning and massive open online courses (MOOC). Among the components of clinical skills, professional reasoning and procedural knowledge were the most integrated into digital learning, and covered various OT subjects. Digital learning designs were reported to be equivalent to or more effective than the traditional face-to-face (F2F) class in learning outcomes of knowledge and skill acquisition, enhancing learning participation, reflection, and collaboration between learners. Various technologies have been used to promote synchronous or asynchronous active learning, providing learning strategies such as thinking, reflection, discussion, peer learning-group activity, and gamifying online learning. Conclusions: In OT digital learning, appropriate learning subjects, the arrangement of clinical skill components that can be well integrated into digital learning, and the selection of appropriate technologies for effective learning are important. The results should be confirmed within an experimental study design.

The convergence and development of information and communication technology (ICT) have brought changes to occupational therapy practices, posing novel challenges for occupational therapists (OTs). This study aimed to investigate current practices of ICT use and factors affecting the clinical use of ICT among Korean OTs. An online survey was conducted among 158 domestic OTs working in hospitals. Participants reported that the therapeutic use of ICT positively affected client outcomes, ICT choice, and continued use. Participants highlighted the necessity to assess the ability of clients to use smart devices and ensure familiarity in the OT process. Of respondents, 31% reported the application of ICT-based interventions or recommendations in clinical practice. The use of ICT was predominantly associated with cognitive function, leisure activities, and information access and communication. A significant difference in barriers to ICT use was observed between familiar users and non-users. Familiar users reported a lack of knowledge and training as major barriers, whereas non-users reported expensive products or technology. Ease of use and usefulness were facilitators of ICT use among familiar users. Information and training opportunities are required to promote ICT use by OTs, and the usefulness of ICT must be realized via client-centered, customized approaches.

본 연구는 노인요양시설 입소노인의 구강관리 시 필요한 임상실무지침서와 구강관리 교육 프로그램 개발에 필요한 근거를 마련하기 위해 수행하였다. 사회적 기업 소속의 일부 치과위생사가 방문하여 입소노인의 구강관리를 수행하고 있는 J도에 소재한 5개 노인요양시설 요양보호사 236명의 자료를 수집하였으며, SPSS 19.0을 이용하여 분석하였다. 연구결과, 요양보호사의 구강관리 지식수준은 치주병의 치료, 치주병과 노화, 경관영양시행과 타액분비, 생리식염액과 구강건조증에 대한 지식부분이 부족함을 알 수 있었으며, 구강관리에 대한 지식(p <.01)과 구강관리에 대한 교육이 필요하다고 느낄수록(p <.001) 구강관리에 대한 인식이 높게 나타났다. 따라서 요양보호사가 인지하고 있는 구강관리에 대한 지식과 인식을 통해 입소노인의 구강관리에 중요한 영향을 미칠 것으로 사료되므로 요양보호사에게 실질적인 구강보건교육이 될 수 있는 임상실무지침서와 교육 프로그램 개발이 필요하며 구강보건증진을 위해 예방과 교육에 대해 체계적으로 훈련받은 구강보건전문인력의 배치가 필요하기에 국가적으로 보건의료정책적인 제도의 지원이 이루어져야 할 것이다.

Jin-Ah Jung, Hye-Won Cheon, and On-Ju Ju. J Dent Hyg Sci 2021;21:185-97. https://doi.org/10.17135/jdhs.2021.21.3.185

Background: Kinesiology taping (KT) has recently been reported as a novel therapeutic method for improving swallowing function. However, the clinical evidence supporting use of KT in dysphagia rehabilitation remains unclear. This study aimed to systematically review the clinical studies on applying KT in dysphagia rehabilitation and application guidelines. Methods: This systematic review conducted a literature search across 4 databases to identify relevant studies published on using KT in swallowing rehabilitation between 2010 and 2023. A total of 14 studies were selected based on the type of KT intervention, outcome measures, and critical findings. These studies were then organized according to patient, intervention, comparison, and outcome (PICO), and methodological quality was assessed using the Downs and Black checklist. Results: This review included 14 articles, comprising 8 randomized controlled trials, 5 one-group pre–post, and 1 case study. KT was applied to the orbicularis oris and masseter muscles in the oral phase, as well as the suprahyoid and infrahyoid muscles in the pharyngeal phase, to improve swallowing function. Findings indicated increased activation of the suprahyoid muscle, improved sucking and lip-closure function, decreased drooling, increased movement of the larynx during swallowing, decreased airway aspiration, and improved quality of life related to swallowing. Conclusion: Dysphagia rehabilitation utilizing KT presents a promising novel therapeutic approach expected to positively impact the recovery of larynx movement, muscle activity, muscle hypertrophy, and swallowing function.