Student Blog
Guest Author

From USC to Tokyo: My Level IIB Fieldwork Journey in Pediatric OT ⟩
March 11, 2026, by Guest Author

Beginnings and Endings Community Diversity Fieldwork Housing and Transportation International

Hi, my name is Alyssa Prigge, and I am a third-year Entry-Level OTD student at the University of Southern California. I am particularly interested in pediatric rehabilitation, with a focus on motor development and neurorehabilitation approaches such as NDT. Through my international fieldwork experience in Tokyo, I developed an interest in the cognitive rehabilitation approaches used in Japanese pediatric occupational therapy. I am committed to continuing to grow as a clinician and supporting children and families from diverse cultural and linguistic backgrounds through culturally responsive care.

As I touched down in Tokyo, I couldn’t help but think about how a moment of curiosity at an international fieldwork info session had turned into a life changing opportunity. My name is Alyssa Prigge and I am an Entry-Level OTD student. For my Level 2B Fieldwork, I was placed at a pediatric day service called Linie Platz Futakotamagawa, where they serve children with neurodevelopmental disorders. The reason why I decided to pursue fieldwork in Japan is due to my personal connection to the country and my interest in learning how occupational therapy (OT) is practiced in a different cultural context. As for my background, I am half Japanese and spent my childhood growing up in Tokyo before moving to the U.S.

Living Logistics

Of course, moving back to Japan for a year of fieldwork also meant figuring out the practical logistics of where I was going to live. Although I had maintained friendships in Japan by visiting every summer, I knew living in a community with others my age would be important for my mental health. I found a company called Social Apartments that offers dorm-like housing for adults seeking social connections and community. This turned out to be the best decision for me, as I have made friends not only from Japan but also from countries like Malaysia, Indonesia, Brazil, and Thailand. Fortunately, there was a Social Apartment location that was 15 minutes by bicycle or bus/short walk from my fieldwork site. This means I can avoid cramming into trains during the morning and evening rush. In terms of other logistics, my Japanese mom helped me navigate language barriers securing health insurance and setting up utilities for my apartment. Since I hold a Japanese passport, I didn’t have to worry about student visas and I was able to register for the National Health Insurance.

Life Experiences

My favorite experiences living here have been the summer firework festivals where people dress up in kimonos, eating takoyaki or okonomiyaki from street vendors, and walking through neighborhoods that each have their own personality and charm. I love exploring new restaurants that serve Japanese-style Italian food, Taiwanese dishes, and cold noodle dishes like soba and udon. As I’ve settled into daily life in Tokyo, living here has brought up a renewed awareness of my identity. Japan is a relatively homogeneous country, and as someone who is half Japanese, I have often stood out. Reconnecting with old friends from international school introduced me to a community of other mixed Japanese people who share similar experiences and have helped me embrace that difference.

Challenges

In terms of challenges I’ve experienced, I am not natively fluent so keeping up in meetings and articulating my thoughts professionally has been a learning curve. In the beginning, getting used to the constant processing and responding in Japanese was mentally taxing, causing my brain to fatigue more quickly than usual. I often rely on technology to look up unfamiliar words, transcribe and translate faster-paced conversations, and help format professional emails using keigo, the polite form of Japanese. These tools help bridge the gap in language skills that developed after living in the U.S. for over a decade. For students considering international fieldwork, I would recommend having a strong level of experience with the language and culture of the country you hope to train in, as not every site may be as accommodating to language differences as mine has been.

Opportunities

Since beginning my Level 2B fieldwork, I have learned OT practices unique to Japan through conducting small-group interventions. The daily programming blends cognitive and school-based activities (such as hiragana writing, counting, and language comprehension) with movement and balance tasks designed to support body awareness, postural stability, and coordination. Main goals in OT are to address caregiver concerns on their child’s ability to respond appropriately to environmental demands like educational and community contexts where children must function cohesively in groups. Additionally, this experience has also opened the door to opportunities I never expected, such as attending a pediatric OT conference in Yamagata, participate in Linie training conferences, presenting to OT students in Tokyo on differences between OT practice in the United States and Japan, and connecting with numerous OTs and related professionals from Osaka, Tokyo, and Kobe.

One especially meaningful experience was having the opportunity to be introduced to leadership members of the Japanese Association of Occupational Therapists (JAOT) by my supervisor, Saeko Takenaka, the director of Linie. I was able to share about my fieldwork experience in Japan and discuss similarities and differences between OT practices in both countries. Through this connection, I have been invited to observe OT practice in inpatient psychiatry, a setting I haven’t been exposed to in the U.S. Additionally, because Linie is a rehabilitation service provider with multiple locations across Tokyo serving individuals across the lifespan, I had the opportunity during Term 1 to observe a variety of clinical settings, including home rehabilitation, pediatric day services for medically complex children, an inpatient pediatric hospital, and an outpatient orthopedic clinic.

With USC’s unique and extensive global network, I have had the chance to pursue fieldwork in a place that is both personally meaningful and professionally enriching. If you have the opportunity to do international fieldwork in a country you have ties to, I would absolutely take it.

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An OTAC Conference Adventure! ⟩
January 14, 2026, by Guest Author

Getting Involved

Hi, my name is Mercy Deng, and I am a second-year Entry-Level OTD student at the University of Southern California. I am deeply interested in oncology rehabilitation and inpatient acute care and am passionate about supporting individuals as they navigate the functional challenges associated with cancer treatment and recovery. I am committed to advancing the role of occupational therapy in healthcare while continuing to grow as a clinician-leader.

The Chan Division Student Leadership Award supports full-time students in attending the Occupational Therapy Association of California (OTAC) Annual Conference. It recognizes students who demonstrate leadership through meaningful engagement in professional dialogue, collaboration, and service to the field. By supporting participation, the award fosters leadership development and promotes the dissemination of knowledge that advances occupational therapy practice across the healthcare community.

Attending this year’s OTAC 2025 Annual Conference & Innovation Expo left me both inspired and grounded in my journey toward becoming an occupational therapist. From the moment I stepped into the venue, I felt surrounded by people who genuinely care about helping others live meaningful and fulfilling lives. The energy in each room, the conversations drifting through the hallways, and the generosity with which attendees shared their knowledge all reminded me why I chose this profession.

One of the most impactful moments of the conference was Dr. Miri Lee’s seminar on preparing for the NBCOT exam. She opened by sharing her own experience of disappointment and resilience after her first attempt, which immediately brought a sense of honesty and encouragement to the room. Hearing guidance from someone who has walked alongside so many students through this milestone was incredibly reassuring.

Dr. Lee offered practical strategies, realistic study timelines, and meaningful approaches to managing stress, emphasizing her commitment to providing accessible resources for students. Her focus on consistency, self-compassion, and thoughtful planning helped me reconsider how I want to navigate my own preparation.

Another highlight was the session on inpatient acute pediatric care, which offered a meaningful look at how clinicians can support children and their families during some of their most vulnerable moments. The seminar centered on parent and caregiver empowerment, emphasizing how hospitalization can shift or even strip away aspects of a caregiver’s typical role.

Amid the fast-paced nature of the NICU and PICU, clinicians must remain grounded, use compassionate communication, and think creatively to help caregivers maintain or redefine their role. They often adapt interventions, using available hospital supplies to design meaningful and developmentally appropriate activities for children. I especially appreciated the seminar’s emphasis on supporting the family as a whole, highlighting the importance of treating both the child and their caregivers as integral parts of the care team.

I was also deeply moved by the seminar on eye conditions within the older adult population. The presenters discussed conditions such as glaucoma and age-related macular degeneration, sharing how these changes affect daily activities and community participation. We explored environmental modifications, adaptive strategies, and approaches for promoting independence while respecting each person’s dignity. This session reinforced my commitment to advocating for accessible environments and implementing thoughtful, client-centered interventions for older adults.

Some of my favorite moments, however, happened outside the formal sessions. Talking with other students and clinicians from different programs helped me feel connected to a larger community built on learning, reflection, and mutual support. These conversations reminded me how much our diverse backgrounds and experiences enrich the field of occupational therapy and shape how we care for others.

Ultimately, the OTAC conference deepened my commitment to providing compassionate, evidence-informed, and person-centered care across diverse practice settings. As I return to my studies at Chan, I am excited to share these insights with my peers. I am grateful for the opportunity to attend such a meaningful event, and I look forward to carrying these lessons with me as I grow in my journey as an occupational therapy student.

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Insights Into the 2025 Hill Day Experience ⟩
October 12, 2025, by Guest Author

Getting Involved

Hear from Guest Blogger Kyra Aligaen about her experience at Hill Day!

I went to the Hill to talk to my representatives about OT, and you can too! My Insights Into the 2025 Hill Day Experience.

As students and hopeful occupational therapy clinicians, it might not seem like we can move the needle much, if at all, when it comes to making change in our field. In all honesty, I used to be someone who thought so too.

It didn’t take long for me to be convinced of just how much power exists within my own voice. At the Chan Division, I am surrounded by countless leaders of the profession, including our very own American Occupational Therapy Association (AOTA) President Dr. Arameh Anvarizadeh and Occupational Therapy Association of California (OTAC) President Dr. Samia Rafeedie, who have inspired me to be an unapologetic advocate for the magic that is occupational therapy.

When the Chan Division Hill Day Leadership Award application came out at the end of August, there was no question that I would apply. Student Leadership Award recipients are allotted $500 by the Division to use on transportation and lodging costs in Washington DC. This is an incredible opportunity to focus your energy and efforts on the big day.

Twelve students from the Chan Division traveled to the nation’s capital for AOTA Hill Day. Based on our voting address (I am registered to vote in San Bernardino County), my peers and I were assigned groups and a series of meetings from about 9:00 AM to 4:00 PM to meet with our representatives or their staffers to discuss bills and policies that can support the profession and the people who receive OT care.

Some of you might be thinking, Kyra, I’m not a policy person, and I can’t talk about legislation. I’m here to say, don’t worry! Neither am I! AOTA sets up all Hill Day participants to be successful for all of their meetings. On the AOTA website, there is comprehensive and digestible information in the form of video and PDF summaries breaking down each of the bills you are responsible for as well as the explicit asks to make to your representatives.

If you are curious, you can take a look at the legislative issues we covered this 2025 Hill Day. One of the bills we talked about was the Medicare Home Health Accessibility Act (H.R. 2013). As it stands, occupational therapy services cannot be ordered as a stand-alone home health service under Medicare. This means that currently, occupational therapy cannot be ordered as a home health service without being referred to by nursing, physical therapy, or speech language pathology. This bill would allow OT to come into older adults’ homes without having to jump through other hoops just to reach their patients. As Dr. Rafeedie said in one of our meetings, “It’s like needing to see the optometrist but having to go through your dentist first.”

Every meeting, my peers, alongside our group’s designated OT, Dr. Hiral Khatri, divided and conquered our responsibilities in the brief time we were allotted to meet with representatives. Some of my peers were assigned to cover bills and others shared personal anecdotes about seeing occupational therapy’s impact. My primary role in each of the meetings was to provide a quick elevator pitch for what our profession entails. Some of you may know that this can be one of the hardest things to explain as OT students! My pitch for the day went along these lines, “Occupational therapists help individuals engage in meaningful occupations, so this is anything that a person needs to do, wants to do, and is expected to do. Some examples include helping individuals who had relearn self-care skills after a stroke, supporting those who have chronic conditions manage their medications or conserve energy,  or supporting children with disabilities engage in school-based classroom activities or social participation. While OTs can work in a diverse array of settings, ultimately our goal is to help individuals enhance their quality life.”

As time went on, we grew more confident about our spiel and even more excited to share about occupational therapy. As a resident of the Inland Empire, one of the most exciting parts of the day for me was getting to meet my very own Congressional Representative, Congressman Pete Aguilar of California’s 33rd District. We were informed earlier that morning that Congressman Aguilar would be finishing up voting in the House, close to when our meeting with him was slated. To see him, my peers and I were escorted by two of Congressman Aguilar’s kind staffers through the Capitol Hill underground tunnels to reach the House!

Spending a day on the Hill was nothing short of an amazing experience. AOTA reported that on Hill Day 2025, 29 states and Washington, DC were represented, 316 OT advocates participated, 173 congressional meetings were held, and there were 24 meetings with members of Congress (2 of which my group was able to participate in!) And it wasn’t all business! My peers and I met new friends from OT programs with students, faculty, and leaders across the country, brought together by our joint love of the profession and belief in our profession’s capabilities. After a long day of advocacy, we all celebrated by heading to a local pub together.

In DC, we were all at the heart of where change is, and can be made in this country. I saw the bustling people moving to and fro between offices and buildings across the Hill, and spoke with representatives and their staffers. It was just a glimpse into all the moving parts that it takes for this country to operate and for people to access the care and services they need. I got to play a small role in that process with the hopes that my brief visit to the Hill could cascade into greater change.

Taking the time to have one conversation with someone who can push your words, your stories, and your hopes forward could be the difference between a person receiving the care that can enhance their quality of life (what we as OTs are in the business of doing!!) — or not.

While I highly recommend that anyone participate in the Hill Day experience, traveling to Washington DC is not the only way to advocate for the profession. Joining and being active in your national and state associations is another way! If you’ve ever been excited to hear occupational therapy mentioned in a movie or TV show, your membership dues are what allow for that visibility of the profession. It is what gives OTs the platform and access to speak on issues that are important to us. You can also contact your representatives from anywhere! Follow AOTA for guidance on legislation and locate your representatives to voice your concerns to them about the needs of the profession by emailing or calling.

If that is still daunting to you, the biggest takeaway from my experience is this: At the end of the day, what legislators really want to hear from you is your why. Why did you choose to dedicate years of study to this profession? Why do you believe in it?

Hold onto your stories as you move throughout your studies and your career. When it comes to advocacy, that is your most unique superpower.

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What I Learned in a Week as a Medical Volunteer in Panama ⟩
December 13, 2024, by Guest Author

Classes Community Diversity Getting Involved International

By Carly Martinez OTR/L, USC Chan Post-Professional OTD student

When you read the name of the country Panama, what comes to mind? If you’re anything like me until about a month ago, your knowledge consists solely of the famed Panama Canal. After spending 8 days there as a medical volunteer, I won’t pretend to be an expert, but I can give you a brief glimpse into my journey. 

During the first semester of my post-professional OTD, I decided I would take what I thought would be my final elective, MEDS 577, Global Palliative Care with Dr. Ben LaBrot. It felt significant for me as a practitioner because I had learned a little bit about hospice and palliative care through my master’s program at USC, and knew that occupational therapy (OT) had a role to play in that area. At the same time, it still felt like we had only skimmed the surface. Through that course, I learned a lot about autonomy and dignity, values my professional OT education had espoused, however, this was a deeper dive into this particular context.

A few weeks into the course, Dr. LaBrot shared that he would have to record class since he would be in Panama. After class the following week, some students stayed after class to ask the professor about another course he taught. While unintentionally eavesdropping, I learned that he was the founder of a medical volunteering organization, Floating Doctors, based out of Panama. Excited at the possibility of going abroad again as part of my OT education, I asked if his program accepted occupational therapists. He was enthusiastic about my participation and clearly an ally of occupational therapy through what he shared in the curriculum. It would count as my final elective, and I could get credit for volunteering through MEDS 554.

Months later, I would find myself in a rainforest, translating for a classmate who graduated from medical school in Indonesia, learning how best to explain things to individuals who grew up in a completely different context than myself. Floating Doctors works with the members of the Ngäbe, an indigenous population in the Bocas Del Toro province of Panama. This region is designated as part of the Ngäbe-Buglé comarca, an officially recognized province that is part of how the nation is divided, similar to statehood, which allows for self-governance among the indigenous population. To get there, I flew from LAX to Panama City, then travelled to a second, smaller airport in Panama City to fly to Bocas del Toro, an island in the northern archipelago region of the country.

During clinic, we slept outdoors in the rancho where we provided services in hammocks strung from metal beams and bathed in the river, as do the community members. However, I will say that it was not the most rugged camping experience of my life. We had indoor plumbing, could purchase wifi from a nearby home, and had meals cooked for us by local women. Patients brought goods to sell, like the best chicken empanadas I’ve ever tasted, sizable chicken tamales wrapped in banana leaves, and artisanal breads. Some families told me they walked for a day through the mountainous terrain to be seen by the doctors. Did I mention that the weather hovered around 90 degrees and 100% humidity? The patients came well-dressed, with women in nice dresses and men in polos and jeans. I got the feeling they were dressed up to see us, but also because they would be seen by many other people who were also attending the clinic.

Visitors to the clinic generally fall into two categories: fast lane or chronic. Fast lane is for new or relatively simple cases, such as needing paracetamol to manage fever, albendazole for concerns about parasites, or birth control injections. Chronic patients are seen every three months, as the team returns to each site regularly, cycling through the 28 sites they service. Though the providers change, there is still consistent care for diabetes, hypertension, and asthma, to name a few of the more common conditions. Patients can have their names put on a list for a doctor who comes by to perform cataract surgery as part of another program. Referrals can also be given in cases where a patient requires more or specialist care, such as the case of a 6-year-old girl who seemed to be struggling in school, based on her mother’s description. Though I did an informal writing assessment, she would need more testing to determine if she was reaching developmental milestones, something the organization is not equipped to offer at this time.

To be seen by specialist medical providers, they would need to go to a major town nearby. Although this community had a medical clinic nearby, the resources there were limited. Travel to David, a town with more medical resources, would require a bus ticket and potentially a stay in the city, a prohibitively expensive expenditure for some of the patients. Boquete is closer, though it is not as well-resourced and still requires a bus ticket to get through the mountains on rocky dirt roads, which do not have lights, limiting travel for safety reasons.

This trip felt challenging to my professional identity. As a new practitioner, I worry about the role OT can play in different contexts. The lead medical provider for the week was not familiar with OT, or Ergotherapy as it is often referred to in Europe. He told me that this does not exist in his home country of Russia. The World Federation of OT only credentialed the University of Panama’s OT program last year, in 2023. I wondered about the relevance of the profession to people whose activities of daily living (ADLs) likely consist of more life-sustaining occupations than mine do, such as gathering water or washing clothes by smacking them against rocks in the river, in addition to household management tasks like washing dishes and cleaning the house.

I could see the applications of OT for those who worked cutting bananas, as they suffer from repetitive motion injuries, for children in school, and likely, for individuals with mental health concerns, if I were to speculate. However, I also acknowledge that I don’t really know much about their everyday lives because I didn’t have the opportunity to get to know them in the ways that would be necessary for an OT evaluation. I longed to know more about what an average day is like, as this would allow me to begin imagining what role occupational science (OS) could play in trying to understand what life is like for the Ngäbe. If OS has taught me anything, it is that I am not an expert on the culture of the Ngäbe. In order to work with a population in a way that garners buy-in, one has to try to understand the values to support what is important to their patients.

All of this is not to paint a picture of an area with fewer resources; after all, there are rural areas of the US with limited access to hospitals or routine medical care. Instead, I hope that Panama provides opportunities for OT and OS to continue to develop in multiple contexts, ranging from the traditional academic experiences OT graduates may have in the larger metropolitan areas, to the volunteer OT services with Floating Doctors, as well as others yet to come.

For my final occupational therapy doctorate (OTD) project, I created a set of OT practice guidelines or a white paper, in support of the development of OT services for Floating Doctors. The hope is that this will allow for the expansion of OT services within the organization, encouraging more OT volunteers to attend, and familiarize the individual medical providers with the scope and potential interventions OT can provide. It will also be part of the information Floating Doctors provides the Panamanian government to continue its services there.

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