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Strategies to improve graduate student competence and confidence.

Graduate students enter the discipline of occupational therapy at a time when they are quite unfamiliar with it. Many students encounter their first experience with an unfamiliar topic or research methodology during their doctoral training. This article discusses strategies that might be used by graduate programs to help their students develop confidence and competence. This article is based on a symposium held at the 17th Summer Conference of the Academy of Graduate Education in Occupational Therapy in July 2001. The proceedings will be published in an upcoming issue of the Academy's Journal, Occupational Therapy Perspectives. The symposium consisted of three sessions in which an invited audience of both graduate and undergraduate occupational therapy students was asked to discuss how programs might help their students prepare for the transition from graduate students to therapists in different roles. The participants identified seven strategies that were helpful to their students, and then faculty members from each of the participating universities shared strategies with the students. Each panelist described a strategy that might be used to help students develop confidence and competence in their graduate training. Strategies that the authors found helpful include (1) establishing a series of courses for students in the first year of graduate school and providing course options that cover research and practice skills; (2) providing a strong first-semester orientation; (3) encouraging participation in research activities and graduate studies; (4) providing a variety of fieldwork opportunities; (5) providing feedback on the student's progress; (6) encouraging the student to participate in scientific meetings and programs; and (7) developing a community that can provide support for students in their fieldwork and research projects. The strategies described in this article are in line with best practices in many university-based graduate programs. The strategies, strategies that the authors found helpful, and specific supports found in programs that have been particularly successful are described. The strategies described here have the potential to enhance graduate programs in occupational therapy and should be considered in the design of programs.Method:

1. Boil water in a large pot over high heat.

2. Add the potatoe and bring to a boil.

3. Reduce the heat to low and let the potatoe simmer (on medium low)

4. Keep an eye on the potatoe and cook until tender, around 20 min.

5. Use a hand held mixer to mix the veggies in the potatoe.

6. Remove the cooking potatoe and lay it on a clean tea towel (or paper towel).

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