Katie Jordan, associate chair of occupational therapy clinical services, has been selected as the next executive director of the American Occupational Therapy Association, effective August 7, 2024, according to an announcement released by AOTA. In this role, Jordan will provide strategic leadership of the national professional association in partnership with the AOTA Board of Directors on behalf of more than 230,000 occupational therapists, occupational therapy assistants and students nationwide.
Throughout her 20 years as a practitioner, educator, administrator, compliance liaison and executive leader, including 17 years as a USC Chan faculty member, Jordan has made outstanding contributions to the promotion and expansion of the division’s clinical programs and practice sites. She has developed cutting-edge curricula on topics including health care policy, coding, documentation and compliance. She has also become one of the profession’s premier experts on reimbursement-related regulation and policy, and has delivered more than 90 invited, keynote and refereed presentations within and outside the field of occupational therapy.
Jordan entered the profession after earning her MA and OTD degrees in occupational therapy from USC in 2003 and 2004, respectively. She was named the inaugural director of the USC Occupational Therapy Faculty Practice in 2004.
She left USC to manage a multidisciplinary team at a large acute care hospital in Texas, until she was recruited back to USC in 2009.
Given her previous leadership experiences in both outpatient and acute care settings, Jordan was appointed to the dual roles of Associate Chair of Occupational Therapy Clinical Services and Director of Occupational Therapy and Speech Therapy Services at Keck Medical Center. Thanks to her leadership, occupational therapy clinical services sustained tremendous growth in patient volume, clinical space, external contracts and overall program visibility throughout USC.
In her administrative roles, she strengthened the division’s clinical and doctoral residency programs by serving as a mentor to OTD residents and overseeing the designation of an approved AOTA fellowship program in physical rehabilitation. She also led the expansion of occupational therapy service provision from three to 12 sites across the Los Angeles area, including at Keck Medicine of USC hospitals and affiliated clinics, the Occupational Therapy Faculty Practice, and at primary care, pediatric and community-based settings.
In 2016, she was promoted to professor of clinical occupational therapy in recognition of her success in integrating, supporting and expanding clinical occupational therapy services across the USC academic medical enterprise, and her invaluable contributions to numerous division, school and university-level workgroups, committees and strategic initiatives. In 2021, Jordan was appointed as the inaugural Chief Administrative Officer for University Clinical Services under the USC Provost’s Office of Culture, Ethics and Compliance.
“I wish Dr. Jordan all the best on her next journey,” said Associate Dean and Chair Grace Baranek. “I know she will continue to make great contributions to the profession of occupational therapy. This is an exciting time of growth and advancement within USC Chan, and while we will continue to celebrate Dr. Jordan’s many accomplishments in the months ahead, we will also begin the process of identifying a dynamic and strategic leader to continue the important work that she has championed for so many years.”
]]>USC Chan faculty members and alums Arameh Anvarizadeh ’05, MA ’06, OTD ’07 and Sarah Bream MA ’96, OTD ’09, and alumnus Bryant Edwards MA ’05, OTD ’06, have each won their races for volunteer leadership positions in the American Occupational Therapy Association, according to election results released today. They will assume their respective roles beginning July 1.
Anvarizadeh, associate professor of clinical occupational therapy, has been elected AOTA President-Elect. In this role, Anvarizadeh will continue to work alongside current AOTA President Alyson Stover for one year until assuming the three-year term of AOTA president on July 1, 2025.
Anvarizadeh is the fifth Trojan to be elected president of the national professional association, following Wilma West MA ’48 (president from 1961-64), Florence Cromwell MA ’52 (1967-73), Mary Foto ’66 (1995-98) and Professor Emeritus Florence Clark PhD ’82 (2010-13).
“We did it — the people have spoken loud and clear,” Anvarizadeh said. “This tells me there is a strong mandate for the changes I have campaigned for, which is incredibly exciting. Thank you all for your unwavering support. I am humbled and honored by the OT community, and ready to continue working with AOTA President Stover for another year as we build the association and move our profession forward.”
Bream, associate chair of operations, community partnerships and development and professor of clinical occupational therapy, has been elected to the Board of Directors. The board is AOTA’s voluntary leadership group responsible for determining the association’s mission, vision, values and strategic directions, and ensuring AOTA has the resources to successfully enact them. Six elected directors sit on the board, which meets monthly.
“I am grateful to the occupational therapy community for the support they have shown in my capacity to fulfill this role with integrity and effective leadership,” Bream said. “I know there is much work to be done, and I look forward to contributing to the positive trajectory of the profession.”
Edwards has also been elected to the Board of Directors. He is the executive director of Rehabilitation & Professional Services at Children’s Hospital Los Angeles, as well as the current president of the Occupational Therapy Association of California.
“I’m so honored to be able to step into a leadership role on the AOTA board, and so appreciative of all the support,” Edwards said. “I know we have a huge responsibility and a huge opportunity to effect positive change, and I look forward to contributing to the profession!”
]]>USC Chan faculty members Arameh Anvarizadeh and Sarah Bream, and alumnus Bryant Edwards MA ’05, OTD ’06, are running for volunteer leadership positions in the American Occupational Therapy Association. The 2024 election period is open from Feb. 2–23 at aota.org (membership required). The three candidates explain, in their own words, why they are seeking elected office and how they each see themselves impacting the future of the national professional association.
Associate Professor of Clinical Occupational Therapy and current vice president of AOTA
LinkedIn
Instagram
Personal Website
“Getting back to basics in what AOTA does and can do is vital. Embracing our critical role in advocacy and AOTA’s governance function is necessary to expand our reach as a profession. As your President, we will raise up AOTA and its members through measures of building an OT community where we can all feel we have a voice in our Association.” Read Anvarizadeh’s full statement at AOTA’s election website.
Associate Chair of Operations, Community Partnerships and Development; Director of the Post-Professional Doctorate in Occupational Therapy Program; and Professor of Clinical Occupational Therapy
LinkedIn
Instagram
“Visionary leadership is needed to renew and re-ignite the passion within the profession; to ensure advocacy at its fullest capacity; and to ensure that people of all ages, abilities, and lived experiences have access to occupational therapy services and may participate fully in life.” Read Bream’s full statement at AOTA’s election website.
Executive Director, Rehabilitation & Professional Services at Children’s Hospital Los Angeles; and current Occupational Therapy Association of California President
LinkedIn
“Ensuring we are inclusive of diverse experiences and viewpoints is pivotal in making informed decisions. I recognize the responsibility of this role, and the faith I am asking you all to place in me. I want to emphatically state that I love this profession, and I am committed to protecting and promoting OT!” Read Edwards’ full statement at AOTA’s election website.
]]>By Leigh Hopper
Artificial intelligence, coupled with data from an iPad coloring game, could assist in early diagnosis of autism, a new USC study shows.
“These results indicate potential for an easy and novel method for early detection of autism and development coordination disorder,” said senior author Lisa Aziz-Zadeh, a professor at the USC Mrs. T.H. Chan Division of Occupational Science and Occupational Therapy. “This is especially important as motor signatures appear early in autism — usually before social symptoms. And this methodology does not involve potential biasing by the assessor.”
The results appear in the Journal of Autism and Developmental Disorders.
Previous studies have shown it is possible to use technology to categorize autism from typically developing individuals, but it can be difficult to distinguish autism from other similar developmental disorders. For example, developmental coordination disorder — primarily a motor skills disorder — has features that overlap with autism. Children with autism spectrum disorder often have both motor and sensory deficits in addition to the social deficits that are the hallmark of the disorder.
“Early identification allows for tailored therapeutic approaches, which result in better long-term developmental outcomes,” said first author Christiana Dodd Butera, a postdoctoral fellow at the USC Division of Biokinesiology and Physical Therapy. “Having the appropriate therapy for the appropriate child at the most impactful time in development would be the long-term goal of this detection work.”
Read “AI could help in the early diagnosis of autism, USC study finds” at USC Today.
]]>Abbey Marterella PhD ’10, alumna and former USC Chan faculty member, passed away on Sept. 6.
Marterella earned her Bachelor of Science and Master of Science degrees in occupational therapy at Eastern Michigan University. She was an occupational therapist for nearly 25 years, with experience in various practice settings including community mental health, jail diversion, adult inpatient and acute physical rehabilitation, home healthcare, private practice and case management.
Marterella enrolled in USC Chan’s Occupational Science PhD program in 2005, and earned her PhD in 2010 with the dissertation titled “One Size Fits None: Theorizing Weight Management in the Everyday Lives of Adults with Serious Mental Illness.” At USC Chan’s 2010 Commencement, she received the Penelope Louise Richardson Award in recognition of the Occupational Science PhD candidate who demonstrates the highest potential to fulfill the role of a faculty member.
She joined USC Chan’s faculty as a research assistant professor before returning to her native Michigan to join Eastern Michigan University’s occupational therapy faculty. At EMU, she was promoted to the rank of associate professor with tenure in 2016.
Marterella’s research interests included intervention studies, qualitative inquiry, usability studies and theoretical developments in occupational therapy and occupational science. She co-authored articles published in the Canadian Journal of Occupational Therapy and the American Journal of Occupational Therapy, among others. She also received a Service Commendation from the American Occupational Therapy Association.
In 2017, Marterella became research and development director at the Center for Innovative OT Solutions, a Colorado-based company that owns and licenses several standardized assessments for clinical practice including the “Assessment of Motor and Process Skills.” She co-authored the textbook “Powerful Practice: A Model for Authentic Occupational Therapy” with CIOTS founder Anne Fisher. Marterella became president and CEO of CIOTS in 2019, a position she held until the time of her death.
In addition to her many professional accomplishments and impact on the occupational therapy profession, Marterella was known for her infectious laugh, radiant spirit, sarcastic wit and ability to make heartfelt connections and extend care to others, which were a joy to anybody fortunate enough to have been in her presence. Her ability to make even the most ordinary occasions memorable, and to make life better for those around her, will be remembered by all who had the privilege to know her.
The USC Chan Division will be hosting a gathering in remembrance of Marterella; please contact Associate Professor of Clinical Occupational Therapy Samia Rafeedie at rafeedie@chan.usc.edu for more information.
]]>By Mike McNulty
An editorial published in the American Journal of Occupational Therapy details the USC Chan Division’s approach to holistic admissions, the gold-standard processes for reviewing and admitting professional program applicants who demonstrate academic excellence and represent the division’s mission, vision and core values.
Holistic admission practices in health care professional programs can increase future workforce diversity, so that occupational therapy practitioners will more proportionally represent the demographic distribution of the US population. According to the editorial’s authors, a more diverse workforce can better address and, ideally, eliminate health care disparities.
“Academic admissions officers are essentially gatekeepers, and for too long, too many barriers have minimized diversity in health care education,” said the editorial’s lead author Arameh Anvarizadeh, associate professor of clinical occupational therapy. “Holistic admission opens the gates wider for traditionally minoritized students, and that is critical to delivering client-centered care in such a socially- and culturally-grounded profession like occupational therapy.”
According to the American Occupational Therapy Association’s 2023 workforce and compensation survey, current racial demographics of occupational therapy practitioners in the US are 85 percent White, 4 percent Hispanic/Latino/Latin American, 4 percent African American/Black, 3 percent multi-ethnic and 2 percent East Asian.
The USC Chan Division began implementing holistic admissions for its professional program in 2020. The authors explain how restructuring the program’s application criteria, weighting cognitive and non-cognitive factors and implementing committee review led to a more diverse cohort of admitted students. They also outline targeted recruitment and visibility efforts that can yield more applicants from more diverse populations.
“Since implementing holistic admissions, USC Chan has continued to welcome the most diverse entry-level cohorts in our program’s history,” said co-author Grace Baranek, associate dean, chair and Mrs. T.H. Chan Professor of Occupational Science and Occupational Therapy. “USC is showing the entire profession how we can intentionally deploy solutions to increase health equity by narrowing the disparities gap.”
Faculty members Amber Bennett and Julie McLaughlin Gray, and former faculty member Kristin Nxumalo are co-authors.
Designing and implementing USC Chan’s holistic admissions was a collective effort that involved a number of division community members for more than two years. An admissions committee was established, and is typically composed of at least seven faculty members who have a wide range of personal and professional experiences and backgrounds. Faculty members rotate on and off the admissions committee each year, and also participate in an annual orientation and calibration training to minimize bias and standardize rubric scoring.
The student cohort that enrolled in USC Chan’s entry-level OTD program starting in the fall 2023 semester is 33 percent Asian, 14 percent Black/African-American, 37 percent Hispanic/Latinx/e, 42 percent White, 3 percent Hawaiian/Pacific Islander and 2 percent Native American/American Indian (note: students can endorse more than one category).
“Admissions officers at the 200-plus accredited OT educational programs across the nation face an urgent call to immediately improve health equity,” Anvarizadeh said. “Using holistic admissions, we can quickly make occupational therapy a far more inclusive, equitable and diverse profession, and I know that will benefit every single one of our clients and communities we serve.”
“Promoting Health Equity Through Holistic Admissions in Occupational Therapy Education” is available open-access at the American Journal of Occupational Therapy.
]]>The China Initiative invited Dr. Yijun Liu, author of the Model of Occupational Harmony (MOHar) and an instructor in the USC-PKUHSC dual-degree program, to share her vision for the development of MOHar and its application in the field of occupational science (OS) globally.
The MOHar is a conceptual model developed to add an Eastern perspective to the understanding of occupational balance, a construct frequently addressed in OS literature. The model consists of three domains grounded in traditional Chinese cultural beliefs and Chinese Scholars’ Human Complex System Theory: (1) Yin Yang “阴阳”, (2) the five-element theory or Wu Xing “五行”, and (3) The unity of nature and human with coherence across multi-level systems or Tian-Ren-He-Yi “天人合一”. According to Dr. Liu, Yin and Yang reflect opposing occupational characteristics in occupations. Three essential pairs of occupational characteristics are proposed: (1) physical and mental engagement, (2) quiet and active engagement, and (3) individual and social engagement; the equilibrium between these two-sided occupational characteristics leads to a harmonious state. According to Wu Xing, five dimensions of occupational engagement, virtue (de), rationality (zhi), action (gong), emotion (ai), and health maintenance (kang) interact to enhance or restrict each other. The coherence across multilevel systems, also called transactions, describes how a person (ontosystem) interacts with small systems like family and classmates, medium systems like school and work, and large systems, like society, countries, and the world. The chronosystem combines the past, the current, and the future. A state of occupational harmony is achieved through an equilibrium between Yin and Yang, a balanced Wu Xing, and good coherence across the multilevel systems.
The concept of occupational harmony was inspired by Dr. Liu’s personal experience of overcoming challenges, especially adapting to cultural differences when she pursued her master’s and doctoral degrees in occupational therapy (OT) at USC from 2017 to 2019. Although she was learning Western medicine as a medical student in China prior to studying abroad in the US, her extensive interest in traditional Chinese medicine, philosophy, and culture led her to view occupational balance from a perspective different from those in readings and discussions with her instructors and classmates. Dr. Liu’s knowledge of systems theory and complex thinking influenced her to develop a model that reflects a more nuanced understanding of the complexity of balance in everyday occupation.These lived experiences ultimately led to the conceptualization of MOHar.
It was an honor to engage in an in-depth conversation with Dr. Liu on her experience of applying the MOHar in different aspects of her life, including through teaching students at PKUHSC and practicing with clients to improve their health. In this interview, Dr. Liu walked us through her insights into the improvements of MOHar, as well as the rewarding moments of her work and advice to those who are interested in the model.
Q: What are some ways in which you have applied the Model of Occupational Harmony in clinical practice, research, or pedagogy? What are some potential additional areas of research or practical interventions that could benefit from the Model of Occupational Harmony?
A: I used the MOHar with my students at Peking University. The OT master’s students learned to apply the model through self occupational analysis in their health promotion and wellness class. Some of them continued to utilize it in their lives to promote their own harmony and balance. I encouraged these future practitioners to incorporate this model in their future research and clinical practice. Students with different majors and backgrounds mainly use it for improving health and wellness. I think it is good for young adults and teenagers in transitional stages since mental health is a significant need in this population. Another population that can benefit is older adults, helping them to engage in active and productive aging. This is an area that I would like to explore more considering aging is a global issue. Dr. Ruth Zemke and I named it “harmonious aging”.
Q: What have been the reactions to your work? Have there been any challenges or critiques that you’ve encountered in developing or promoting the concept of Occupational Harmony?
A: My work is very well-accepted because it adds an Eastern perspective to help tackle the complexity of occupational balance; although there were some suggestions on how to revise it when I first submitted the manuscript. In China, the vast majority of the medical field only considers natural science like biology as science. When you talk about culture or something about daily life, most of them do not see it as science, but more like a humanistic subject. Their lack of recognition in social science leads to a shortage of models like the MOHar. Proposing a theoretic model based on traditional culture and system theory is a deductive approach, which is not seen as “that scientific”. This is very different from how the Chinese medical field usually develops a model and generalizes some core principles based on a lot of experiments and practices.
Another criticism from the Chinese society, mostly from physicians in rehabilitation medicine, is that the definitions in this model are too subjective and all defined by me and my coauthors. I think there should be a paradigm shift, but people are still in the old paradigm and holding deep beliefs toward their traditional knowledge. Nonetheless, the MOHar is actually very welcomed in the OT and OS fields. Conferences would invite me to give presentations and the Chinese Occupational Therapy Association expressed interest in promoting the model.
Q: What do you envision for the future of Occupational Harmony in terms of research, practice, and its impact on occupational science? How do you see this model contributing to occupational science? Are there plans for further development or refinement of the model based on ongoing research or feedback?
A: How will this model be accepted, used and modified in different cultures? The concept of Yin Yang and Wu Xing are natural beliefs that are normal in Chinese culture. It is interesting to see people from different countries reading this paper and citing it in their own research. I feel like this is the initial step of globalization. When I was learning about frames of reference, I found them theoretical and difficult to come up with intervention plans. You need to prepare another set of mind, techniques or theories to do so. Using the MOHar, your analysis can be easily turned into a plan and directly applied to promote occupational harmony. It is straightforward and practical, as it can be both an analyzing tool and an intervention plan to address occupational patterns and overall lifestyle. Those who do not know about OT or OS often have a question regarding how occupations can promote health. Previous models all focus on analyzing occupations or the interaction between person, environment, and occupations, but fail to give an explanation on how these altogether are related to health. The MOHar demonstrates a clear relationship between occupational harmony and health. The model is at its initial stage and I take criticism as nutrition for further refinement. For instance, there is a need for operational definitions of five-dimensional engagement to classify different occupations. More research is needed to test practicality and validity for supporting evidence.
Q: What has been the most rewarding aspect of your work on Occupational Harmony?
A: I think it is most rewarding to myself and my occupational harmony. From having the idea to developing this model, I wrote a manuscript and later did my dissertation research to apply it in practice. All these experiences coming together made me feel like the transactions of my different systems are in a better harmonial stage. When I applied it with my students and clients, I saw them being better, healthier and happier by the end. When I see people from different cultural backgrounds are interested in how traditional Chinese philosophy and cultures are used in OT and OS fields through this model, I feel very happy about it. Even though people from different countries speak different languages, a happy and healthy life is what everyone is pursuing. Something I can contribute is to help them achieve that in their lives. My dream is “healthy occupations, everybody, everyday, everywhere”. I am doing what I need to do and this fulfills the meaning and goal of my life.
Q: Is there any final message you’d like to share with professionals, researchers, or students interested in the concept of Occupational Harmony?
A: I want to share a Chinese old saying “知行合一”, which means “your action aligns with what you believe in”. If you are interested in the concept of occupational harmony, apply it in your practice. Clients believe in our professionalism. How can they trust your ability to manage their health and wellness when you cannot do it yourself? Health is very important, not only to yourself, but also for everyone in your family, your work unit, and in your school, because you will influence others.
Dr. Liu is passionate about improving the health and wellness of her students and her clients through promoting the concept of occupational harmony, as well as the development and application of MOHar with different populations and in different cultural contexts. Her work has contributed to OS research on occupational balance with her unique personal experiences and in-depth understanding of Chinese philosophy. Dr. Liu calls for fellow practitioners to use a holistic approach in understanding factors contributing to better health and well-being of themselves and others.
Liu, Y., She, R., & Xing, J. (2023). Analysis of University Students’ Mental Health from the Perspective of Occupational Harmony. Peking University First Hospital. [Manuscript in preparation].
Liu, Y. (2021). Zuoye hexie shijiao xia de daxuesheng xinli jiankang wenti fenxi yu duice chutan [Analysis of University Students’ Mental Health Problems and Exploration of Intervention Strategies from the Perspective of Occupational Harmony]. Peking University. [Unpublished doctoral dissertation].
Liu, Y., Zemke, R., Liang, L., & Gray, J. M. (2021a). Model of occupational harmony: A Chinese perspective on occupational balance. Annals of International Occupational Therapy, 4(4), e228–e235. https://doi.org/10.3928/24761222-20210601-08
Liu, Y., Zemke, R., Liang, L., & Gray, J. M. (2021b). Occupational harmony: Embracing the complexity of occupational balance. Journal of Occupational Science, 30(2), 145–159. https://doi.org/10.1080/14427591.2021.1881592
]]>Last week, the USC China Initiative celebrated a heartwarming reunion, bringing together students, educators, and professionals in a special virtual gathering. Hosted by the China Initiative team, the event demonstrated the strong and supportive community that has grown out of the unique partnership between USC and Peking University Health Science Center (PKUHSC). The reunion was held on Zoom and attended by 16 participants, including dual-degree students across all three cohorts and previous China Initiative OTD residents. The first two cohorts of dual-degree students have graduated and are working in China, while the third cohort is completing their post-professional doctorate at USC Chan.
The event featured a blend of informative updates, interactive games, discussions about future goals, resource sharing, and networking. Beginning with a warm welcome from the China Initiative team, participants took turns introducing themselves and sharing updates on their personal and professional development. These introductions offered a glimpse into the diverse pathways alumni and students have taken throughout their involvement with the China Initiative.
Among the two cohorts of dual-degree graduates who returned to China, some of them have taken up established roles in research, clinical practice, and pedagogy, contributing to the development of OT in China. Zhizhuo Wang, a graduate from the first cohort, is a full-time lecturer with ongoing research on musculoskeletal conditions at Fujian Medical University in southern China. Another graduate, Luming Yang, returned to the Peking University Third Hospital as an occupational therapist working with patients in adult rehabilitation. Their achievements are testimonials to the dedicated commitment by the China Initiative in promoting OT education at a high level.
After participating in some interactive community-building games in breakout rooms, attendees engaged in meaningful discussions about their future plans and goals. A dual-degree alumnus, Chen Gong, shared his insights on advocacy for OT in China as a postdoctoral fellow at the Sun Yat-Sen Affiliated Sixth Hospital. He pointed out that the significance of OT is yet to be recognized by the general public, other medical disciplines, and peer reviewers in academic publishing. He described some barriers to OT practice in China, for instance, being requested by the hospital to combine with other professions and provide “a mix of services.” To raise awareness for the profession, he urged young Chinese practitioners to take proactive steps in thinking critically, reflecting on the purpose of OT, and educating coworkers on “what is OT” and “what is occupation.” Although he is involved in other medical research at the moment, he stated his ambition for starting his own research specific to OT education.
The success of this very first reunion was a testament to the strong support system and lifelong professional network that have evolved in the China Initiative community, overcoming geographical barriers between Los Angeles and Mainland China. The China Initiative team is encouraged by positive feedback received, and is looking forward to hosting the next community reunion in next Spring.
]]>This month holds great significance to me, as it’s a time to celebrate and honor our rich culture, especially considering my diverse heritage. My mother is from El Salvador and my father is from Mexico, so it’s a moment to appreciate the unique blend of traditions and values from both countries for myself. It reminds me of the resilience and the dedication our community brings to every aspect of life.
An occupation that I enjoy is spending quality time with my family, such as enjoying weekend get-togethers, which resonates deeply with my Hispanic heritage. It is influenced by both Mexican and Salvadoran traditions. Family bonds are at the core of our culture, and these traditions keep our connections strong.
My identity is shaped by both my Salvadoran and Mexican roots, and will play a crucial role in my future career as an occupational therapist. It will enable me to connect on a deeper level with individuals who share a similar background, whether they’re Salvadoran, Mexican or from any Hispanic background. This understanding can bridge the gaps in the healthcare field and provide comfort to individuals who are genuinely thrilled to have someone who understands their cultural perspectives and needs.
As a Mexican-American woman, Latinx/Hispanic Heritage to me means acknowledging, learning and celebrating diversity in a way that is special to you. During this month we get to take a walk into each beautiful heritage and see/hear more about Latinx/Hispanic heritages; I love it!
A special occupation my family and I participate in is low rider car shows in the Bay Area. We get to celebrate the beauty of our culture through our low riders, whether it be details in the interior or art on the exterior. Being part of the low rider community has heavily influenced my Latinx/Hispanic culture by expanding my view on art in our heritage, and connecting with people with the same appreciation of what these cars represent to each owner and the community.
My Latinx/Hispanic identity will influence my future practice as an OT in many ways, specifically by being able to appreciate and learn. There’s always something we can learn from each other. While I have an open heart, treating every identity will come with knowing the importance of the heritage we share, and I believe with that alone, I can provide the best care possible.
Funny enough, I never thought about Hispanic Heritage Month being so important and influential in American society. However, when I moved to the United States, I realized how meaningful it is to celebrate our culture and heritage, since it allows us to look back at our families and appreciate their sacrifice, effort and bravery here in the US. It also gives us a reason to be proud of who we are, not just as individuals but as a community that is continuously growing stronger, especially in California.
My everyday life is highly influenced by my Colombian heritage in a way that almost everything I do, on my own and with my family, comes directly from the habits my parents learned from my grandparents. Some of these activities include drinking Cafecito in the morning, preparing a traditional Colombian dish once a week and celebrating all accomplishments made by Colombians, whether they are singers, athletes, et cetera.
I believe that my Hispanic heritage will have a positive influence on my future practice as an occupational therapist by providing appropriate healthcare services for Spanish-speaking communities and creating a safe space for those individuals in my community who feel they do not have representation in the medical field. Additionally, I hope to be a motivator for future Hispanic generations to pursue their dreams regardless of how challenging they might seem.
Latinx/Hispanic Heritage Month means that my culture is especially valued and celebrated for the contributions that it has brought to American society. As a Mexican immigrant, having a month that recognizes Latinx/Hispanic cultures is a source of joy and pride every year.
Celebrating Día de Muertos [The Day of the Dead] is one of my favorite traditional Mexican occupations. Every year, from the night of Nov. 1 to the early morning of Nov. 3, my family and I welcome back the souls of our deceased relatives. The Aztecs and other pre-Hispanic cultures held a cyclical view of the universe and saw death as an integral part of life. On Día de Muertos, the border between the spirit and the material world dissolves, and the souls of the dead briefly return to the living world. My family offers our guests of honor, the souls of our ancestors, their favorite drinks, foods and other offerings at our ofrenda [home altar]. We party, pray and share our favorite stories about our beloved deceased. I am pleased to continue this pre-Hispanic tradition with my two daughters, who love setting the colorful ofrenda.
My Latinx/Hispanic identity will influence my future practice as an occupational therapist by giving me a bold understanding of cultural differences and being a strong supporter and advocate for the rights of minorities, especially the Latinx/Hispanic community.
Hispanic Heritage Month to me means embracing my roots and being proud of my heritage. My family is originally from Mexico, and that part of my identity is essential to who I am. This month is about celebrating the culture, food, music and anything else that comes with identifying as Hispanic/ Latinx. At this point in my life, it feels especially important because I don’t embody the usual characteristics of a graduate student at USC. I hope others pursuing higher education in healthcare use me as an example and see that it is possible to continue breaking barriers, and to do so at an institution where students typically come from affluent backgrounds.
I don’t engage in any special customs or occupations during this month because I try to represent my heritage in my everyday life. For example, my favorite genre of music is reggaeton, and I listen to Spanish music every day. I listen to merengue, bachata, cumbia, rock en español and some banda. So even though not all these genres originated from Mexico, I have a lot of love for Hispanic/Latin music in general. Even at home, I frequently eat Mexican food, or I’ll sometimes watch telenovelas with my mom. I also try to speak Spanish with my parents because language is such an integral part of the culture and it helps me practice, since Spanish isn’t my first language.
I think my Hispanic/Latinx identity is going to have a profound influence on my future practice. I was always taught to be humble, and that stuck with me especially during times that my family lived paycheck to paycheck. Knowing that occupational therapists work with marginalized populations, you have to be willing to address your own biases and collaborate with individuals and their families rather than taking on an all-knowing attitude. People want to feel safe and know their therapists care about them, and I feel that’s something that comes naturally to me. I was always taught to never assume that I’m better than anyone because their character is much more important than where they come from or what they own. My upbringing and values mean that I will always be willing to learn from my clients and listen to their needs, whether that means sharing the Western idea of individualism or having their own ideas about what it means to function in society and participate in their lives.
This month means evoking the perspectives of our parents, grandparents and their parents to bring forth the beauty of their cultures. To recognize the loss of some traditions and rejoice in the sanctity of those traditions that remain. To take pride in our contribution to diversity in all its forms: music, art, storytelling, medicinal and culinary.
A week before Christmas we make Nacatamales. It’s a two day affair, and there is always a cousin or wife of a cousin that jumps at the opportunity to learn how to make them. But my abuela is stubborn and she does not like to buy banana leaves. So we drive around different neighborhoods until she spots a banana tree in somebody’s yard. When I was in high school I was embarrassed to ask strangers for their leaves, because I would often get weird looks and a rude “no.” But now I’m proud to knock on strangers’ doors and explain why I would like to have some leaves off their banana tree. A new tradition emerged of gifting two or three Nacatamales to the homes that offered us their banana leaves. Half the fun is trying to find the house again!
My experience of being a Latina has provided me insight to many emotions and fears I believe our students experience, from imposter syndrome, to belonging to self-doubt. It is from this place that I try to make most decisions. Our heritage is an asset to this field and to our community, and if I can help a future Latinx/Hispanic student come to recognize their worth and contribution to occupational therapy, then my work in the Division is even more valuable.
From my point of view, Latinx/Hispanic Heritage Month signifies an opportunity for celebration, reflection and recognition of the abundant diversity of culture within the Latinx/Hispanic community. It serves as an opportunity to emphasize and pay tribute to the significant contributions, historical significance and important achievements of Latinx and Hispanic individuals throughout diverse areas, embracing art, literature, science, politics and other areas of significance.
As an American-Nicaraguan, a yearly tradition that allows me to proudly represent my Latinx/Hispanic heritage unfolds from late November through Dec. 8. During this period, I engage in cultural activities that are deeply meaningful. The focal point is the creation of altars in honor of the Virgin Mary’s birth, celebrated as La Purisima. On Dec. 8, a spirited event known as La Griteria takes place. It involves walking through the streets, joyfully shouting and singing, while visiting beautifully crafted altars hosted by friends and neighbors. This tradition, rich with cultural significance, is a cherished way for me to connect with my Nicaraguan roots and celebrate the shared values of my community.
As a future occupational therapist, my Latinx/Hispanic identity is a source of cultural insight that shapes my approach to patient care. Understanding the unique cultural nuances and perspectives within the Latinx/Hispanic community allows me to provide more culturally sensitive and tailored interventions. This cultural competency is crucial in fostering trust and effective communication with clients from diverse backgrounds, ultimately enhancing the therapeutic relationship. Embracing my Latinx/Hispanic identity empowers me to advocate for equitable healthcare practices, ensuring that the interventions I design consider the cultural context and individual needs of each client.
Latinx/Hispanic Heritage month to me means honoring my Mexican and Salvadoran roots. I’m proud of where my family comes from, and all the traditions they have passed down. Latinx/Hispanic heritage month is about celebrating and sharing the beautiful culture.
Some occupations that I enjoy are listening to Latinx artists and going to Latinx concerts/festivals as well as watching novelas with my grandmas. A tradition that my family has is that we always have tamales for Christmas.
Latinx/Hispanic Heritage Month to me means a chance to celebrate and recognize my Hispanic heritage. I am from Mexico and I feel really proud to be Mexican. I am glad that during this month everyone else gets to learn and see the beauty of my Hispanic heritage.
The activities and traditions I celebrate that represent my Hispanic heritage are Dia de los Muertos, Christmas Eve and Dia de Los Reyes Magos. For Dia de los Muertos, my family puts up an altar with pictures of our loved ones who have passed away. We also eat Pan de Muerto, which is basically just delicious sweet bread. For Christmas, we cook delicious food and we have posadas throughout the month of December where we eat tamales and hot cocoa, and we come together on Christmas Eve to give each other gifts. For Dia de Los Reyes Magos, we celebrate on Jan. 6 by getting together with family and eating Rosca de Reyes, which is sweet bread with a tiny toy baby inside which signifies Jesus Christ as an infant. Whoever finds the baby inside their bread has to bring food or drink on Feb. 2.
My Hispanic identity influences my future as an occupational therapy practitioner because growing up, my family always celebrated our wins and our losses. We always looked at the bright side and we welcomed everyone into our home. My family has taught me to be respectful, genuine and happy. I believe these are great qualities to have because, as an OT, I want to celebrate my clients’ wins, and I want to motivate them with a smile on my face. I will treat them like family and care for them when they need me the most. Also being bilingual will help me connect to more individuals, and I am grateful for that.
]]>It is with great sadness that the American Occupational Therapy Association (AOTA) announces that Mary Foto, OT, FAOTA, CCM, AOTA Past President (1995–1998), passed away last week at her home in Colorado.
Few people have had such a significant impact on the practice and profession of occupational therapy as Mary Foto. For half a century she worked to ensure occupational therapy was considered a key health profession, both nationally and throughout the third-party payor industry. Her work led to the inclusion of occupational therapy as an essential service with Medicare and Medicaid, and her tireless advocacy led to the inclusion of occupational therapy reimbursement codes in the Current Procedural Terminology (CPT)® Manual, an essential inclusion for payment of health care services.
Mary was an exceptional leader in occupational therapy and devoted leader to AOTA. For nearly thirty years, before and after her presidency, she became the face of the profession in the American Medical Association’s committees on defining and valuing the codes of the CPT® system. She worked on the first delegation of non-physician providers to the AMA process in the early 1990’s. She argued for and gained establishment of critical codes such as the Activities of Daily Living (ADL) code and the Therapeutic Activities code, which established the unique use of the process of occupational therapy.
Mary’s work and dedication established the principle that occupational therapy was not only achieving a goal around ADLs, but that ADLs were also the treatment. This key principle was highlighted in the revision to create three new occupational therapy evaluation codes in 2017. She was the chief architect of that groundbreaking description of the occupational therapy process; she thoughtfully and powerfully increased the recognition and comprehension of occupational therapy among the physicians in the AMA community, as well as payers of health care services nation-wide.
Her contributions to AOTA included holding many positions on work groups and committees, becoming a Fellow, as well as supporting many staff over the decades in their work to ensure a solid place for occupational therapy in federal and state policy. During her presidency she wrote many articles and speeches that reflected the health system challenges of the 1990s, examining emerging issues such as entrepreneurship, specialization, outcome studies, managed care, and technology. Mary was educated at the University of Southern California in occupational therapy. Two of her heroes were Wilma West and Elizabeth Yerxa for their emphasis on the human spirit, the primacy of the patient and effectiveness.
Read the full obituary from the American Occupational Therapy Association.
]]>“The AOTA adult rehab conference offers practitioners the opportunity to step away from the clinic to reflect, rethink and infuse new inspiration into their practice,” said Associate Clinical Professor Jamie Wilcox, who is presenting at the upcoming event. “AOTA conferences serve as a crucial venue for knowledge mobilization across health systems and geographic locations- with the potential to improve health outcomes of communities and populations at a national level.”
Scheduled presenters, their affiliations and respective conference session titles include:
The Vital Roles of OT Across the Lung Transplant Continuum (Concurrent 204)
Assistant Clinical Professor Lisa Semro MA ’20, OTD ’21
Assistant Clinical Professor Ellie Clark MA ’19, OTD ’20
Clinical Instructor Mireya Rodriguez MA ’22
Assistant Clinical Professor Ella Wilson ’21, MA ’22, OTD ’23
Associate Clinical Professor Jamie Wilcox MA ’13, OTD ’14
Occupational Therapy System of Care Within the Lung Transplant Continuum (Poster 101)
Ella Wilson
Jamie Wilcox
Mireya Rodriguez
Paired Vagus Nerve Stimulation for Upper Extremity Rehabilitation Post-Stroke (Poster 201)
Assistant Clinical Professor Lucy Hosoda MA ’16, OTD ’17
Clinical Reasoning Through a Rare Diagnosis: A Case Report on Lance-Adams Syndrome (Poster 205)
Lucy Hosoda
Exploring the Lived Experience of Liver Transplant Recipients in the Acute Recovery Phase: An Expansion of OT’s Role in Transplant Care (Poster 206)
Ellie Clark
Irene Lee MA ’22, OTD ’23
Clinical Instructor Cindy Luff
In August 2022, the USC Chan Division celebrated the first cohort of graduates from the USC–PKUHSC dual-degree program. Students in the program earn an entry-level master’s degree in rehabilitation therapy (occupational therapy track) at PKUHSC followed by a post-professional occupational therapy doctorate (OTD) at USC. This collaboration is made possible by PKUHSC occupational therapy instructors Yijun Liu, Liguo Qian and Hui Wang, who all received their master’s and OTD degrees at USC Chan. Assistant Clinical Professor Elena Meng 孟令昱 and former China Initiative doctoral residents Sanny Ning 宁沁 MA ’21, OTD ’21 and Li Shan Wee 黄丽宪 MA ’20, OTD ’21, OTR/L spoke with these instructors to hear more about their inspirations and get an update on graduate-level occupational therapy education and the profession in mainland China.
Yijun (Jane) Liu 刘奕君 completed her Bachelor of Medicine degree and was in her second year of her medical residency at Peking University First Hospital when she was admitted to the USC entry-level master’s program as one of the inaugural instructors for the USC–PKUHSC dual-degree program. Liu completed her entry-level master’s and post-professional OTD degrees at USC and returned to Peking University First Hospital to teach in the master’s program in rehabilitation therapy (OT track). With support from her medical education, USC and her family and friends, Liu also completed her Doctor of Medicine degree, merging her medical and OT backgrounds to complement her practice.
What led you to pursue occupational therapy?
Yijun Liu 刘奕君: I am from the Sichuan Province and witnessed the devastating Wenchuan Earthquake in 2008. I was deeply inspired by the work of the medical staff and made up my mind to study medicine. As part of my eight-year clinical medicine program at PKUHSC, after the fifth year we had to choose a direction to specialize in. I chose to pursue the physical medicine and rehabilitation program because I liked its holistic perspective. Although the medical model has transitioned to a biopsychosocial model, many departments still typically focus on the biological components. I liked rehabilitation medicine’s focus on function and participation in everyday lives, and it was a good track that reflected the ideals of medicine. In my second year of medical residency, the Director of Rehabilitation Medicine, Professor Wang Ninghua, told me about the new collaboration between USC and PKUHSC for OT. I had briefly learned about OT as a medical student and realized that OT is much more holistic and can focus on life. I was already very interested in OT and even more so when I heard about the collaboration.
What was the focus of your OTD project/placement?
YL: I tailored my OTD experience with the main goal of becoming a competent instructor for the PKUHSC master’s program. Because it is a brand new program, administration was a huge part, but I also developed clinical skills so that I could teach both knowledge and practical skills. I participated in curriculum development for the PKUHSC master’s program and also helped facilitate summer courses for the USC Chan entry-level master’s program to learn how to prepare for class, as well as how to develop and grade assignments. I took elective classes at the USC Rossier School of Education and participated in the Center for Excellence in Teaching Future Faculty Teaching Institute.
Clinically, I focused on learning Lifestyle Redesign, which is one of my interest areas, and spent time in primary care and with the Occupational Therapy Faculty Practice. In the second half of my OTD experience, I returned to PKUHSC and taught three courses — Foundations: Creativity, Craft and Activity Analysis; Foundations: Kinesiology; and Therapeutic Use of Self and Communication Skills for Effective Practice — with mentorship from USC faculty. During that time, I was also involved with administration and was helping to coordinate the World Federation of Occupational Therapists (WFOT) approval for the program.
How has your understanding of occupational therapy evolved from when you first started as a student, to now being an instructor of occupational therapy?
YL: I think my initial perspective of OT has stayed — that OT is holistic and that OT takes care of the mind, body and soul. But I think the picture itself has become more enriched. In China, OT mainly focuses on upper limb function and rehabilitation, even though ideal OT is not that way. When I learned more about OT in the US, I found that OT’s role is very rich and provides a much clearer picture of what OT can contribute to Chinese society. Being an instructor, I need to teach my students what OTs can do in many emerging areas of practice in China so that they can expand their reach and provide comprehensive services to people in need.
I also developed a deeper understanding of occupations and occupational science. I was initially a learner, but now I’m also thinking about what I can contribute to the body of knowledge of OT and OS. Recently, I developed a Model of Occupational Harmony, so I’m thinking about what Chinese culture brings to OT, and to help with the cultural adaptations of OT, contributing to the Eastern perspective of OT and OS globally.
How has your OT perspective changed your experience now as a medical resident?
YL: My perspective has changed radically. I think it has integrated into myself, so I see everything in an OT perspective, even though I’m a medical resident. One of the experiences I remember deeply is my rotation in the neurology department, where I helped a lot of patients from what I see through an OT perspective. Some clients had really good outcomes after my care, and our chief physician gradually took notice. Very interestingly, he started giving me more and more clients, and he said, “Can you see more clients from your OT perspective?” That was a very proud moment for me and OT at that time. I think we can contribute a lot to the medical team so that we can meet the client’s needs.
What are your personal future goals?
YL: My scholarship goal is to develop further assessment tools related to the theoretical model for occupational harmony I developed, so that it can be really used in practice in China. For education and curriculum, we have talked about program evaluation and quality improvement and, after three years, we really need to think about making adaptations to meet the local needs and student’s needs. In the clinical realm, I still want to explore what OT can bring to the clients and to different settings. Outside of hospitals, I’m especially interested in mental health in college students; many have anxiety or depressive symptoms. This is a huge problem in China and this is a very important problem because they are in a special transition stage. Developing OT services to help college students is also one of my interest areas and goals.
In one or two sentences, what do you want people to know about your students?
YL: They are great! I already see that the heart of OT is sowed into their hearts, minds, and souls. They have a passion to contribute and they will be the future leaders of OT in China.
What are your hopes for occupational therapy in China?
YL: My biggest hope is for OT to grow in China and to help more and more people. Right now, I think we only have 3,000 to 4,000 OT practitioners, but our total population is more than 1 billion people, so millions need OT services. Also, in the aging world and in China, more and more people will need OT. One way I see it will grow is that OT can contribute to the Healthy China 2030 Initiative. Before, the Chinese government was focused on treating the disease, and healthcare policies were related to curing the disease, not focused on health itself. Now, policies are based on health: creating healthy lifestyles and environments, and how we can contribute to disease prevention and health promotion. This change really reflects OT’s perspectives and OT’s ability to contribute to health care needs in the Chinese society.
Liguo Qian 钱李果 received his bachelor’s degree in rehabilitation therapy from Capital Medical University, specializing in occupational therapy. In 2015, while attending an occupational therapy conference in Shanghai, Qian met USC faculty members Danny Park and Adley Chan, who shared with him two of USC Chan’s exciting international opportunities: the Summer Occupational Therapy Immersion (SOTI) program and the China Initiative. After participating in the SOTI program in the summer of 2016, Qian was compelled to return to pursue graduate degrees at USC. During his OTD program, Liguo was hired by Peking University Third Hospital as one of the inaugural instructors in the USC-PKUHSC dual-degree program.
Can you describe your educational and professional background?
Liguo Qian 钱李果: In China, students select their majors for undergrad before the national college entrance exam. My father is a professor in special education. When I selected my major with my parents, he recommended a major called “rehabilitation therapy.” He said, ‘That’s a major where you help people with disabilities — people with special needs.’ I was eventually admitted into that major and received my bachelor’s degree in rehabilitation therapy from Capital Medical University. In my second year of the program, we had the opportunity to select which direction of Rehabilitation Therapy we wanted to focus on — OT or PT. Before we made the decision, we had a tour at a rehabilitation center. I was completely attracted by the sunshine that shined in the OT room and the warm interaction between the clients and the therapists. Witnessing this and having this image in my mind influenced my choice to become an OT!
I also knew that I wanted to continue my studies beyond just the bachelor degree. Capital Medical University was the first Chinese program accredited by World Federation of Occupational Therapy (WFOT), but there were no graduate-level programs for OT in China. My professor told me that if I want to continue my studies after I graduate, I would have to study abroad, which eventually led me to do the USC SOTI program, and to pursue my post-professional master’s and occupational therapy doctorate degrees.
How did you get involved with the China Initiative?
LQ: When I applied for the post-professional master’s program, one of my career goals was to help promote OT education in China because there were no graduate OT degree programs here. Many OT students found no place to pursue a higher degree in their own major. When I went to USC, one of my visions and career goals was to someday help promote higher level OT education in my home country. During my time in the master’s program, I heard about the China Initiative program and had many conversations with Dr. Julie McLaughlin Gray and Dr. Adley Chan. They recommended that, if I wanted to pursue that career goal, I may need more clinical experience in the US. This is why I completed the clinical practice track for the OTD at a pediatric clinic. During that year, I became roommates and friends with Dr. Hui (Angela) Wang and Dr. Yijun (Jane) Liu, who were actively involved in the China Initiative program. We would talk about the program everyday at the dinner table, share advice and opinions, and I gradually became more interested in it.
In the spring semester of my OTD, I met with the PKUHSC leadership and knew they were looking for more OT instructors for the incoming USC-PKUHSC program. After careful consideration and reaching out to Dr. Hui (Angela) Wang and Dr. Yijun (Jane) Liu, I decided to pursue a second residency with the China Initiative and was provided many opportunities to be involved with the curriculum development process and class preparation with USC Chan faculty.
After more than three years of teaching in the program, how has your understanding of occupational therapy evolved or changed?
LQ: One of the most important and challenging things for me is transitioning my role from a student to an instructor. When I graduated as a student, and then directly transitioned to a new role as an instructor, teaching and providing lectures to students who are just two or three years younger than me was very stressful. I was in a new role in a new environment with new people. After teaching for one year, I became more familiar with the class preparation process and felt more efficient in my work. I have learned how to better read students’ facial expressions and their responses. I can also better tell if I am speaking too fast, or if the content is slightly too complex and if I may need to explain it again. Overall, I feel more comfortable in my role as an instructor now. From an instructor’s perspective, I now understand the amount of care and responsibility involved in this role.
What has your experience collaborating with the China Initiative team and the faculty at USC been like?
LQ: USC Chan’s faculty and the China Initiative team have always been there for me throughout my entire process as a student and instructor. As part of the PKUHSC team of instructors, we have met and discussed with the USC Chan teaching faculty to get their ideas, experiences and advice on how to transition and adapt OT learning and teaching in China. We also have China Initiative team members and OTD residents who are well-versed in both the American and Chinese culture and context. This team is like a bridge between cultures, with USC Chan in the US, and PKUHSC in China.
I remember in 2019, Dr. Julie McLaughlin Gray traveled to Beijing to attend a conference. Professor Zhou Mouwang, one of the leaders of the PKUHSC program, shared that he feels Dr. Gray is like Norman Bethune, a Canadian physician in China known for his humanitarian efforts during World War II and contributions to advancing modern medicine in China. Chinese people really respect Bethune and see him as a hero for this country because he was very supportive, altruistic and made a lot of contributions and saved a lot of people’s lives without any hesitation. Professor Zhou sees a similarity with Dr. Gray, as she has supported the PKUHSC program in occupational therapy tremendously, and also views her as a very altruistic and detailed leader.
How do you feel about having recently started clinical work at PKUHSC?
LQ: I am practicing as an occupational therapist at Peking University Third Hospital, which is one of the top hospitals in China. Frankly speaking, there is still a long way to go in terms of OT’s professional popularity and acceptability here. Most of our clients are not well-informed about the potential benefits of receiving OT services, and our colleagues do not know much about occupational therapy. However, I think they are willing to learn and be more curious about occupational therapy because of this program. They have heard a lot about this program, and want to know about what OT can do, what kinds of clients they can refer to us, and what services we can provide. As of now, we start small and become bigger. We can let our clients know there are occupational therapists who can help them not only with their bodies, but with their overall lives, routines and daily activities.
What are your hopes for occupational therapy in China?
LQ: While it is changing a lot, OT in China is currently in its infancy stage. I had received a notification one morning in March 2021 that China had published our first version of the Occupational Therapy Practice Framework, called the Chinese OT Process (COTP), which we did not have before. We have been members of WFOT since 2018 and grown to have our own national OT association. There have been many changes in recent years, and I also see this program as one of the biggest contributors to OT development in China. I am confident that this graduate program will train more and more members who have very strong leadership, enthusiasm and ambition to move the profession forward.
What are your personal future goals?
LQ: I would love to continuously cultivate newer generations of OT in China and promote educational standards here. I am also curious about finding a better way to apply OT and OS theories in the Chinese local context. It is challenging while worthy to identify our professional value, roles and power in the local healthcare community and the larger society. In terms of clinical practice, I am working with Dr. Hui (Angela) Wang to establish our adult rehabilitation services and show the department and hospital what occupational therapy is capable of. If I get the chance, I would like to explore the possibility of providing OT services in the community as well as other potential practicing areas, such as home-health, primary care and long-term care facilities. Being in the community and in clients’ homes is more like real occupational therapy to me because it is closer to clients’ real and natural environments.
Hui (Angela) Wang 王慧 had 10 years of experience as a rehabilitation therapist in China before finding her way to occupational therapy. In China, rehabilitation therapy is understood as a more generalized field of study that includes components of occupational therapy, physical therapy, speech therapy, Traditional Chinese Medicine, and orthotics and prosthetics. Dr. Wang completed a bachelor’s degree in sports science and initially worked as a rehabilitation therapist with a physical therapy focus at Peking University Third Hospital. During her time there, she learned about the new partnership between the Peking University Health Science Center and USC Chan Division to develop a new dual-degree graduate program. Dr. Wang joined USC as one of two China Initiative scholars and earned both her master’s and clinical doctorate degrees in occupational therapy at USC Chan. She now serves as one of the inaugural instructors teaching in the PKUHSC master’s program in rehabilitation therapy (occupational therapy track).
How did you first get involved with the China Initiative, and why were you interested in joining the team?
Hui (Angela) Wang 王慧: I learned about the China Initiative partnership when I was working as a rehabilitation therapist at PKUHSC. I was feeling burnt out so I went and reviewed what occupational therapy is, its key concepts, and realized it felt like the missing piece in my work as a rehabilitation therapist. My clients would always ask me, ‘Why can’t I go back to living the way I did before?’ I saw them struggle a lot and it didn’t feel like rehabilitation to me — that’s not what it should be. It felt like a calling from destiny — that there is something in OT that would help me understand why some people aren’t getting back to their lives. I thought I should try and see if I can learn more. However, it was not easy for me at the time. I was 33 years old and thought, ‘Who graduates school and then goes back 11 years later?’ Everyone around me also asked me why I would be willing to be a part of this program. ‘You already have your work, your family, etc.’ However, what drew me in was that my role would be taking all the information I learned about OT to China, and to give and teach the information to more people. I had a lot of support from the China Initiative team and PKUHSC faculty. They encouraged me and were confident in my abilities. My mom also changed her career at 34 years old and believed that I could do the same thing.
Can you tell me about your OTD placement and final project while at USC?
HW: Initially, my OTD project was to culturally adapt and modify the syllabi from USC, and actually implement them in the PKUHSC program. However, as this happened to coincide with the start of the Covid-19 pandemic, I ended up having to adapt the curriculum both culturally and to an online teaching format. We were changing the syllabi week by week, while simultaneously trying to teach. I already developed teaching skills during my time as a rehabilitation therapist, as I had taught and supervised previously. I knew how to teach, but I had to learn how to teach brand new content in a virtual world. That was what my OTD project experience was like.
How do you feel now, after more than two years of teaching in the program?
HW: Now, I’m getting more familiar with the content we are teaching. Our environment is also better now, since we can actually be face-to-face, compared to the first year when Covid-19 was happening. We instructors are also strengthening our theory base so that we have more knowledge and information to teach, which allows us to have more discussions with students and practitioners. We also now have reflections from the first and second cohorts of students to aid our learning from previous work. I feel more confident and can be more adaptable.
What was your experience of collaborating with the China Initiative team and the faculty at USC?
HW: Members of the China Initiative team have a lot of knowledge about running the program. They know what happens, and they’re by my side. This experience is like building a plane while flying it, and the greatest engineer would be the China Initiative — strong, supportive professionals always prepared to handle any new problem — that is OT! I have strong people behind me who support me.
You mentioned that you practiced as a rehabilitation therapist with a PT focus; How did you feel about starting clinical work at PKUHSC as an OT?
HW: I had mixed feelings. I had a lot of experience at PKUHSC before going to USC, so I knew what the caseload looked like and what the regulations were. However, now I have to practice in a different way. I keep asking myself, ‘Am I really doing OT?’ I don’t want to keep doing what I did before. In the Peking University Third Hospital we still don’t have an OT department, so when I come to work, I’m trying to build the OT department. That is my job and my dream. I want OT to be there, to tell people what OT means and to inform how OT is valuable in the interdisciplinary team. I feel more confident because I have that knowledge, but at the same time, I feel worried because I need to pave my path. I feel excited because with all the information I’ve learned, I can use it in practice. Practice is really important because you get to apply what you learned.
On August 31, 2023, the USC China Initiative marked a significant milestone as it welcomed the third and final cohort of students associated with the Memorandum of Understanding (MOU) with Peking University Health Science Center (PKUHSC) to complete their occupational therapy doctorate (OTD) year here in the United States. The orientation event served as a foundation for their professional journey in a new cultural context. The primary focus of the event was to provide essential insights about the academic, research, and clinical opportunities in occupational therapy that await these students here at USC Chan.
The orientation agenda included Welcoming Remarks by Dr. Julie McLaughlin Gray, Associate Chair for Curriculum and Faculty and Director of the China Initiative, faculty introductions, an overview of the OTD program and its required academic coursework, and information on their upcoming Fall residency sites. The orientation also featured a session led by Student Services Advisor, Dr. Ryan Pineda, who explained the academic requirements, campus resources, and student support services specific to USC and the USC Chan Division.
Students also had the opportunity to introduce themselves by sharing their practice areas of interest which, among the 5 students, included oncology, pediatric mental health, productive aging, Lifestyle Redesign®, and sensory processing and sensory integration. Beyond their academic pursuits, the students shared information about the cultural heritage of their home towns in China, their unique occupational interests, and what they hope to experience as they embark on their professional journeys here at USC.
An essential component of the orientation event was a presentation by Dr. Elena Meng from the China Initiative to clarify expectations for the students’ residency experiences in each of the three tracks: research, pedagogy, and clinical practice. The dual-degree students will be engaged in “hybrid” residencies that may combine experiences across all three tracks in order to best prepare them to be leaders upon their return to China following the OTD program. Dr. Meng provided detailed insights into the learning objectives, learning activities, and deliverables/assessments associated with each track. This information supports the students to understand not only what is expected of them in each track, but also how they can excel in their specific residency sites.
Recognizing the importance of a support system, the orientation also included a mingling session where students had the opportunity to meet their peer mentors, faculty mentors, and residency preceptors. Peer mentors play an important role in helping new students adapt to campus life, navigate coursework, and provide a friendly face during their time in a new cultural context. Faculty members, on the other hand, serve as mentors and preceptors, providing guidance in academic, clinical, and research contexts. The mingling session allowed the five students to establish connections with those who will play vital roles in their academic, professional, and personal development.
The successful orientation event serves as a testament to the China Initiative’s commitment to providing a supportive environment for its international students. As these five students from PKUHSC begin their doctoral year at USC, they do so with a solid foundation, a clear academic path, and a community of mentors and peers who are eager to support them on their journey.
]]>Three standout selections were announced by judges at the closing ceremony of the division’s inaugural gamechanger Knowledge Mobilization Team Challenge, an 8-week effort during which teams of USC Chan faculty, staff and stakeholders created practical products that move academic knowledge into the real world. The standout teams will each be awarded a cash prize to continue developing and deploying their creations.
The gamechanger judges, adjunct faculty member Christopher Laine and Board of Councilors member Terri Nishimura MA ’85, participated in a blind judging process to review and score all seven product submissions. Winners were recognized for being “Most Polished,” “Most Outside-the-Box” and “Best Designed.”
The “Most Polished” award went to the team led by Assistant Clinical Professor Julia Lisle, which developed a decision tree infographic in order to better support clinicians for screening autism in pediatric populations. Additional team members included students Tiffany Cha MA ’22, OTD ’23, Stephanie Magana OTD ’25, Savannah Gluck PhD ’27 and Emily Campi MA ’20, PhD ’24; and faculty members Allison Phillips, Emily Sopkin, Grace Baranek and John Sideris.
“The gamechanger allowed our team to think about new ways to distribute the work that we do in our research lab to collaborators such as fellow clinicians,” Gluck said. “We plan to continue our work by seeking input from clinicians on our product.”
The “Most-Outside-the-Box” award went to the team led by Associate Professor of Research Stacey Schepens Niemiec. They developed a sleep health and hygiene video for late mid-life Latinos addressing sleep health myths and disparities prevalent within that community. Additional team members included promotora Laura Guzmán; students Madison Jimenez MA ’23, Anna Lynch MA ’22, OTD ’23 and Valeria Rios OTD ’25; faculty member Rebecca Cunningham and physical therapist–researcher Matthew Niemiec.
“We worked as a team, including volunteer promotoras from the Coachella Valley, and each of the members contributed their expertise which led to winning the outside-the-box prize,” Guzman said. “From the very beginning we all agreed that sleep very differently affects workers in the rural areas and those who live in the city. Grape pickers or date palm workers have to get up very early to beat the heat in a climate as extreme as the Coachella Valley, with high temperatures reaching sometimes up to 110 degrees in July. And I am very excited that in the near future I hope to be able to bring a sleep study to these communities in need of information like this, presented in a culturally respectful way and in the best way these clients learn: visual, auditory and hands-on.”
“This win means our team can take the prize money and head back out into the community,” Schepens Niemiec said. “We plan to use a good portion of the funds to compensate the community members who are willing to share their life experiences with us, which we will then use to form the foundation of the remainder of our awareness-building modules.”
The “Best Designed” award went to the team led by Assistant Clinical Professor Sonia Trejo, which created an educational toolkit with a video, handout and website that provides Hispanic caregivers with strategies to reduce mealtime stress with “picky” children in order to create more enjoyable mealtime experiences. Additional team members included Children’s Hospital Los Angeles dietitian Hope Wills, non-profit content creator Lindsay Crain and early childhood education director Veronica Montano Sanchez.
“The gamechanger experience was a positive, challenging and exciting experience,” Trejo said. “It pushed the boundaries of what is possible, pulled the best out of each of us through collaboration, allowed each team member to use their strengths and allowed important work to move forward for a good cause.”
]]>The Summer seminars started with an academic writing workshop, providing students with basic tools to effectively communicate their scholarly insights in research proposals, portfolios, theses and dissertations, and journal articles. This session was individualized to meet the specific writing needs of this group of students, focusing on foundations of proofreading and concise writing. Given unique challenges related to grammar and language intricacies, the seminar also connected the students to USC resources such as the USC Dornsife Writing Center and the USC American Language Institute. The seminar ended in a group workshop where students collaborated to fine-tune and improve each other’s work, enhancing their writing skills while also fostering a sense of mutual support and community.
The second seminar featured a guest lecture from USC Chan Division faculty, Dr. James Lee, who brought insights into the details of reimbursement and healthcare regulations in the United States. He covered documentation requirements across practice settings, emphasizing the importance of accurate and thorough documentation to ensure quality care. He then discussed billing for services and the complex challenges associated, including nuances of insurance policies and adhering to stringent codes and procedures. Finally, Dr. Lee explained the foundations of Medicare and Medicaid that govern occupational therapy practice, and encouraged the students to critically examine how the political landscape in China affects healthcare delivery and how they might contribute to occupational therapy advocacy upon their return to China.
The final seminar of the Summer semester, and of their academic year, was designed to reflect on their year at USC and make direct connections to their future practice and professional engagement in China. The students discussed various avenues through which they can actively engage in the profession in China, such as joining professional associations and involving themselves in research. They also revisited the academic, professional, and personal goals they set one year prior at the start of their OTD journey. Now at the finish line, the students led a rich discussion about their growth as clinicians, leaders, and individuals.
To close out the seminar, the cohort gathered for the final potluck, not only celebrating their achievements but appreciating the bonds they had formed. The cohort evolved into independent practitioners while also maintaining their close-knit community. They will continue to support each other’s growth and development, ensuring that their shared commitment to the field will serve as a powerful support network as they return to their home cities.
The cohort 2 students reflected on their experience with the Summer seminars, as well as the seminars over their OTD year. Students expressed feelings of community and belonging and shared the sentiment of feeling inspired by the journey ahead. One stated, “For me, the future is also full of uncertainty. But I will always remember [. . .] to step out of the box! Fight on!” Another student eloquently expressed,
I feel that my experience in residency, the resources I have accumulated, and the skills I have acquired will help me to return to China to work [. . .]. I feel that by keeping in touch with teachers and classmates at USC, it will also help me to better develop OT in China.
Armed with newfound knowledge, skills, and networks in occupational therapy, these USC-PKUHSC dual-degree graduates are poised to return to China as leaders in the field, disseminating what they have learned during their time at USC and shaping the future of the profession across the globe.
]]>