research question examples occupational therapy

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Develop your research question

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STEP 1: Understand your research objective

Before you start developing your research question, think about your research objectives:

• What are you trying to do? (compare, analyse)
• What do you need to know about the topic?
• What type of research are you doing?
• What types of information/studies do you need? (e.g. randomised controlled trial, case study, guideline, protocol?)
• Does the information need to be current?

Watch the following video (6:26) to get you started:

Key points from the video

• All good academic research starts with a research question.
• A research question is an actual question you want to answer about a particular topic.
• Developing a question helps you focus on an aspect of your topic, which will streamline your research and writing.
• Pick a topic you are interested in.
• Narrow the topic to a particular aspect.
• Brainstorm some questions around your topic aspect.
• Select a question to work with.
• Focus the question by making it more specific. Make sure your question clearly states who, what, when, where, and why.
• A good research question focuses on one issue only and requires analysis.
• Your search for information should be directed by your research question.
• Your thesis or hypothesis should be a direct answer to your research question, summarised into one sentence.

STEP 2: Search before you research

The benefits of doing a background search :

• You can gather more background knowledge on a subject
• explore different aspects of your topic
• identify additional keywords and terminology

STEP 3: Choose a topic

The resources linked below are a good place to start: 

• UpToDate It covers thousands of clinical topics grouped into specialties with links to articles, drugs and drug interaction databases, medical calculators and guidelines.
• An@tomedia This online anatomy resource features images, videos, and slides together with interactive, educational text and quiz questions.
• Anatomy.tv Find 3D anatomical images; functional anatomy animations and videos, and MRI, anatomy, and clinical slides. Test your knowledge through interactive activities and quizzes.

STEP 4: Brainstorm your questions

Now you have explored different aspects of your topic, you may construct more focused questions (you can create a few questions and pick one later).

Learn more: 

• Clear and present questions: formulating questions for evidence based practice (Booth 2006) This article provides an overview of thinking in relation to the theory and practice of formulating answerable research questions.

STEP 5: Pick a question and focus

Once you have a few questions to choose from, pick one and refine it even further.

Are you required to use "PICO"?

• PICO worksheet
• Other frameworks

The PICO framework (or other variations) can be useful for developing an answerable clinical question. 

The example question used in this guide is a PICO question:   How does speech therapy compare to cognitive behavioural therapy in improving speech fluency in adolescents?

Use the interactive PICO worksheet to get started with your question, or you can download the worksheet document.

• Building your question with PICO

Here are some different frameworks you may want to use:

There are a number of PICO variations which can be used for different types of questions, such as qualitative, and background and foreground questions. Visit the Evidence-Based Practice (EBP) Guide to learn more:

• Evidence Based Practice guide
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• Last Updated: Apr 18, 2024 10:51 AM
• URL: https://guides.library.unisa.edu.au/OccupationalTherapy

The text within this Guide is licensed CC BY 4.0 . Image licenses can be found within the image attributions document on the last page of the Guide. Ask the Library for information about reuse rights for other content within this Guide.

100 Most Influential OT Research Articles

• Post date --> January 4, 2024
• Sticky post

Learn how we review the most influential occupational therapy research. And, see our 2024 list of the most influential OT-related journal articles.

How OT Potential helps you keep up with new research

Approximately 1,000 research articles containing OT are published EACH YEAR. That means roughly 5,000 articles have come out over the past five years!

As busy clinicians, we obviously don’t have time to keep up on all of the evidence. But, we do owe it to our patients to stay on top of the most influential research. 

In our membership community, The OT Potential Club , we find and review the most influential research for you. In our two week rotation, we first share a written review of the research and give you space to discuss it. Then the follow week, we release an episode of the OT Potential Podcast , where we invite an expert guest to help us pull out actionable takeaways. These episodes are AOTA approved courses.

See the process in the video below. You can also sign up for a free trial to see our platform !

See sample journal article reviews and take 2 free CEU courses Sign up for our OT Potential Club free 5-day trial.

How we select OT research to review

Each year to determine the most influential research for us to review we generated a list the 100 most influential OT-related journal articles from the past 5 yeras.

We team up with a research librarian to make this happen. 

For our 2024 list, we searched the Scopus database for articles published from 2019-2023 that had “ occupational therapy ” included in either the title, abstract, or keywords. (By the way, Elsevier’s Scopus is the largest abstract and citation database of peer-reviewed literature.) Then, we ranked the list by the number of times the articles had been cited in other journal articles.

The articles with green check marks have already been discussed in the OT Potential Club , and we will continue to work through this list throughout 2024.

To see research we’ve reviewed from past years’ lists check our article, research in the OT Potential Club .

The 100 most cited OT articles from the past five years

✅ = already reviewed in the ot potential club and featured as ceu course on the ot potential podcast.

• Listen to the podcast: Parkinson Disease Evidence Review with Brandy Archie
• Listen to the podcast: Cerebral Palsy and OT Evidence with Iona Novak
• Listen to the podcast: Rheumatoid Arthritis and OT with Cheryl Crow
• Listen to the podcast: OT and Psoriatic Arthritis with Duana Russell-Thomas
• Spinocerebellar ataxia (2019) Nature Reviews Disease Primers
• Considering the potential for an increase in chronic pain after the COVID-19 pandemic (2020) Pain
•   Occupational Therapy Practice Framework: Domain and Process-Fourth Edition (2020) American Journal of Occupational Therapy
•   American College of Rheumatology/Arthritis Foundation Guideline for the Treatment of Juvenile Idiopathic Arthritis (2019) Arthritis Care and Research
• Outpatient Physical, Occupational, and Speech Therapy Synchronous Telemedicine; A Survey Study of Patient Satisfaction with Virtual Visits during the COVID-19 Pandemic (2020) American Journal of Physical Medicine and Rehabilitation
• Secondary Fracture Prevention: Consensus Clinical Recommendations from a Multistakeholder Coalition (2020) Journal of Bone and Mineral Research
• Long-Term Effects of Breast Cancer Surgery, Treatment, and Survivor Care (2019) Journal of Midwifery and Women’s Health
• Cerebral palsy in children: A clinical overview (2020) Translational Pediatrics
• Listen to the podcast: Depression in Neurodegenerative Diseases with Rachel Wiley
• Listen to the podcast: Pediatric OT Evidence Review with Michelle DeJesus
• Pediatric Teleheath: Opportunities Created by the COVID-19 and Suggestions to Sustain Its Use to Support Families of Children with Disabilities (2021) Physical and Occupational Therapy in Pediatrics
• Listen to the podcast: Virtual Reality and OT with Christopher Gaskins
• Benefits of pulmonary rehabilitation in covid-19 – a prospective observational cohort study (2021) ERJ Open Res
• Emerging health challenges for children with physical disabilities and their parents during the COVID-19 pandemic: The ECHO French survey (2021) Annals of Physical and Rehabilitation Medicine
• Cerebral palsy: An overview (2020) American Family Physician
• Complex regional pain syndrome: a narrative review for the practising clinician (2019) British Journal of Anaesthesia
• Social Isolation – The Other COVID-19 Threat in Nursing Homes (2020) JAMA – Journal of the American Medical Association
• Listen to the podcast: CIMT and OT with Catherine Hoyt
• Assessment of Emergency Department and Inpatient Use and Costs in Adult and Pediatric Functional Neurological Disorders (2021) JAMA Neurology
• Canadian guideline for Parkinson disease (2019) CMAJ
• A systematic review of ayres sensory integration intervention for children with autism (2019) Autism Research
• Professional identity: A concept analysis (2020) Nursing Forum
• Sepsis-associated encephalopathy and septic encephalitis (2021) Expert Review of Anti-Infective Therapy
• Diagnosis and management of functional neurological disorder (2022) BMJ
• Listen to the podcast: OT for Spasticity in Adults with Scott Thompson
• Elements virtual rehabilitation improves motor, cognitive, and functional outcomes in adult stroke (2019) Journal of NeuroEngineering and Rehabilitation
• Clinical Neurorestorative Therapeutic Guidelines for Spinal Cord Injury (2020) Journal of Orthopaedic Translation
• Immersive Virtual Reality Mirror Therapy for Upper Limb Recovery after Stroke: A Pilot Study (2019) American Journal of Physical Medicine and Rehabilitation
• Best-evidence for the rehabilitation of chronic pain part 1: Pediatric pain (2019) Journal of Clinical Medicine
• Developmental delay: Identification and management at primary care level (2019) Singapore Medical Journal
• Occupational therapy consensus recommendations for functional neurological disorder (2020) Journal of Neurology, Neurosurgery and Psychiatry
• One year in review 2019: Systemic sclerosis (2019) Clinical and Experimental Rheumatology
• Personalized medicine for patients with COPD: Where are we? (2019) International Journal of COPD
• Association of Geriatric Comanagement and 90-Day Postoperative Mortality among Patients Aged 75 Years and Older with Cancer (2020) JAMA Network Open
• Immersive Virtual Reality for the Management of Pain in Community-Dwelling Older Adults (2019) OTJR Occupation, Participation and Health
• Nonpharmacological Interventions to Improve Depression, Anxiety, and Quality of Life (QoL) in People With Dementia (2020) Journal of Geriatric Psychiatry and Neurology
• Occupational therapy for people with dementia and their family carers provided at home (2019) BMJ Open
• Decade of progress in motor functional neurological disorder: Continuing the momentum (2021) Journal of Neurology, Neurosurgery and Psychiatry
• Management of Osteogenesis Imperfecta (2020) Frontiers in Endocrinology
• Multiple sclerosis management during the COVID-19 pandemic (2020) Multiple Sclerosis Journal
• Parent perspectives of an occupational therapy telehealth intervention (2019) International Journal of Telerehabilitation
• Breast cancer in adolescent and young adult women under the age of 40 years (2021) JCO oncology practice
• Effects of telerehabilitation in occupational therapy practice: A systematic review (2019) Hong Kong Journal of Occupational Therapy
• Awareness and current knowledge of Parkinson’s disease: a neurodegenerative disorder (2019) International Journal of Neuroscience
• Cognitive reserve and age predict cognitive recovery after mild to severe traumatic brain injury (2019) Journal of Neurotrauma
• Cognitive training for people with mild to moderate dementia (2019) Cochrane Database of Systematic Reviews
• Physical Rehabilitation in Critically Ill Children: A Multicenter Point Prevalence Study in the United States (2020) Critical Care Medicine
• Quality of life and its related factors for adults with autism spectrum disorder (2019) Disability and Rehabilitation
• Extracorporeal Membrane Oxygenation Is a Team Sport: Institutional Survival Benefits of a Formalized ECMO Team (2019) Journal of Cardiothoracic and Vascular Anesthesia
• Motor learning in neurological rehabilitation (2021) Disability and rehabilitation
• Guidelines on the diagnosis and management of the progressive ataxias (2019) Orphanet Journal of Rare Diseases
• Construct validity, test-retest reliability, and the ability to detect change of the Canadian Occupational Performance Measure in a spinal cord injury population (2019) Spinal cord series and cases
• Telerehabilitation During the COVID-19 Pandemic in Outpatient Rehabilitation Settings (2021) Physical Therapy
• Loss in services precedes high school exit for teens with autism spectrum disorder (2019) Autism Research
• Construct validity of a revised version of the Occupational Balance Questionnaire (2020) Scandinavian Journal of Occupational Therapy
• Telehealth for the provision of occupational therapy: Reflections on experiences during the COVID-19 pandemic (2020) International Journal of Telerehabilitation
• Treatment patterns in children with autism in the United States (2019) Autism Research
• Stroke self-management and the role of self-efficacy (2021) Disability and rehabilitation
• Occupational therapy in the promotion of health and well-being (2020) The American Journal of Occupational Therapy
• Toward a theory-based specification of non-pharmacological treatments in aging and dementia (2020) Alzheimer’s & Dementia
• Efficacy of Virtual Reality Combined With Real Instrument Training for Patients With Stroke: A Randomized Controlled Trial (2019) Archives of Physical Medicine and Rehabilitation
• Relationships between job satisfaction, burnout, professional identity and meaningfulness of work activities for occupational therapists working in mental health (2019) Australian Occupational Therapy Journal
• Potential benefits of music playing in stroke upper limb motor rehabilitation (2020) Neuroscience and Biobehavioral Reviews
• Evaluation of pelvis postural systems in spinal cord injury patients: Outcome research (2020) Journal of Spinal Cord Medicine
• A review of interprofessional training wards: Enhancing student learning and patient outcomes (2019) Medical Teacher
• Effects of virtual reality-based planar motion exercises on upper extremity function, range of motion, and health-related quality of life (2019) Journal of neuroengineering and rehabilitation
• What is the threshold dose of upper limb training for children with cerebral palsy to improve function? A systematic review (2020) Australian occupational therapy journal
• Listen to the podcast: OT, Plagiocephaly, and Cognitive Outcomes with Amirra Condelee
• COVID-19 and Cerebrovascular Diseases: A Systematic Review and Perspectives for Stroke Management (2020) Frontiers in Neurology
• The use of augmented reality for rehabilitation after stroke: a narrative review (2020) Disability and rehabilitation. Assistive technology
• Listen to the podcast: Pain and OT with Irvin Eisenberg
• Flexor tendon rehabilitation in the 21st century: A systematic review (2019) Journal of Hand Therapy
• An intervention to reduce neuropsychiatric symptoms and caregiver burden in dementia: Preliminary results from a randomized trial of the tailored activity program–outpatient version (2019) International Journal of Geriatric Psychiatry
• Pharmacological and non-pharmacological therapeutic strategies in difficult-to-treat rheumatoid arthritis: A systematic literature review informing the EULAR recommendations for the management of difficult-to-treat rheumatoid arthritis (2021) RMD open
• Patient satisfaction with telehealth in rural settings: A systematic review (2020) International journal of telerehabilitation
• Physical, occupational, and speech therapy for children with cerebral palsy (2020) Developmental medicine and child neurology
• Enhanced recovery after surgery trends in adult spine surgery: A systematic review (2020) International journal of spine surgery
• Impact of Sarcopenia on Adverse Outcomes after Allogeneic Hematopoietic Cell Transplantation (2019) Journal of the National Cancer Institute
• Optimal Terminology for Services in the United States That Incorporate Horses to Benefit People: A Consensus Document (2021) Journal of alternative and complementary medicine
• Improving the quality of life of people with advanced respiratory disease and severe breathlessness (2019) Breathe
• Comparative efficacy of interventions for reducing symptoms of depression in people with dementia: Systematic review and network meta-analysis (2021) BMJ (Clinical research ed.)
• Listen to the podcast: OT & Smart Home Tech Adoption with Carol Chiang
• Contributing to social transformation through occupation: Experiences from a think tank (2019) Journal of Occupational Science
• Moving from cultural competence to cultural humility in occupational therapy: A paradigm shift (2020) The American journal of occupational therapy
• Virtual reality in neurorehabilitation: An umbrella review of meta-analyses (2021) Journal of clinical medicine
• Recommendations for the Nonpharmacological Treatment of Apathy in Brain Disorders (2020) The American journal of geriatric psychiatry
• Evidence-based practice implementation in stroke rehabilitation: A scoping review of barriers and facilitators (2020) The American journal of occupational therapy
• Treatment of neuropathic pain after peripheral nerve and brachial plexus traumatic injury (2019) Neurology India
• Cultural competency and the reproduction of White supremacy in occupational therapy education (2020) Health Education Journal
• Rural-urban disparities in health care costs and health service utilization following pediatric mild traumatic brain injury (2019) Health services research
• Complex Regional Pain Syndrome: Practical Diagnostic and Treatment Guidelines, 5th Edition (2022) Pain medicine
• Interventions to improve upper limb function for children with bilateral cerebral palsy: a systematic review (2019) Developmental medicine and child neurology
• Re-imagining occupational therapy clients as communities: Presenting the community-centred practice framework (2019) Scandinavian journal of occupational therapy
• Occupational therapy, everyday life and the fabric of life: Theoretical-conceptual contributions for the construction of critical and emancipatory perspectives (2020) Cadernos Brasileiros de Terapia Ocupacional
• Hyperphosphatemic Tumoral Calcinosis: Pathogenesis, Clinical Presentation, and Challenges in Management (2020) Frontiers in Endocrinology
• Early versus delayed mobilization for in-hospital mortality and health-related quality of life among critically ill patients: A systematic review and meta-analysis (2019) Journal of intensive care

Need help accessing these articles?

As you can see, each of the articles in our list is hyperlinked for your convenience—and I’m always surprised by how many research articles are free! However, if you find one that is not free, you can also see if it’s available via your AOTA membership in AJOT or via ProQuest with your NBCOT membership. You can read more about these options in our blog post on where to find OT research .

All that being said, some articles you may simply have to purchase. 

Resources derived from our OT research list

As we spend time exploring this research, we’ll continue to systematically pull information that is helpful for OTs. Check out these other blog posts, which incorporate information we find in our research:

• Helpful List of OT Journals
• List of OT Assessments
• OT Documentation

We hope this list fills you with excitement for occupational therapy—and the research that is driving it. And, we hope you consider joining us in our favorite corner of the internet…the OT Potential Club . 🙂

13 replies on “100 Most Influential OT Research Articles”

Thanks for taking the time to research and share these articles, I live by and truly believe that Team Work Makes a Dream Work! I look forward to our club and please count me in 🙂 One way that I would keep up with the latest and greatest was having mini lunch time discussions with my therapy pals. We would switch off who was responsible to bring in an article and share what we learned but most importantly how we can apply it. I think if more DOR could get behind these groups this would make big impacts in our daily practices. Look forward to your next blog! Aloha <3

Hey Monica!!

I am so excited to hangout with you in the OT Potential Club, and talk about ways to apply new research! I agree that lunch time journal clubs are such a great tool for departments. Hopefully the OT Potential Club will make preparing content for these even easier!

Thank you so much for all your support! (And please send some of your warm weather to those of us in the Midwest!)

As a future OT student, I’m curious if you have any insight into the following question. As I read about advancements in childhood development research, it strikes me that OT’s are often not included in these discussions. For instance, I went to a Brookings Institution panel on "A prescription for play" ( https://www.brookings.edu/blog/education-plus-development/2018/08/21/a-prescription-for-play/ ) and it would have been great to have an OT on the panel since they work "on the ground" with children. As neuroscience continues to break ground on new issues related to childhood development (i.e. the brain and trauma), why aren’t OT’s being included in these discussions? Is it because they are considered practitioners and not researchers?

Hi Laura, You’ve stumbled onto a huge problem here, and it isn’t specific to OT. One often cited study showed that it takes about 17 YEARS for new medical knowledge to be adopted into practice (and even then only a fraction of best practices actually get adopted.) There is clearly a disconnect between academia and practitioners on the ground. To solve the complex challenges of today and the future, we certainly need new tools and bridge builders to help us shorten this gap!

Thanks – this is helpful to know. And I’m glad it’s just a problem with OT, because it had me wondering what the issue was.

*it’s not just

Hi Laura. As Sarah stated, you’ve stumbled upon a huge problem, that I think IS specific to occupational therapy. The medical and research communities (and general community for that matter) remain under-educated about the existence and value of the occupational therapy profession. We very rarely have a seat at the table, as you recognized. Occupational therapy, though being around for over 100 years, continues to be quite insulated. Although this is changing! In my opinion, AOTA has never done an excellent job of marketing us OUTSIDE the occupational therapy community, and thus hasn’t had the skillset to teach us how to market ourselves. This is a challenge I continue to struggle with but am working solidly towards addressing.

A few strategies I use are to always identify myself as an "occupational therapist," instead of an "OT" and I work in the field of "occupational therapy". I also don’t refer to PT in my definition of what occupational therapy is. A third way I do this is to have an elevator pitch of what occupational therapy is ready at all times.

Hope this helps answer your question 🙂

Love, love, love this post and the list!! Ever an inspiration, Sarah!

Ahhh! Thank you! I am consistently inspired by the OT community and can’t wait to hang out with OT practitioners in the OT Potential Club!

I wish there were more exert articles about OT in Mental Health, such a great need for mental health supports now-a-days!

It’s awesome.. Am amazed. I was able to conduct my research problem.

Oh wow! I’m so glad to hear that! What was your research problem?

Thanks for sharing these articles, they are so useful. 🙂

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Find & Cite | Research Help | Collections | Services | About

• Cook Library
• Research Guides

Occupational Therapy & Occupational Science

• Formulating a Research Question
• Grants and Funding
• Clinical Skills
• Books and Journals

Before You Start Searching

Clinical and epidemiological question frameworks.

• Searching for Evidence
• Citation Management
• Citing Sources

Step One: Start to formulate a research question or topic.

Aiming for clarity at the beginning of the project can help you get started right. It can be helpful to use one of the question frameworks detailed below.

Step Two: Do some background searching on the topic.

Taking a look in relevant resources to see what's already been written about your topic will help you understand how you can best contribute to the body of literature. It will also help you grasp the terminology around the topic, so that you'll be more prepared to do an effective literature search.

Step Three: Narrow down the question or topic if needed.

You may find that your original topic is too broad. After you have taken the time to evaluate what's already been written about your topic, you'll have a better understanding of what you're interested in.

Step Four: Meet with your librarian.

Try one of these tried and true clinical or quantitative research question frameworks. Not sure where to start? PICO is the most common clinical question framework. and PEO works well for public health and epidemiology.

• Condition, Context, Population
• Aromataris, E., & Munn, Z. (2017). Joanna Briggs Institute reviewer's manual. The Joanna Briggs Institute. Available from JBI Manual for Evidence Synthesis .
• Population, Exposure of Interest, Outcome or Response
• Population or Problem, Intervention or Exposure, Comparison or Control, Outcome
• Heneghan, C., & Badenoch, D. (2002). Evidence-based medicine toolkit. London: BMJ Books. https://www.worldcat.org/title/evidence-based-medicine-toolkit/oclc/62307845
• Population or Problem, Intervention or Exposure, Comparison or Control, Outcome, Study Type
• Methley, A. M., Campbell, S., Chew-Graham, C., McNally, R., & Cheraghi-Sohi, S. (2014). PICO, PICOS and SPIDER: a comparison study of specificity and sensitivity in three search tools for qualitative systematic reviews. BMC health services research, 14, 579. https://doi.org/10.1186/s12913-014-0579-0 .
• Population or Problem, Intervention or Exposure, Comparison or Control, Outcome, Time
• Richardson, W. S., Wilson, M. C., Nishikawa, J., & Hayward, R. S. (1995). The well-built clinical question: A key to evidence-based decisions. ACP Journal Club, 123(3), A12-A12. https://pubmed.ncbi.nlm.nih.gov/7582737/
• Population, Index Test, Reference Test, Diagnosis of Interest
• << Previous: Datasets
• Next: Searching for Evidence >>
• Last Updated: Mar 6, 2024 3:09 PM
• URL: https://towson.libguides.com/OCTH

Occupational Therapy

• Anatomy and Images
• PICO Questions
• Search Tips
• Evidence Appraisal
• Managing Your Research
• Cite Sources

Step 1: Ask

• Develping Your Clinical Question Carman, Margaret J., Wolf, Lisa A., Henderson, Deborah, Kamienski, Mary, Koziol-McLain, Jane, Manton, Anne, & Moon, Michael D. (2013). Developing Your Clinical Question: The Key to Successful Research. Journal of Emergency Nursing, 39(3), 299-301.
• Developing Your Clinical Question
• Creating COPES Questions How to create COPES questions and why we have COPES questions, adapted from Gibbs, L. (2003). Evidence-Based Practice for the Helping Professions: A Practical Guide with Integrated Multimedia , Pacific Grove, CA: Brooks/ Cole an Imprint of Wadsworth Publishers.

Reuse & Attribution

Ask the Right questions with PICO

• The PICO State of Mind

PICO is a State of Mind

It helps to get into a mindframe that will help you formulate your question and think deeply about how best to answer it through the research process. There are several ways to formulate a PICO question too, so each question takes a bit of a different form.

Asking the Right Questions

A good question…

• Focuses on your information needs
• Identifies crucial search concepts
• Points you in the direction of potential resources

Form Your Questions

• COPES Questions
• Other Question Frameworks

PICO questions are typically used in Nursing and most clinical health research.

Using the COPES (Client-Oriented, Practical Evidence Search) Framework to Ask Evidence-Based Questions

COPES questions are typically used in Social Work and some other helping professions as a question framework.

PEO Question Framework (for Etiology and Risk reviews)

Spider question framework (for qualitative reviews), eclipse question framework (for policy and administration reviews), cimo question framework (for administration, business, and management), pico question.

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• Next: Find Articles >>
• Last Updated: Jan 23, 2024 10:35 AM
• URL: https://guides.library.uwm.edu/ot

Occupational Therapy

• Getting Started
• Course Textbooks
• Articles and Databases
• ASK - PICO Questions
• PICO Questions
• ACQUIRE - Searching for Evidence
• APPRAISE - Tools for Appraising Evidence
• Citing and Writing
• Theses/Dissertations
• PICO Question Formats
• From PICO to Search Strategy

PICO(T) is a mnemonic used to describe the four elements of a good clinically oriented question:

P = Population/Problem:  How would I describe the problem or a group of patients similar to mine?

I = Intervention:  What main intervention, treatment, prognostic factor or exposure am I considering?

C = Comparison:  Is there an alternative or usual care/treatment to compare with the intervention?

O = Outcome:  What do I hope to accomplish, measure, improve or affect

In some questions, a  T = Timeframe, Type of Study or Type of Question  is added to the PICO framework to help find more specific evidence.

Questions are commonly either concerned with the efficacy of an  therapy / intervention  (such as drug treatments, clinical therapies, or lifestyle changes),  diagnosis  (concerning the ability of a test to accurately diagnose), or a  prognosis  (concerned with likelihood or risk).

Fill in the blanks with information from your clinical scenario: THERAPY / INTERVENTION

In_______________, what is the effect of ________________on _______________ compared with _________________?

In people with osteoarthritis in the feet, what is the effect of stretching exercises on reducing pain compared with rest?

In bedridden persons, what is the effect of repositioning at frequent intervals (compared to less frequent repositioning) on reducing pressure ulcers over a 90 day period?

DIAGNOSIS OR DIAGNOSTIC TEST

Are (Is) ________________ more accurate in diagnosing _______________ compared with ____________?

Is d‐dimer assay more accurate at ruling out deep vein thrombosis compared to ultrasound?

Is 3D mammography screening more accurate in identifying breast neoplasms compared with conventional 2D mammography screening?

Does ____________ influence ______________ in patients who have _____________?

Does dietary carbohydrate intake influence healthy weight maintenance (BMI <25) in patients who have family history of obesity (BMI >30)?

Does vitamin D supplementatoin influence fatigue in people who have multiple sclerosis?

PREVENTION For ___________ does the use of _________________ reduce the future risk of ____________ compared with ______________?

Examples: 

For people with mild median nerve pain, does a night-time wrist brace reduce the future risk of carpal tunnel syndrome compared with no brace?

For older adults, does a yoga exercise intervention reduce the risk of falling compared with other exercise programs?

Are ______________ who have _______________ at ______________ risk for/of ____________ compared with _____________ with/without______________?

Are children who have been exposed to regular second hand smoke at increased risk for lung cancer compared to children without second hand smoke exposure?

• Blank Fillable PICO to Search Table

In the table below, we model how to move from a PICO question to a search strategy to use in the next step of the process, ACQUIRE. 

We start by forming our PICO question, then generate keywords and synonyms for search terms, and then use Boolean operators (AND and OR) to map out a search strategy.

The P (patient or population) and the I (intervention or treatment) are generally searched first.

The C (comparison) and O (outcome) are less often included in a search. 

For this example our patients are older adults who may find an intervention to assist with food safety helpful so that they may continue to live safely and healthfully in their homes.

PICO: In  older adults , what is the effect of a  food safety educational intervention  on improving  food handling and general nutritional status . 

You will likely need to modify your search strategy as you search the databases and discover additional search terms, terms that cause many false-hits, and search results that are not as planned. Searching is an iterative process. 

Copy the search strategy into a database, linking synonym terms with OR and PICO aspects or facets with AND .

Start searching with P and I (usually) and add additional PICO aspects as needed. 

• << Previous: Evidence Based Practice
• Next: ACQUIRE - Searching for Evidence >>
• Last Updated: Apr 11, 2024 2:31 PM
• URL: https://libguides.stkate.edu/ot

©2024 St. Catherine University Library , St. Paul, Minnesota, USA

Occupational Therapy : Research Proposal

• Research Proposal
• Discovery@RML
• E-Journals This link opens in a new window

Credit: IJRTOnline

Helpful handouts.

• Literature Review How-To
• Literature Review - Annotated Example
• Literature Search Tracking Log
• Literature Review Tracking Log
• Qualitative Data Collection
• Quantitative Data Collection
• Introduction
• Literature Review
• Research Design
• Methodology

The Introduction section of the research proposal should provide the reader with an overview of your research.  You want to take the time to briefly explain why you selected your topic and why it is important to your field.  You will then want to express what your research adds to the field and why it is important.  It is helpful for the reader and yourself to use the section to define terms and/or concepts that will be important to your proposal and overall research. The introduction should conclude with your research question(s) or hypothesis(es) and what you aim to learn or achieve by completing this research. Many find it helpful to make the Introduction the last section that they complete.  By doing this, you will have a clearer understanding of your overall research strategy and research question.  

Your introduction should do the following:, explain the problem being investigated and related issues, explain the purpose of investigating the problem, provide relevant background or historical information , explain research trends and relevant theories for the field, define key terms and theories , set parameters and aims for the study, state the proposals research question(s) or hypothesis(es), the literature review section of your research proposal is where you present an analysis of the published literature on your research topic.  the literature review does not need to cover every published paper or book but should survey scholarly literature that is the most important research within your field and on your particular topic.  the goal of the literature review is to analyze the available body of literature and to present how it is related, either through theory, method, or concepts.  you want to show the reader that your research fits any gaps present within the field, therefore making your research new and valuable to the field. , organize your results. , utilize literature review trackers , save all your journal articles to one place , keep track of databases searched and terms used. , group findings., you want to find similarities and differences in the literature. , try grouping by methods, concepts, theories, or findings., look for controversy., is there a debate within your field of study , are some researchers using one theory over another, find the gaps. , you want to find the gaps in the literature to help show that your research is new and important to the field. , do not summarize. , you want to ensure that you are analyzing the literature in your review, don't just summarize each study. .

The Research Design section of your research proposal is where you will explain your research plan and the process and procedures that will go into carrying out your plan. 

You should explain the type of research you will be performing: qualitative, quantitative, mixed-methods, etc. this determination will impact all other components of your research plan from population to data analysis (pickard, 2013, 52-53)., this section should answer the following questions:, is your study qualitative, quantitative, or mixed-methods, why have you made this decision, why is this the most appropriate study design, qualitative.

Quantitative 

The methodology section is where you describe exactly how you anticipate carrying out your research.  this section will include detailed explanations of your research methods, data collection, and data analysis (pickard, 2013, 53). , you should be answering the following questions:, what research method(s) are you applying to the study, why have you made this choice, how do you intend to structure the method(s) for your investigation, population , you will first need to determine who will constitute your research population, i.e. who are you studying are you planning on studying a large group of people, or a small group.  this decision will be in part be determined by your research design and methods. , "your research population is the entire set of individuals about which inference will be made." (pickard, 2013, 60). , sampling methods are used when you cannot include everyone in your research population, and therefore there is a need to create a pre-defined 'sample' of your population. within this section, you will need to explain how you plan on obtaining your sample and why this sampling method is the most appropriate and generalizable. , "sampling is the process of selecting a few from many in order to carry out empirical research." (pickard, 2013, 59). , types of sampling techniques:, probability sampling, simple random sampling, stratified random sampling, cluster sampling, quota sampling, purposive sampling, a priori criteria sampling, snowball sampling, data collection, within this section, you will need to explain who you plan to obtain your research data and what type of data you plan on collecting.  will you be performing an experiment with data points, an interview with questions, or will you be utilizing a research instrument the research design and type of data will determine your data collection procedures.  remember that data collection techniques are tied with data analysis, the type of procedure for data collection must match how your data will be analyzed. , examples of data collection techniques:, empirical , research instruments, questionnaires, reliability: measures consistency, validity: does it measure what it's supposed to measure, observations, focus groups , data analysis, in this section, you will need to explain how you plan to analyze the data you collected.  the type of data analysis is based upon the type of data collected and your research design.  you will need to determine if your research is quantitative or qualitative, this will impact how you will analyze your data.  quantitative data analysis involves statistical calculations and procedures, while qualitative does not. , quantitative analysis, frequency distribution, mann-whitney u test, rank order correlation, all parametric statistics, qualitative analysis, comprehending, synthesizing, re-contextualizing, the research ethics section is where you describe how you plan to uphold ethical considerations.  all research involving human or animal participants need to abide by ethical standards. the types of ethical considerations and standards you must consider for your research plan will depend on the type of research design, population, sample, and data collected.  , you must show you understand and acknowledge the ethical boundaries placed on your research plan. , the irb or institutional review board is a type of committee that applies research ethics by reviewing the methods proposed for research to ensure they are ethical. , federal regulations involving human subjects must be reviewed by an irb.  the irb must approve or determine the project to be exempt prior to the start of any research activities. , you must submit your research for irb approval if it meets the following criteria:, you are utilizing human participants, your data collection is systematic and methodical, the goal of your research is to contribute to the generalizable scientific knowledge base of your discipline, informed consent , you will need to obtain informed consent from your study participants.  informed consent is a document that study participants agree to sign acknowledging that they understand what they are agreeing to, what is being asked of them, the purpose of the research, how their information will be used and/or protected, and are aware of any danger to their body or mind. informed consent creates a mutual understanding between researchers and study participants., data ethics, anonymity : the study participants remain totally anonymous during and after the research activity., confidentiality : the identity of the participants will not be revealed when using any data provided by that participant..

References:

Pickard, A.J. (2013).  Research Methods in Information  (2nd ed.). Chicago, IL: ALA Neal-Schuman.

Revised with permission:  Research Process and Scholarship Guide , National University Library

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Occupational Therapy

• Getting Started

WHAT IS EVIDENCE-BASED PRACTICE?

Types of questions, types of studies, the pico model, keyword search strategies.

• Quantitative or Qualitative
• Resources Organized by Evidence Level
• Health statistics
• Google Scholar
• Critical Evaluation Tools
• Evaluating Sources This link opens in a new window
• Writing & Citing

Sackett, David L., Rosenberg, Gray, Haynes, and Richardson.  "Evidence Based Medicine: What It Is and What It Isn't."  British Medical Journal 312, no. 71 (January 1996).  Accessed October 24, 2011. http://www.bmj.com/content/312/7023/71.full

Categories of Clinical Questions

Different types of clinical questions have certain kinds of studies that best answer them. The chart below lists the categories of clinical questions and the studies you should look for to answer them.

Types of studies we are going to cover all fall under one of two categories - primary sources or secondary sources. Primary sources are those that report original research and secondary sources are those that compile and evaluate original studies.

Primary Sources

Randomized Controlled Trials  are studies in which subjects are randomly assigned to two or more groups; one group receives a particular treatment while the other receives an alternative treatment (or placebo). Patients and investigators are "blinded", that is, they do not know which patient has received which treatment. This is done in order to reduce bias.

Cohort Studies  are cause-and-effect observational studies in which two or more populations are compared, often over time. These studies are not randomized.  

Case Control Studies  study a population of patients with a particular condition and compare it with a population that does not have the condition. It looks the exposures that those with the condition might have had that those in the other group did not.

Cross-Sectional Studies  look at diseases and other factors at a particular point in time, instead of longitudinally. These are studies are descriptive only, not relational or causal. A particular type of cross-sectional study, called a Prospective, Blind Comparison to a Gold Standard, is a controlled trial that allows a research to compare a new test to the "gold standard" test to determine whether or not the new test will be useful.

Case Studies  are usually single patient cases.  

Secondary Sources

Systematic Reviews  are studies in which the authors ask a specific clinical question, perform a comprehensive literature search, eliminate poorly done studies, and attempt to make practice recommendations based on the well-done studies.

Meta-Analyses  are systematic reviews that combine the results of select studies into a single statistical analysis of the results.

Practice Guidelines  are systematically developed statements used to assist practitioners and patients in making healthcare decisions.  

PICO is a useful way of formulating clinical research questions and a well-build question or problem should include the four components of the model: Patient/Problem , Intervention , Comparison and Outcome . 

Brainstorming Keywords

Start by by thinking about the main ideas that are related to your topic.  The PICO format ( P opulation,  I ntervention,  C omparison,  O utcome) can help you think about these concepts.

Consider using synonyms of your keywords to help find even more information. For example, if you are looking for articles about the benefits of exercise for patients with heart disease, you might start with the keywords and synonyms below:

Searching for Keywords

Creating a grid like the one above can also help you enter your keywords when you're searching in the databases.  

Try Boolean Operators...

• "Or" broadens your search results.  (Citrus OR Oranges OR Lemons OR Tangerines OR Grapefruit)
• "And" narrows your search results. (Rainfall AND Deforestation AND Brazil)
• "Not" narrows your search results. (Wound healing NOT Plants) (Social media NOT Facebook)
• "Not" can be used to weed out biased words or phrases associated with your topic. (immigrants NOT illegal aliens)
• Combine operators for more complex searching. (Coastal sage scrub AND fire OR Postfire OR Postburn)

Truncation...

• Broadens your search
• Enter the root of a word and put the truncation symbol at the end.
• The database will return results that include any ending of that root word. (teen* = teens, teenager, teenagers, teenaged.  environment* = environments, environmental, environmentalist)

Wildcards...

• Broadens your search.
• Use if a word can be spelled several different ways but has the same meaning.
• Wom*n = women, woman,  col*r = color, colour

One way to keep track of your research results is to use a research log. This way you will remember where you searched, the keywords you used, and how many results you got.

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A scoping review of occupational therapy interventions in the treatment of people with substance use disorders

Irish Journal of Occupational Therapy

ISSN : 2398-8819

Article publication date: 16 November 2021

Issue publication date: 10 December 2021

Diagnosis of substance use disorders and addictive behaviours are growing worldwide. It is timely to examine and collate literature on the nature of occupational therapy intervention in this field, to increase understanding of current practice and inform future directions. The purpose of this paper is to source and synthesise literature on occupational therapy interventions used in the treatment of people experiencing addiction.

Design/methodology/approach

Four databases were searched in August 2019. A total of 597 titles were screened, and 18 studies with varying methods met inclusion criteria. A narrative synthesis of the included literature was arranged into themes to summarise key findings.

Findings were grouped into three themes about occupational therapy provision to people experiencing addiction: single occupation focused intervention; skills training (including sub-themes on daily living skills and vocational skills); and establishing a community-based sober routine.

Research limitations/implications

Further research on this topic should focus on efficacy of treatments and build on current findings to develop more rigorous research with appropriate sample sizes to support evidence-based practice.

Originality/value

This study presents a synthesis of how occupational therapy interventions have been used to treat people experiencing addiction issues. Findings indicate occupational therapy appears to fit well within addiction treatment and assert that occupational therapy is most supportive when interventions go beyond the teaching of skills alone to prioritise occupational engagement and client centred practice.

• Occupational therapy
• Substance use
• Addiction recovery
• Addiction treatment

Ryan, D.A. and Boland, P. (2021), "A scoping review of occupational therapy interventions in the treatment of people with substance use disorders", Irish Journal of Occupational Therapy , Vol. 49 No. 2, pp. 104-114. https://doi.org/10.1108/IJOT-11-2020-0017

Emerald Publishing Limited

Copyright © 2021, Deirdre Anne Ryan and Pauline Boland.

Published in Irish Journal of Occupational Therapy . Published by Emerald Publishing Limited. This article is published under the Creative Commons Attribution (CC BY 4.0) licence. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this licence maybe seen at http://creativecommons.org/licences/by/4.0/legalcode

Introduction

Addiction is a dependence syndrome consisting of behavioural, cognitive and physiological phenomena that develop after repeated substance use ( WHO, 2013 ). These phenomena include a strong desire to engage with the substance or behaviour, difficulties controlling use, persisting with use despite harmful consequences and prioritising addiction-related activities above all others ( WHO, 2013 ). The World Drug Report ( UNODC, 2017 ) estimates there are 255 million illicit drug users globally. WHO (2014) reports more than half of Irish adults could be classed as harmful drinkers, with the National Institute for Health and Care Excellence ( NICE) (2010 , p. 5) defining harmful drinking “as a pattern of alcohol consumption causing health problems directly related to alcohol.” With substance use increasing, health and addiction services face a challenge requiring cross-sectoral innovative approaches.

Occupational therapists are well positioned to support people with substance use disorders, because of their holistic focus and skills in occupational enablement ( Amorelli, 2016 ) and have been part of inpatient addiction treatment as far back as 1952 ( Hossack, 1952 ). Although there are some guides for potential occupational therapy for people experiencing substance use and addictive behaviours ( Lancaster and Chacksfield, 2014 ; Wasmuth et al. , 2014 ), these can be limited by opinion or are descriptions of potential rather than actual clinical interventions.

Previous systematic reviews have not specifically identified the range of interventions carried out exclusively by occupational therapists working with people experiencing substance use or addictive behaviours ( Wasmuth et al. , 2014 ; Rojo-Mota et al. , 2017 ). However, Rojo-Mota et al. (2017) noted an emerging trend that occupation-based interventionists are increasingly recognising the need for effectiveness studies. These studies could support the many occupational therapists who report reduced confidence addressing issues for people with substance use disorders with up-to-date evidence ( Thompson, 2007 ).

The details of how and when occupational therapists work with people experiencing substance use disorders remains unclear, therefore collating and examining the existing evidence should clarify the design and delivery of existing interventions, likely outcomes for clients, their families and supportive services and the sustainability of change in sober occupations over time. A scoping review approach was chosen to guide data collection and analysis as this review design is suited to mapping the data, can be effective at assisting examination of the extent, range and nature of evidence on a topic (Tricco et al. , 2018) as well as summarising findings from a heterogeneous body of knowledge, often necessary to inform healthcare practice models ( Munn et al. , 2018 ). The aim of this scoping review was to explore descriptions of occupational therapy interventions in addiction recovery treatment, synthesise these findings and to present information on interventions currently delivered.

identifying the research question;

identifying relevant studies;

study selection;

charting the data; and

collating, summarising and reporting the results.

Eligibility criteria

Inclusion criteria was that articles described occupational therapy interventions as part of addiction treatment in any setting with adolescents, aged 13 and over, and/or adults and be published in English. We included articles published from 2000 to August 2019 to report on addiction interventions informed by Helbig and McKay’s (2003) framework for addiction from an occupational perspective. Owing to the paucity of intervention descriptions in articles from peer-reviewed journals, and to generate a true representation of what occupational therapists are doing in this practice area, articles from non-peer-reviewed professional magazines were considered, as has occurred in scoping reviews previously ( Paez, 2017 ). Study methodology or study design quality [appraised using the Crow Critical Appraisal Tool (CCAT)] was not used to exclude literature.

Articles were excluded if it was unclear what interventions were facilitated by an occupational therapist; if intervention description was linked only to theory, potential feasibility of an assessment or to smoking cessation programmes.

Search strategy

Databases included CINAHL-Complete, Scopus, PsycINFO and MEDLINE as these covered most peer-reviewed literature in this clinical area. Boolean terms were used to combine terms associated with the population and the topic. Search terms included occupational therapy, occupational therapist, OT, intervention, addiction, substance use/disorder/abuse/misuse, drug abuse/misuse and alcohol abuse/misuse. The reference lists of included articles were searched as were forward citations of key articles.

Selection of sources

The titles and abstracts of all articles were screened independently by both authors (DR and PB) using Rayyan software, who then compared results to agree on included articles.

Data charting process

The full text of each included article was read and data describing occupational therapy interventions were extracted. Data was extracted on the aims of the research/publication, demographics of people with substance use disorders, contexts in which occupational therapists were working, methods used to describe interventions and evaluate treatments and core research/publication findings.

Critical appraisal

The CCAT Form ( Crow, 2013 ) was used to appraise all included articles. Two papers were independently appraised by both authors to calibrate use of this tool. Tricco et al. (2018) identified formal assessment of methodological quality as optional in scoping reviews however, critical appraisal informed understanding of the quality of research generally.

Synthesis of results

Similarities in practice and intervention focus were analysed and grouped thematically. Descriptions of interventions across papers were extracted and examined by DR. The key components of the research question were used to design initial mapping of key concepts of interest, consistent with scoping review methodology ( Arksey and O'Malley, 2005 ) – namely, the outline of intervention design, delivery and intensity (where this information was available) and map-related outcomes for clients, their families and services. Thereafter, DR collated interventions under theme names which best captured the core theme of each paper. These theme categories were reviewed by PB to ensure coherency.

Selection of evidence

A total of 432 citations were identified after removal of duplicates, thereafter 399 were excluded based on title and abstract. A total of 33 full-text articles were assessed and 15 articles were excluded. Figure 1 depicts the screening process followed, based on PRISMA-ScR guidelines (Tricco et al. , 2018).

Characteristics of included articles

Included articles are represented in the extraction document ( Table 1 ). Of the 18 included articles, three were quantitative ( Detweiler et al. , 2015 ; Peloquin and Ciro , 2013a, 2013b ), five were qualitative ( Bell et al. , 2015 ; Godoy-Vieira et al. , 2018 ; Ribeiro et al. , 2019 ; Stevens, 2003 ; Ussher et al. , 2000 ), six were narrative descriptions of interventions ( Gutman, 2006 ; Lakshmanan, 2014 ; Louie, 2012 ; Peloquin, 2010 ; Roush, 2008 ; Tayar, 2004 ) and four used mixed methods ( Boisvert et al. , 2008 ; Cardinale et al. , 2014 ; Darko-Mensah, 2011 ; Wasmuth et al. , 2016 ).

CCAT scores ranged from 6/40 to 35/40 ( Table 2 ), with an average score of 21/40 or 52% of standards met across all articles. Lowest scoring areas were design, sampling, data collection and ethical matters.

Context of occupational therapy intervention

Most research was conducted in the USA ( n = 10) ( Boisvert et al. , 2008 ; Cardinale et al. , 2014 ; Detweiler et al. , 2015 ; Gutman, 2006 ; Peloquin, 2010 ; Peloquin and Ciro , 2013a, 2013b ; Roush, 2008 ; Tayar, 2004 ; Wasmuth et al. , 2016 ) with one each from UK ( Ussher et al., 2000 ), New Zealand ( Stevens, 2003 ), Canada ( Darko-Mensah, 2011 ), Hong Kong ( Louie, 2012 ), India ( Lakshmanan, 2014 ), South Africa ( Bell et al. , 2015 ), Brazil ( Godoy-Vieira et al. , 2018 ) and Portugal ( Ribeiro et al. , 2019 ).

Two studies focused on adolescents ( Bell et al. , 2015 ; Louie, 2012 ), four on women-only ( Cardinale et al. , 2014 ; Peloquin, 2010 ; Peloquin and Ciro , 2013a, 2013b ), with one study each focused on veterans ( Wasmuth et al. , 2016 ) and prison populations ( Tayar, 2004 ).

Single occupation focused intervention;

Skills training (sub-themes) on

daily living skills; and

(vocational skills).

Establishing a community-based sober routine.

Single occupation focused intervention

Four interventions consisted of a single focused occupation ( Cardinale et al. , 2014 ; Detweiler et al. , 2015 ; Ussher et al. , 2000 ; Wasmuth et al. , 2016 ). Detweiler et al. (2015) used horticulture, which was the main intervention. The programme was greeted positively by participants, with reductions in cohort cortisol levels noted post intervention. Planning skills, responsibility and collaboration were built through engagement in garden education, planning and management.

Ussher et al. (2000) promoted fitness orientated physical activity, co-facilitated between an exercise specialist and an occupational therapist who supported engagement in exercise counselling, goal setting and weekly check-in sessions, which aimed to support self-monitoring, a vital skill for maintaining recovery.

Wasmuth et al. (2016) used drama, where participants were involved in the production of a co-facilitated play. The occupational therapist used rehearsals to develop cognitive strategies with participants. Facilitated discussions linked character experiences to the participants’ issues, which was an accessible medium for them to acknowledge the difficult impact of substance use in their lives. The community element provided a safe, supportive space, which facilitated participants who relapsed during rehearsals to return to gain support.

Finally, Cardinale et al. (2014) reported on the “Tree Themed Model,” with five semi-structured group sessions, including progressive relaxation exercises followed by members painting a tree to represent different parts of their life. Participants particularly valued insights gained during the creative process.

Skills training

Many publications reported that occupational therapy is well placed to support the development of skills ( Bell et al. , 2015 ; Peloquin, 2010 ; Ribeiro et al. , 2019 ; Roush, 2008 ; Stevens, 2003 ; Tayar, 2004 ). Skills development interventions fell into two categories: skills for daily life, i.e. activities of daily living (ADLs) including associated supportive skills, and skills required for work roles.

Daily living skills and interventions

A total of 12 publications referred to life skills and personal development as core occupational therapy interventions. Time management and routine planning were common interventions, included in nine publications ( Boisvert et al. , 2008 ; Godoy-Vieira et al. , 2018 ; Gutman, 2006 ; Louie, 2012 ; Ribeiro et al. , 2019 ; Roush, 2008 ; Stevens, 2003 ; Tayar, 2004 ; Ussher et al. , 2000 ). Three papers ( Bell et al. , 2015 ; Peloquin and Ciro , 2013a, 2013b ; Ribeiro et al. , 2019 ) outlined how life skills and personal development were used within inpatient settings. These publications presented individual and group interventions including role playing, communication, assertiveness, relaxation and social skills training. Boisvert et al. (2008) described interventions with community-dwellers, reporting on occupational capacity and interventions focused on ADL development, communication and personal development to support transition to live in a peer-supported community house.

Gutman (2006) supported life skill development in a case study, by drawing on the neurological process of addiction. Gutman linked life skill difficulties, e.g. stress management and reduced motivation, and goal achievement difficulties to the brain’s neurological process of priming, which can lead to relapse. The case study participant was educated on how addiction has changed the brain’s reward system. This learning facilitated the participant to build new supportive lifestyle habits.

Roush (2008) champions role-playing life skills and sobriety skills, advocating for the benefits of a multi-problem viewpoint and that advocated for using occupational profiles to support intervention planning with people experiencing addiction.

Vocational skills, exploration and interventions

Nine studies discussed vocational interventions in addiction treatment, stressing the importance of work in preventing relapse. Seven interventions facilitated vocational exploration including creating Curriculum Vitaes (CVs), supporting job applications and discussing vocational preferences ( Bell et al. , 2015 ; Darko-Mensah, 2011 ; Godoy-Vieira et al. , 2018 ; Louie, 2012 ; Peloquin, 2010 ; Stevens, 2003 ; Tayar, 2004 ). Darko-Mensah’s (2011) programme, “Career 101,” focused solely on vocational exploration, education and work skills. Bell et al. (2015) and Tayar (2004) presented the benefits of vocational training with adolescents and female prison-based populations. Three studies honed in on participant’s work roles ( Lakshmanan, 2014 ; Louie, 2012 ; Stevens, 2003 ). Lakshmanan (2014) and Louie (2012) supported participants to develop a structured recovery through work. Stevens (2003) used work-focused groups where craft projects were created and sold at markets.

Providing a forum to explore productivity and engage in work roles supported participants to discover their potential, enabled identity development outside of addiction and facilitated inclusion, which is often lacking in early recovery ( Darko-Mensah, 2011 ; Godoy-Vieira et al. , 2018 ). Boisvert et al. (2008) reflected value in work roles from a community perspective where participants were facilitated to gradually take on responsibilities, work roles and leadership roles within the community house.

Establishing a community-based sober routine

A participant in Peloquin (2010) summarised this theme by stating long-term success for people with substance use disorders relies on recovering sober and satisfying lives. Roush (2008) recommends that skill learning should be followed by skill consolidation and goal setting. This supports the transfer of skills to the community creation of sober routines. Ribeiro et al. (2019) , Tayar (2004) ; and Ussher et al. (2000) discussed the importance of routine planning and accessing recovery supports in establishing a sober lifestyle. Four studies reported on assertiveness skills ( Bell et al. , 2015 ; Gutman, 2006 ; Lakshmanan, 2014 ; Stevens, 2003 ) with Gutman (2006) and Lakshmanan (2014) moving to apply this skill further to support sobriety via drug/drink refusal skills.

Leisure exploration was central in eight studies ( Bell et al. , 2015 ; Godoy-Vieira et al. , 2018 ; Lakshmanan, 2014 ; Peloquin, 2010 ; Ribeiro et al. , 2019 ; Roush, 2008 ; Stevens, 2003 ; Tayar, 2004 ) to encourage community re-integration and establish non-addiction related routines. Ribeiro et al. (2019) presented that the discovery or rediscovery of meaningful leisure activities developed motivation, vital for the process of change. Ussher et al. (2000) and Wasmuth et al. (2016) discussed how establishing different leisure interests supported self-exploration and role development.

Using occupational therapy to support development of identity went beyond the facilitation of leisure interventions. One of the themes identified in Bell et al. (2015) , “take us out to life,” supports this theory, as participants indicated the occupational therapy intervention enabled planning and confidence in their future sober lives. Gutman (2006) highlights the neurological process of addiction when discussing community engagement, identifying new role development and social integration supports as vital components. Godoy-Vieira et al. (2018) reported that the establishment of a social identity beyond a substance user identity was a key role for occupational therapy. The importance of community identity was highlighted by Boisvert et al. (2008) when the success of their peer support community indicated the importance of community re-integration as beneficial for recovery.

This review has illustrated that occupational therapy interventions related to addiction treatment are sparsely reported and rarely evaluated. Rojo-Mota et al. (2017) summarised that occupational therapy models were capable of explaining addiction from an occupational perspective but stated more research was required with regards to effectiveness. While effectiveness of interventions is not the core focus of this review, but rather what interventions are currently in use in daily clinical practice; indeed, occupational therapy is delivered in multiple ways across varied settings for people with substance use disorders. Illustrating the breadth of work in this area will hopefully increase development of occupational therapy interventions from acute to community-based settings. The increasing clarity on the design of occupational therapy interventions to support recovery for people experiencing addiction is encouraging, though the lack of empirical evidence on effectiveness needs to be addressed.

Most reported interventions were underpinned by development of life skills and supported re-engagement in meaningful routines. These interventions are central to occupational therapy practice to support people to move away from the dysfunctional impact of addictive behaviours. Life skills development were often embedded in existing treatment programmes, where occupational therapists engaged with service-users independently, but also as part of a wider team.

Of note, it is not enough to acquire skills, one also needs skills practice to support recovery. Feedback in Peloquin (2010) reflected that the facilitation of skills practice was the most valuable aspect of occupational therapy intervention. Across studies, people with substance use disorders were enabled to take control of their lives through engagement in occupation ( Tayar, 2004 ; Wasmuth et al. , 2016 ).

Facilitating skills practice and positive occupations supported service-users to make positive changes beyond occupational therapy interventions. Many studies noted this ( Boisvert et al. , 2008 ; Cardinale et al. , 2014 ; Godoy-Vieira et al. , 2018 ; Peloquin and Ciro , 2013a, 2013b ; Ribeiro et al. , 2019 ; Tayar, 2004 ; Wasmuth et al. , 2016 ), but it was particularly prevalent in Ussher et al. (2000) . A “chain reaction” effect occurred when service-users were supported to make one influential positive change, dispersing into other areas of life.

Interestingly, some interventions were not necessarily part of traditional addiction treatment programmes, i.e. those with an abstinence or harm reduction focus. These community intervention examples represented more novel interventions, i.e. exercise, theatre and horticulture. Another unexpected finding was the amount of narrative presentations of interventions present, one paper alone had an explicit research focus.

Finally, other than 10/18 USA-based papers, there was a broad geographical spread representing varied health-care systems and approaches to occupational therapy practice, so results should be interpreted with caution for specific countries and cultures.

Recommendations

Based on our findings, we recommend an increase in research on how occupational therapy is engaging with people with substance use disorders, a call being endorsed by others ( Amorelli, 2016 ; Wasmuth et al. , 2016 ). Some possible areas for priority include exploring the role of occupational therapy interventions to support people experiencing substance use and addictive behaviours within structured treatment programmes. Using qualitative or participatory research methods would be valuable to explore both a clinician and a service-user perspective. The CCAT scores for the studies in this review were mixed. Positively, there was what appears to be a growing quantity of research in this area, indicating recognition of the need for greater quantity and quality of evidence for occupational therapists working in this field. However, the low CCAT scores indicated a need for more high-quality empirical research focused on measuring interventions effectiveness.

The practice recommendations include the assertion that occupational therapy appears to be a good fit within addiction treatment. The included studies support occupational therapists to consider going beyond the teaching of skills alone and to prioritise occupational engagement and client-centred practice to support clients beyond a substance user identity ( Godoy-Vieira et al. , 2018 ). Wasmuth et al. ’s (2015) meta-cognition research identified the addictive process impacts the skill of cognitive mastery. This impairment adversely affects the adoption and carryover of skills. Therapists are advised to remain cognisant of the neurological research on addiction, as well as that emerging from mental health field more generally ( Gutman, 2006 ).

Strengths and limitations

To date no other review has synthesised descriptions of occupational therapy practice within addiction recovery treatment. This scoping review has presented findings which represent the start of a process of assessing the available literature to inform further research in this developing clinical area. Following the protocol for a scoping review facilitated rigorous searching and screening of literature, while using an evidence-based screening tool and completing a double screening in a blinded manner also adds to the rigor of the findings.

A more systematic review was not possible to address this research aim given the heterogeneity of the methods and study populations (Tricco et al. , 2018). While our critical appraisal process is a strength of this paper, to enable as much relevant literature to be included as possible, some non-peer-reviewed papers were identified as lacking in rigour. We are wary of attributing outcomes to occupational therapy intervention that may not have been seen if sample sizes were larger or, in some cases research methods more rigorous. The challenge is now for clinicians to measure relevant outcomes, report on and publish interventions occurring in an ethical, rigorous manner.

This scoping review has outlined literature on occupational therapy interventions when working with people experiencing addiction. Interventions delivered by occupational therapists in addiction treatment are generally well received by clients and supportive to reducing the harm associated with addictive behaviours. Further research focused on interventions used within addiction recovery treatment are required, to provide clearer descriptions of how occupational therapy interventions are delivered used and applied in this clinical area, to increase the and share evidence-based practice.

Key findings

Occupational therapy appears to be a good fit within most addiction treatment settings and that occupational therapy interventions are most supportive when intervention goes beyond the teaching of skills, to prioritise occupational engagement.

More research evidence is required to understand clearly how occupational therapists are engaging with people with substance use disorders and addictive behaviours.

What this study added

This study presents a synthesis of how occupational therapy interventions have been used to treat people experiencing addiction and indicates that service-users report finding occupational therapy supportive and helpful; however, there is currently limited evidence for generalisability of these findings. Further research is required to best understand how to design and tailor occupational therapy within diverse treatment settings.

PRISMA 2009 flow diagram

Extraction table of included articles

Crow critical appraisal tool (CCAT) score of included articles

OT: Occupational therapy

PTSD: Post-traumatic stress disorder

QoL: Quality of life

HT: Horticultural therapy

PEO: Person environment occupation – model of practice used in occupational therapy

SU: Service user

MOHO: Model of human occupation = Model of occupational therapy practice

Amorelli , C. ( 2016 ), “ Psychosocial occupational therapy interventions for substance-use disorders: a narrative review ”, Occupational Therapy in Mental Health , Vol. 32 No. 2 , pp. 167 - 184 , doi: 10.1080/0164212X.2015.1134293 .

Arksey , H. and O'Malley , L. ( 2005 ), “ Scoping studies: towards a methodological framework ”, International Journal of Social Research Methodology , Vol. 8 No. 1 , pp. 19 - 32 , doi: 10.1080/1364557032000119616 .

Bell , T. , Wegner , L. , Blake , L. , Jupp , L. , Nyabenda , F. and Turner , T. ( 2015 ), “ Clients' perceptions of an occupational therapy intervention at a substance use rehabilitation Centre in the Western Cape ”, South African Journal of Occupational Therapy , Vol. 45 No. 2 , pp. 10 - 14 , doi: 10.17159/2310-3833/2015/V45N2A3 .

Boisvert , R. , Martin , L. , Grosek , M. and Claire , A. ( 2008 ), “ Effectiveness of a peer-support community in addiction recovery: participation as intervention ”, Occupational Therapy International , Vol. 15 No. 4 , pp. 205 - 220 , doi: 10.1002/oti.257 .

Cardinale , J. , Malacari , L. , Broggi , S. , Savignano , J. and Fisher , G. ( 2014 ), “ Model of occupational empowerment and Gunnarsson’s tree theme: intervention for mothers in recovery ”, Occupational Therapy in Mental Health , Vol. 30 No. 1 , pp. 43 - 68 , doi: 10.1080/0164212x.2014.878237 .

Crow , M. ( 2013 ), “ Crowe critical appraisal tool (CCAT) form (v1.4) ”, available at: https://conchra.com.au/wp-content/uploads/2015/12/CCAT-form-v1.4.pdf (accessed 7 October 2018 )

Darko-Mensah , A. ( 2011 ), “ Working in addictions: the development, implementation and evaluation of the pilot group career exploration 101 ”, Occupational Therapy Now , Vol. 13 No. 6 , pp. 5 - 6 .

Detweiler , M.B. , Self , J.A. , Lane , S. , Spencer , L. , Lutgens , B. , Kim , D.Y. , Halling , M.H. , Rudder , T.C. and Lehmann , L.P. ( 2015 ), “ Horticultural therapy: a pilot study on modulating cortisol levels and indices of substance craving, posttraumatic stress disorder, depression, and quality of life in veterans ”, Alternative Therapies in Health and Medicine , Vol. 21 No. 4 , pp. 36 - 41 .

Godoy-Vieira , A. , Soares , C.B. , Cordeiro , L. and Sivalli Campos , C. ( 2018 ), “ Inclusive and emancipatory approaches to occupational therapy practice in substance-use contexts ”, Canadian Journal of Occupational Therapy , Vol. 85 No. 4 , pp. 307 - 317 , doi: 10.1177/0008417418796868 .

Gutman , S. ( 2006 ), “ Why addiction has a chronic, relapsing course. The neurobiology of addiction ”, Occupational Therapy in Mental Health , Vol. 22 No. 2 , pp. 1 - 29 , available at: https://pdfs.semanticscholar.org/23b4/ed866b46243376e184dd3ec6942f622ae101.pdf (accessed 20 November 2018 ).

Helbig , K. and McKay , E. ( 2003 ), “ An exploration of addictive behaviours from an occupational perspective ”, Journal of Occupational Science , Vol. 10 No. 3 , pp. 140 - 145 , doi: 10.1080/14427591.2003.9686521 .

Hossack , J.R. ( 1952 ), “ Clinical trial of occupational therapy in the treatment of alcohol addiction ”, American Journal of Occupational Therapy , Vol. 6 No. 6 , pp. 265 - 282 .

Lakshmanan , S. ( 2014 ), “ Occupational therapy structured activities for substance use recovery ”, World Federation of Occupational Therapists Bulletin , Vol. 70 No. 1 , pp. 30 - 31 , doi: 10.1179/otb.2014.70.1.008 .

Lancaster , J. and Chacksfield , J. ( 2014 ), ‘“ Substance misuse ”, Bryant , W. , Fieldhouse , J. , Bannigan , K. , Creek , J. and Lougher , L. (Eds) Creek's Occupational Therapy and Mental Health , 5th ed , Churchill Livingstone , London , pp. 439 - 456 .

Louie , F. ( 2012 ), “ Occupational therapy and substance abuse: case study of a teen ”, World Federation of Occupational Therapists Bulletin , Vol. 66 No. 1 , pp. 38 - 39 , doi: 10.1179/otb.2012.66.1.014 .

Munn , Z. , Peter , M. , Stern , C. , Tufanaru , C. , McArthur , A. and Aromataris , E. ( 2018 ), “ Systematic review or scoping review? Guidance for authors when choosing between a systematic or scoping review approach ”, BMC Medical Research Methodology , Vol. 18 No. 1 , doi: 10.1186/s12874-018-0611-x .

NICE ( 2010 ), “ National institute for health and clinical excellence. Alcohol use disorders: diagnosis and clinical management of alcohol-related physical complications ”, available at: www.nice.org.uk/guidance/CG100 (accessed 1 December 2018 ).

Paez , A. ( 2017 ), “ Gray literature: an important resource in systematic reviews ”, Journal of Evidence-Based Medicine , Vol. 10 No. 3 , pp. 233 - 240 , doi: 10.1111/jebm.12266 .

Peloquin , S. ( 2010 ), “ Occupational therapy among women in recovery from addiction ”, OT Practice , Vol. 24 , pp. 12 - 22 .

Peloquin , S. and Ciro , C. ( 2013a ), “ Self-development groups among women in recovery: client perceptions of satisfaction and engagement ”, American Journal of Occupational Therapy , Vol. 67 No. 1 , pp. 82 - 90 , doi: 10.5014/ajot.2013.004796 .

Peloquin , S. and Ciro , C. ( 2013b ), “ Population-centered life skills groups: perceptions of satisfaction and engagement ”, The American Journal of Occupational Therapy , Vol. 67 No. 5 , pp. 594 - 600 , doi: 10.5014/ajot.2013.008425 .

Ribeiro , J. , Mira , E. , Lourenço , I. , Santos , M. and Braúna , M. ( 2019 ), “ Intervenção da terapia ocupacional na toxicodependência: estudo de caso na comunidade terapêutica clínica do outeiro – Portugal ”, Ciência & Saúde Coletiva , Vol. 24 No. 5 , pp. 585 - 1596 , doi: 10.1590/1413-81232018245.04452019 .

Rojo-Mota , G. , Pedrero-Pérez , E. and Huertas-Hoyas , E. ( 2017 ), “ Systematic review of occupational therapy in the treatment of addiction: models, practice, and qualitative and quantitative research ”, American Journal of Occupational Therapy , Vol. 71 No. 5 , pp. 1 - 11 , doi: 10.5014/ajot.2017.022061 .

Roush , S. ( 2008 ), “ Occupational therapy and co-occurring disorders of mental illness and substance abuse ”, Special Interest Section Quarterly: Mental Health , Vol. 31 No. 2 .

Stevens , H. , Redfearn , S. and Tse , S. ( 2003 ), “ Occupational therapy for people with dual diagnosis: a single case study ”, British Journal of Therapy and Rehabilitation , Vol. 10 No. 4 , pp. 166 - 173 .

Tayar , S. ( 2004 ), “ Description of a substance abuse relapse prevention programme conducted by occupational therapy and psychology graduate students in a United States women's prison ”, British Journal of Occupational Therapy , Vol. 67 No. 4 , pp. 159 - 166 , doi: 10.1177/030802260406700404 .

Thompson , K. ( 2007 ), “ Occupational therapy and substance use disorders: are practitioners addressing these disorders in practice? ”, Occupational Therapy in Health Care , Vol. 21 No. 3 , pp. 61 - 77 , doi: 10.1080/j003v21n03_04 .

Tricco , A. , Lillie , E. , Zarin , W. , O'Brien , K. , Colquhoun , H. , Levac , D. , Moher , D. , Peters , M. , Horsley , T. , Weeks , L. , Hempel , S. , Akl , E. , Chang , C. , McGowan , J. , Stewart , L. , Hartling , L. , Aldcroft , A. , Wilson , M. , Garritty , C. , Lewin , S. , Godfrey , C. , Macdonald , M. , Langlois , E. , Soares-Weiser , K. , Moriarty , J. , Clifford , T. , Tunçalp , Ö. and Straus , S. ( 2018 ), “ PRISMA extension for scoping reviews (PRISMA-ScR): checklist and explanation ”, Annals of Internal Medicine , Vol. 169 No. 7 , pp. 467 - 473 , doi: 10.7326/m18-0850 .

United Nations Office on Drugs and Crime ( 2017 ), “ World drug report 2017 ”, available at: www.unodc.org/wdr2017/field/Booklet_1_EXSUM.pdf (accessed 1 December 2018 ).

Ussher , M. , McCusker , M. , Morrow , V. and Donaghy , M. ( 2000 ), “ A physical activity intervention in a community alcohol service ”, British Journal of Occupational Therapy , Vol. 63 No. 12 , pp. 598 - 604 , doi: 10.1177/030802260006301207 .

Wasmuth , S. , Crabtree , J. and Scott , P. ( 2014 ), “ Exploring addiction-as-occupation ”, British Journal of Occupational Therapy , Vol. 77 No. 12 , pp. 605 - 613 , doi: 10.4276/030802214X14176260335264 .

Wasmuth , S. , Pritchard , K. and Kaneshiro , K. ( 2016 ), “ Occupation-based intervention for addictive disorders: a systematic review ”, Journal of Substance Abuse Treatment , Vol. 62 , pp. 1 - 9 , doi: 10.1016/j.jsat.2015.11.011 .

Wasmuth , S. , Outcalt , J. , Buck , K. , Leonhardt , B. , Vohs , J. and Lysaker , P. ( 2015 ), “ Metacognition in persons with substance abuse: findings and implications for occupational therapists ”, Canadian Journal of Occupational Therapy , Vol. 82 No. 3 , pp. 150 - 159 , doi: 10.1177/0008417414564865 .

World Health Organization ( 2013 ), “ Substance abuse ”, available at: www.who.int/topics/substance_abuse/en/ (assessed 28 March 2019).

World Health Organization ( 2014 ), ‘Global Status Report on Alcohol and Health 2014’, available at: www.who.int/substance_abuse/publications/alcohol_2014/en/ (accessed 20 November 2018 ).

Acknowledgements

Research ethics : No ethical approval was required for this study.

Conflict of interest : The authors confirm that there is no conflict of interest.

Funding : This research received no specific grant from any funding agency in the public, commercial or not-for-profit sectors.

Corresponding author

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Occupational Therapy and Rehabilitation Sciences

• Defining the Research Question(s)
• Reference Resources
• Evidence Summaries & Clinical Guidelines
• Health Data & Statistics
• Patient & Consumer Facing Materials
• Images/Streaming Video
• Database Tutorials
• Crafting a Search
• Narrowing / Filtering a Search
• Expanding a Search
• Cited Reference Searching
• Find Grey Literature
• Save Your Searches
• Cite Sources
• Critical Appraisal
• Different Types of Literature Reviews
• Conducting & Reporting Systematic Reviews
• Finding Systematic Reviews
• Tutorials & Tools for Literature Reviews
• Mobile Apps for Health

PRISMA  or Preferred Reporting Items for Systematic Reviews and Meta-Analyses is an evidence-based protocol for reporting information in systematic reviews and meta-analyses.

• The PRISMA STATEMENT , a 27-item checklist and a four-phase flow diagram to help authors improve the reporting of systematic reviews and meta-analyses.
• PRISMA also offers editable templates for the flow diagram as PDF and Word documents 

Appraising the Evidence: Getting Started

To appraise the quality of evidence, it is essential understand the nature of the evidence source. Begin the appraisal process by considering these general characteristics:

• Is the source primary, secondary or tertiary? (See University of Minnesota Library -  Primary, Secondary, and Tertiary Sources in the Health Sciences )
• If the source is a journal article, what kind of article is it? (A report of original research? A review article? An opinion or commentary?)
• If the source is reporting original research, what was the purpose of the research?
• What is the date of publication?
• Would the evidence presented in the source still be applicable today? (Consider: has technology changed? Have recommended best clinical practices changed? Has consensus understanding of a disease, condition, or treatment changed?)

Authority/Accuracy

• Who is the author? What are the author's credentials and qualifications and to write on the topic?
• Was the source published by a credible entity? (a scholarly journal? a popular periodical, e.g, newspaper or magazine?  an association? an organization?)
• Did the source go through a peer review or editorial process before being published? (See this section of the guide for more information about locating peer reviewed articles)

Determining Study Methodology

Understanding how a study was conducted (the methodology) is fundamental for determining the level of evidence that was generated by the study, as well as assessing the quality of the evidence it generated.  While some papers state explicitly in the title what kind of method was used, it is often not so straightforward.  When looking at report of a study, there are a few techniques you can use to help classify the study design.

1. Notice Metadata in Database Records

In some bibliographic databases, there is information found in the Subject field, or the Publication Type field of the record that can provide information about a study's methodology.  Try to locate the record for the article of interest in CINAHL, PubMed or PsycINFO and look for information describing the study (e.g., is it tagged as a "randomized controlled trial,"  a "case report," and "observational study", a "review" article, etc).

• A word of caution : A  "review" article is not necessarily a "systematic review."  Even if the title or abstract says "systematic review," carefully evaluate what type of review it is (a systematic review of interventions? a mixed methods SR? a scoping review? a narrative review?).

2. Read the Methods Section

While there may be some information in the abstract that indicates a study's design, it is often necessary to read the full methods section in order to truly understand how the study was conducted.  For help understanding the major types of research methodologies within the health sciences, see:

• Understanding Research Study Designs  (University of Minnesota Library)
• Study Designs  (Centre for Evidence Based Medicine)
• Jeremey Howick's  Introduction to Study Designs  (Flow Chart) [PDF]
• Quantitative Study Designs  (Deakin University Library)
• Grimes, D. A., & Schulz, K. F. (2002). An overview of clinical research: the lay of the land .  Lancet (London, England) ,  359 (9300), 57–61. https://doi.org/10.1016/S0140-6736(02)07283-5
• Deconstructing the Research Article (May/Jun2022; 42(3): 138-140)
• Background, Significance, and Literature Review (Jul-Aug2022; 42(4): 203-205)
• Purpose Statement, Research Questions, and Hypotheses (Sep/Oct2022; 42(5): 249-257)
• Quantitative Research Designs (Nov/Dec2022; 42(6): 303-311)
• Qualitative Research Designs (Jan/Feb2023; 43(1): 41-45)
• Non-Experimental Research Designs (Mar/Apr2023; 43(2): 99-102)

Once the study methodology is understood, a tool or checklist can be selected to appraise the quality of the evidence that was generated by that study.  

Critical Appraisal Resources

In order to select a tool for critical appraisal (also known as quality assessment or "risk of bias" assessment), it is necessary to understand what methodology was used in the study.  (For help understanding study design, see this section of the guide .)

The list below sets of contains critical appraisal tools and checklists, with information about what types of studies those tools are meant for.  Additionally, there are links to reporting guidelines for different types of students, which can also be useful for quality assessment.  

If you're new to critical appraisal, check out this helpful video overview of some of the common tools:

Checklists & Tools

The AGREE II an instrument is valid and reliable tool that can be applied to any practice guideline in any disease area and can be used by health care providers, guideline developers, researchers, decision/policy makers, and educators.

For help using the AGREE II instrument, see the AGREE II Training Tools

• AMSTAR 2 AMSTAR 2 is the revised version of the popular AMSTAR tool (a tool for critically appraising systematic reviews of RCTs). AMSTAR 2 can be used to critically appraise systematic reviews that include randomized or non-randomized studies of healthcare interventions, or both.

A collection of checklists for a number of purposes related to EBM, including finding, interpreting, and evaluating research evidence.

Found in Appendix 1 of Greenhalgh, Trisha. (2010). How to Read a Paper : The Basics of Evidence Based Medicine, 4th edition .

Systematic reviews Randomised controlled trials Qualitative research studies Economic evaluation studies Cohort studies Case control studies Diagnostic test studies

CEBM offers Critical Appraisal Sheets for:

• GRADE The GRADE working group has developed a common, sensible and transparent approach to grading quality of a body of evidence and strength of recommendations that can be drawn from randomized and non-randomized trials . GRADE is meant for use in systematic reviews and other evidence syntheses (e.g., clinical guidelines) where a recommendation impacting practice will be made.

JBI’s critical appraisal tools assist in assessing the trustworthiness, relevance and results of published papers. There are checklists available for:

• The Patient Education Materials Assessment Tool (PEMAT) and User’s Guide The Patient Education Materials Assessment Tool (PEMAT) is a systematic method to evaluate and compare the understandability and actionability of patient education materials . It is designed as a guide to help determine whether patients will be able to understand and act on information. Separate tools are available for use with print and audiovisual materials.
• MMAT (Mixed Methods Appraisal Tool) 2018 "The MMAT is a critical appraisal tool that is designed for the appraisal stage of systematic mixed studies reviews, i.e., reviews that include qualitative, quantitative and mixed methods studies. It permits to appraise the methodological quality of five categories to studies: qualitative research, randomized controlled trials, non randomized studies, quantitative descriptive studies, and mixed methods studies."
• PEDro Scale (Physiotherapy Evidence Database) The PEDro scale was developed to help users rapidly identify trials that are likely to be internally valid and have sufficient statistical information to guide clinical decision-making.
• Risk of Bias (RoB) Tools The RoB 2 tool is designed for assessing risk of bias in randomized trials , while the ROBINS-I tool is meant for assessing non-randomized studies of interventions .
• CanChild / McMaster EBP Research Group - Evidence Review Forms Evidence review forms from the McMaster University Occupational Therapy Evidence-Based Practice for appraising quantitative and qualitative evidence.

Reporting Guidelines

• CONSORT (CONsolidated Standards Of Reporting Trials) The CONSORT Statement is an evidence-based, minimum set of standards for reporting of randomized trials . It offers a standard way for authors to prepare reports of trial findings, facilitating their complete and transparent reporting, and aiding their critical appraisal and interpretation.
• TREND (Transparent Reporting of Evaluations with Nonrandomized Designs) The TREND statement has a 22-item checklist specifically developed to guide standardized reporting of non-randomized controlled trials .

RISMA is an evidence-based minimum set of items for reporting in systematic reviews and meta-analyses . PRISMA primarily focuses on the reporting of reviews evaluating the effects of interventions, but can also be used as a basis for reporting systematic reviews with objectives other than evaluating interventions.

There are also extensions available for scoping reviews , as well as other aspects or types of systematic reviews.

• SQUIRE 2.0 (Standards for QUality Improvement Reporting Excellence) The SQUIRE guidelines provide a framework for reporting new knowledge about how to improve healthcare (i.e., quality improvement ). These guidelines are intended for reports that describe system level work to improve the quality, safety, and value of healthcare, and used methods to establish that observed outcomes were due to the intervention(s).

Searchable Registries of Appraisal Tools & Reporting Guidelines

• Equator Network: Enhancing the QUAlity and Transparency Of health Research Comprehensive searchable database of reporting guidelines for main study types and also links to other resources relevant to research reporting.
• The Registry of Methods and Tools for Evidence-Informed Decision Making The Registry of Methods and Tools for Evidence-Informed Decision Making ("the Registry") is a collection of resources to support evidence-informed decision making in practice, programs and policy. This curated, searchable resource offers a selection of methods and tools for each step in the evidence-informed decision-making process. Includes tools related to implementation science , assessing the applicability and transferability of evidence.

For a list of additional tools, as well as some commentary on their use, see:

Ma, L.-L., Wang, Y.-Y., Yang, Z.-H., Huang, D., Weng, H., & Zeng, X.-T. (2020). Methodological quality (risk of bias) assessment tools for primary and secondary medical studies: What are they and which is better ? Military Medical Research, 7 (1), 7. https://doi.org/10.1186/s40779-020-00238-8

Determining Level of Evidence

Determining the level of evidence for a particular study or information source depends on understanding, the nature of the research question that is being investigated and the  methodology  that was used to collect the evidence.  See these these resources for help understanding study methodologies .  

There are a number of evidence hierarchies that could be used to 'rank' evidence. Which hierarchy is applied often depends on disciplinary norms - students should refer to materials and guidance from their professors about which hierarchy is appropriate to use.

• Oxford Centre for Evidence Based Medicine - Levels of Evidence The CEBM has put together a suite of documents to enable ranking of evidence into levels. Where a study falls in the ranking depends on the methodology of the study, and what kind of question (e.g., therapy, prognosis, diagnosis) is being addressed.
• Joanna Briggs Levels of Evidence [PDF] The JBI Levels of Evidence and Grades of Recommendation are meant to be used alongside the supporting document (PDF) outlining their use.
• << Previous: Evidence-Based Practice
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• Last Updated: Apr 23, 2024 4:12 PM
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61 Best Occupational Therapy Research Topics

Occupational therapists help people of all ages to recover and improve their physical, sensory, and cognitive activities. More than half of occupational therapists work in hospitals, while others work in nursing homes, educational facilities, and homes. But what does it take to be an occupational therapist? It would be best to study occupational therapy primarily up to the master’s level . Students are assigned projects as part of their course work through the studies. That is why we have selected the best occupational therapy research topics for your next assignment.

In occupational therapy, students always have trouble handling research projects. If you study occupational therapy and feel like you need help selecting a research topic, do not hesitate to contact us. Our writers go the extra mile and assist you in writing a top-notch research paper.

Do You Need Help in Selecting an Occupational Therapy Research Topic?

When you search “occupational therapy research topics, “it is not easy to trust platforms that offer academic consultation services. However, we offer expert writing services and professional research tips to keep your data confidential when you order from us.

Need help doing your assignment?

Often, occupational therapy students have a large workload which prevents them from doing every task on time. And when you have limited time, it becomes challenging to select a research topic.

We hope the tips below help you in your subsequent research:

1. Select a topic that interests you

When you select a topic that interests you, the research process becomes fun and engaging.  

2. Narrow your topic

If your topic is too broad, it loses focus. Therefore, you should narrow down your scope to cover all the relevant information on the topic.

3. Review your research guidelines

Make sure that the research topic meets the requirements. If some of the guidelines are unclear, you should consult your professor or HelpForHomework to explain . 

4. Read your class notes  and do background research

Reading your notes helps in doing background checks on a topic. Knowing more about your research topic helps you develop a compelling argument for your paper.

5. Consider your audience

You should select a topic that is understandable to your audience. The research depends on your level of education as more comprehensive reports are high in the educational spectrum. Further, by identifying your audience, you can arrange details, tone, and supporting information in an appropriate presentation . 

6. Create questions to evaluate your research topic

After finding a research topic, create questions to evaluate it. For example:

• Is the research feasible?
• How attractive is the research topic?
• What has been researched?
• What is the problem to be solved?
• What is the solution to the problem?
• How is your solution a good one?
• Who is the audience?

Qualities of an Excellent Occasional Therapy Research Topic

As we have recommended, always narrow down to a topic that interests you. After selecting a topic, you should check if it has the following qualities:

Clarity: Your occupational therapy research topic should be straightforward and understandable to your audience.

Complex: Your project topics should not be answerable by yes or no. The topic should be arguable and analytical.

Focused : Once you select a topic, check if it is narrow and focused and answer it thoroughly.

Your final research grade depends on how effective your topic selection is. It would be best if you prepared for your research early. However, if you need help, do not hesitate to contact us. But first, go through the occupational therapy research topics below and tell us what you think.

Hot Occupational Therapy Research Topics

Hot occupational therapy research topics should help you in creating a unique project. Before selecting a topic, you should examine the aspects that are preferable to you and what interests you the most. But it would be best if you did not worry as we have a list of top recommendations to save you .

• Discuss the progress made in a decade in occupational therapy for adults
• Ethics in occupational therapy
• Explain the role of occupational therapy for patients with stroke
• How do diabetic patients benefit from occupational therapy?
• How does culture affect occupational therapy?
• How is occupational therapy important in controlling dementia?
• How is occupational therapy necessary in pain management?
• Is occupational therapy truly occupational?
• Occupational therapy for breast cancer patients
• Occupational therapy in disease prevention
• Role of occupational therapy in disaster preparedness and management
• Role of occupational therapy in functional literacy
• Role of occupational therapy in the management of depression
• Role of occupational therapy in the management of eating disorders
• What is the role of occupational therapy in schools?

Good research topics for occupational therapy

An excellent occupational therapy research topic should be comprehensive and enjoyable to read. When formulating a research topic, you should ensure that you are original, specific, and concrete. We hope you find the best research topic from the list below:

• Benefits of occupational therapy for adult mental health patients
• Between bottom-up and top-down approaches, which method is effective for patients suffering from a stroke?
• Coexistence between teachers and occupational therapists in a school setting
• Discuss the stereotypes in occupational therapy practice
• Evaluate occupational therapy for patients with a brain tumor
• How can occupational therapy be used to prevent human trafficking?
• Interventions used by occupational therapists when treating spinal cord injuries
• Occupational therapy for cancer patients with metastatic disease
• Occupational therapy for inpatient
• Occupational therapy for terminally ill patients
• Occupational therapy in mental health management
• Role of occupational therapy in symptoms control
• The role of occupational therapy for prisoners
• The use of apps in occupational therapy treatment
• What are the therapeutic outcomes of occupational therapy?

Occupational therapy student research topics

It may seem challenging to select the best occupational therapy research topic, so the trick is to narrow down and select one that fascinates you. Always take your time, research a list of topics, and choose the one you can support. Here are some of the topics to consider:

• Critical historical analysis of occupational therapy
• Does occupational therapy affect politics
• Foundations of occupational therapy practice
• Impact of the gender of providing occupational therapy services
• Importance of occupational therapy in school mental health
• Leadership in occupational therapy
• Occupational therapy for children with autism
• Occupational therapy for people who have hip replacement
• Occupational therapy models for families
• Role of occupational therapy for children with sensory modulation disorder
• Role of occupational therapy in managing sleep
• Role of occupational therapy in psychiatry
• Scope of occupational therapy
• Students perception of occupational therapy
• Teacher’s perception towards occupational therapy
• The perspective of sensory integration approach in occupational therapy

Pediatric occupational therapy research topics

Pediatric occupational therapists seek to understand children’s motor skills, cognitive abilities, and social development. The therapists also check factors that may hinder children’s growth or ability to perform certain tasks at a specific age.

While studying pediatric occupational therapy, students go through a hassle in selecting a research topic. That is why HelpForHomework compiled the best 15 Pediatric occupational therapy research topics for you.

• A profile of your country pediatric occupational therapy
• Competency of a pediatric occupational therapist in the USA
• Correlation between obesity and academic achievement
• Discuss how religion and culture affect decision making in pediatric occupational therapy
• Effects of COVID-19 to outpatient occupational therapy
• How effective are the weighted vests in pediatric occupational therapy?
• How effective is the standing frame to children with cerebral palsy?
• Policies governing pediatric occupational therapy
• Risk factors correlating with musculoskeletal complaints from children
• The role of pediatric occupational therapy to children with osteosarcoma
• Treatment methods of lower limb spasticity in children with cerebral palsy
• Treatment of neonatal jaundice
• Use of video occupational therapy modeling for children
• What is the role of pediatric occupational therapy?
• What is your perspective on occupational-based pediatric therapy?

Need Help With Occupational Therapy Research?

Now that you have an occupational therapy research topic, do you need help in writing? Our support department is on standby to help you get top-quality expert papers. Further, if you need more clarification on project topics, do not hesitate to contact us. We assure you of personalized and professional help whenever you consult us for your assignments. Also check out Physical Therapy Research Topics .

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