An observational cohort study to determine the impact of research capacity building strategies implemented in an Australian metropolitan hospital occupational therapy department

INTRODUCTION

Research capacity building enhances the abilities of individuals and is critical within health systems for quality patient care and promotes a culture of excellence within the occupational therapy profession. A research capacity building toolkit was proposed identifying strategies to support allied health professionals to undertake research. This study evaluated participant-reported outcomes of research capacity building toolkit implementation in an occupational therapy department.

METHODS

An observational pre-post-cohort study at a tertiary hospital with volunteer occupational therapists using the standardised Research Capacity in Context Tool (RCCT) and an author-designed quality improvement (QI) survey was employed. The RCCT measures research capacity and culture at organisation, team and individual levels. Semi-structured interviews were used to elicit reflections regarding participant experience.

RESULTS

All levels of the toolkit were implemented successfully. The response rate was 59% (n = 36) at baseline and 49.1% (n = 26) at follow-up. Eighty-five percent of participants held direct clinical roles. Nine clinicians participated in the interviews. There were significant improvements in the estimate mean for the organisation (6.51 [2019] compared with 8.13 [2020], p = <0.001) and the team (5.52 [2019] compared with 7.15 [2020], p = 0.001). The individual level did not significantly change with an estimate mean of 4.20 in 2019 increasing slightly to 4.84 in 2020 (p = 0.128). This was supported by the QI survey where improvements were noted in the department but not at an individual level. The qualitative findings verified the components of the toolkit including 'supporting clinicians in research', 'working together', 'valuing research for excellence' and reflected the importance of 'individual attributes'.

CONCLUSION

The toolkit supported the implementation of specific strategies to enhance research capacity and culture. Improvements within the organisation and team were evident; however, these were not seen at an individual level. Further research about the contribution of individual-related factors and processes to the building of research capacity is required.

Graduate-Entry Master's Degrees: Launchpad for Occupational Therapy in this Millennium?

Trends in occupational therapy education worldwide are towards the increasing educational preparation of graduates. Initially, entry into the occupational therapy profession was gained via a brief course, followed by a diploma, and then later with a bachelor's degree. Most recently, graduate-entry master's degree programmes have been introduced as an alternative entry into the profession. With the introduction of four graduate-entry master's degree programmes in Canada and Australia and one in the United Kingdom since September 1998, and the planned introduction of other programmes in these countries, it is timely to review the history and context of the graduate-entry programmes.

The imperatives leading to the introduction of graduate-entry master's degree programmes include the increased qualification base of applicants, the need for practitioners to be evidence based and the concurrent so-called qualification creep of other health professions. The data from the first two cohorts of Australian students who commenced the graduate-entry Master of Occupational Therapy Studies programme at the University of Queensland are presented. Some similarities between these Australian students and the Canadian students are noted. The benefit of master's degree entry programmes to the profession is seen as an increased pool of highly skilled practitioners who will contribute to the research base of the profession.

Conclusion

Graduate-entry master's degree programmes have received an impetus from the international trends to increase the educational levels of health practitioners and for universities to adapt to global changes. Preliminary examination of the student profiles suggests a richness of experience in students coming into these university courses. The availability of such programmes has permitted more qualified and mature-aged students to enter the profession. These students have chosen a career path consistent with their values, competencies and goals. The availability of applicants with suitable pre-existing qualifications and attributes has benefits for the profession. Curricula need to accommodate and further develop these competencies and to prepare graduates for increasingly diverse areas of practice. The introduction of these programmes has created the opportunity to produce occupational therapists with research capabilities that can strengthen the practice base of the profession. These positive indicators need careful monitoring to ensure that the potential becomes a reality for the profession.

It is contended that graduates from graduate-entry master's degree programmes in occupational therapy will be better equipped to meet the professional challenges of the 21st century. They will bring to the profession a solid grounding in liberal arts or science. They will be able to embrace rapidly the tradition of the scientist-practitioner (Polatajko and MacKinnon 1987). It will be interesting and important to follow the trajectories of these graduates beyond lift-off! It is suggested that a longitudinal study which tracks their career progression, career choice and research productivity be undertaken.