I Högskoleförordning (1993:100) föreskrivs de nationella mål som studenter skall ha uppnått i slutet av sin högskoleutbildning. För arbetsterapeut- och kandidatexamen skall studenten bland annat visa förmåga att identifiera sitt behov av ytterligare kunskap och att fortlöpande utveckla sin kompetens. Hur ska vi lärare förbereda studenter för att uppnå och se till att de har uppnått det här nationella målet, men samtidigt förbereda och examinera dem utifrån förväntade studieresultat i olika kurser? Syftet med presentationen är att introducera lärandekontraktet som metod och hur det används i olika kurser inom arbetsterapeutprogrammet vid Umeå universitet.

Enheterna för arbetsterapi vid Umeå universitet och Kilimanjaro Christian Medical College i Moshi, Tanzania etablerade kontakt först i 2009. Genom diskussion blev en ömsesidig vision att öka kulturell medvetenhet och bidra till utveckling av arbetsterapeututbildning och klinisk verksamhet i båda länder. Denna vision förverkligas genom student- och lärarutbyten under flera år. Syften med vår poster är att illustrera processer vid etablering av samarbetet mellan enheterna samt beskriva resultat och lärdomar utifrån såväl student och lärarutbyten som samordning inom utbytesprogrammen.

Objective: This scoping review aimed to explore available literature on the knowledge, attitudes, and practices of healthcare professionals on providing care to the lesbian, gay, bisexual, or transgender (LGBT) community as well as the experiences and perspectives of the LGBT community on their healthcare.

Material and Methods: The following electronic databases were searched in December 2020: MEDLINE/PubMed, CINAHL, Web of Science, ProQuest, SCOPUS, and Embase for English-language publications; from 2010 to 2020.

Results: This review included 59 studies that were selected from 5,318 studies. This review revealed that there was an increase in publications regarding this topic across the world. This review identified four themes: (I) the current healthcare landscape for the LGBT community, (II) facilitators of and (III) barriers to healthcare access and utilization among the LGBT community, and (IV) varied facets of healthcare of relevance for LGBT healthcare users – communication, space, education and training, research, and policies.

Conclusion: This review serves as a valuable compass for future researchers seeking areas for deeper exploration and understanding. Nevertheless, the limitations of the study underscore the significance of exercising caution when interpreting its findings concerning challenges within LGBT healthcare.

Background: For older adults to continue being healthy and active participants in an evolving digitalized society, there is a need to support their social participation through engagement in occupations that they need, want, or are expected to do in accordance to the roles that they assume. Occupational therapists together with other professionals face emerging challenges to promote older adults’ engagement in occupations mediated by digital technology. It is therefore relevant to acquire an understanding about how older adults continue to participate in their daily lives and engage in the occupations within their particular contexts. It is also relevant to explore ways to tailor supports for engaging in contemporary occupations and to measure the outcomes of such supports. 

Aim: The overall aim of this thesis was to develop knowledge to support older adults’ social participation through engagement in occupations mediated by digital technology. Developing knowledge entailed an exploration of older adults’ engagement in occupations mediated by digital technology (Study I), their contexts surrounding social participation (Study II), and tailoring supports for engagement (Study III). Additionally, part of developing knowledge also entailed an investigation of how outcomes of tailoring – specifically ability to perform occupation mediated by digital technology and ability to manage technology – could be measured and related (Study IV).

Methods: Study participants were selected from rural and urban municipalities in Northern Sweden. In Study I, data was gathered through concurrent think aloud protocol and observations of ten older adults, aged 66-79 years, while they engaged in occupations that involved digital technology. Narrative inquiry was used to illuminate features in their occupational engagement and participation in daily life. In Study II, focus group interviews of eighteen older adults, aged 66-81 years, were conducted and analyzed using qualitative content analysis.  Study III used a multiple case study methodology that included nine cases. Each case involved one adult who participated in a collaborative process to tailor supports for engagement in occupations mediated by digital technology. Data was gathered through questionnaires, observations, fieldnotes, memos for tailoring, and interviews, and then analyzed through cross-case synthesis. Nine older adults, aged 74-95 years, participated. In Study IV, twenty-five older adults, aged 71-93 years, were observed in their performances of digital technology-mediated occupations and scored on the Assessment of Computer-Related Skills and the Management of Everyday Technology Assessment. Data was analyzed using Rasch analysis and Spearman correlation test. 

Results: Findings in Study I were presented as three stories reflecting facets of participation – Being alone, Belonging together, and Being alone together. The stories illuminated older adults’ participation involving digital technology as a negotiation of needs and values, refinement of identities, and experience of meaning during interactions with technological and social environments. Findings in Study II were sorted in three categories – Experiencing conditions for social participation in a state of flux, Perceiving drawbacks of urbanization on social participation, and Welcoming digital technology that facilitates daily and community living – and encapsulated in the theme The juxtaposition of narrowing offline social networks and expanding digital opportunities for social participation. The findings suggested that facilitating satisfactory use of digital technologies and co-creating usable digitalized services could support older adults’ social participation through occupations that they find relevant in their lives, and subsequently, might enable them to live longer at home. Study III resulted in a proposed scheme for tailoring to support older adults’ engagement in digital technology-mediated occupations. The scheme included various intervention strategies tailored to persons in their contexts, such as adapting visual settings on the device and forming instructional materials based on the older adults' needs and preferences. Tailoring interventions require collaboration with other professionals. Results in Study IV indicated preliminary evidence of internal validity and reliability in two aforementioned instruments on a small sample of older adults. Results also showed that there is a significant and strong positive correlation between the ability to engage in digital technology-mediated occupations and the ability to manage digital technology. It implies that an older person who is more able to engage in digital technology-mediated occupations will likely have more ability to manage digital technology and vice versa. In the same manner, an older person who is less able to engage in digital technology-mediated occupations will likely have less ability to manage digital technology and vice versa.

Conclusions: In the contexts of ageing, narrowing social networks, and expanding digital possibilities, participation through satisfactory digital technology use can provide older adults opportunities to continue being active members of society. A scheme has been proposed to tailor supports for older adults’ occupational engagement, which needs further testing in various practice settings. Instruments for measuring outcomes of tailored supports have also been identified but need further validation in studies with older people.

The ubiquitousness of digital technology in everyday life has resulted in emerging roles for occupational therapists. However, many occupational therapists do not take on the challenge of exploring clients’ use of digital technology in daily occupations. Apart from the likelihood of experiencing organizations’ allocation of resources to prioritized outcomes as a restrictive factor, occupational therapists’ own knowledge of and experiences with digital technology limit them from probing issues that they think they cannot deal with themselves. The objective of the presentation is to introduce digital literacy in the approach to assessing engagement in occupations involving digital technology and to identify competencies that are already present in the occupational therapists’ toolbox that can assist in assessment.  The intention of the presentation is to inspire the audience to become more open to exploring occupational issues involving digital technology with clients. 

Rationale

Fieldwork is a critical element in occupational therapy education, intended to provide students opportunities to apply knowledge and skills in practical contexts. Students can further develop professional behaviors necessary for working life, such as clinical reasoning, independence and resourcefulness. To prepare students to respond to both existing health care and emerging social needs, fieldwork placements should include traditional and non-traditional settings. Traditional placements provide clinical experiences in client care, while non-traditional or role-emerging placements challenge students to explore potential roles of occupational therapists in new arenas.

Objective

To present student and teacher reflections on the content and organization of combined clinical and role-emerging international fieldwork placements under the Linnaeus-Palme student exchange program 2014-2015.

Description of Project

Two Filipino students participated in the Linnaeus-Palme student exchange program at Umeå University for 12 weeks. The students were assigned to clinical and role-emerging placements with an individualized study plan.

Results

The placements were at the Hand and Plastic Surgery Unit at the University Hospital in Northern Sweden and the Department of Computing Sciences at Umeå University. Learning activities included occupational therapy assessment and intervention in direct client care and the development of assistive technology in collaboration with knowledge engineers. The placement periods overlapped, such that students could have assignments in both facilities under the same week. Coordination and consultation between the students and occupational therapy program‟s international coordinator at Umeå University ensured structure in learning activities and goal attainment. A reflective discussion on students‟ learning experiences increased their awareness on occupational therapists‟ roles and importance of collaboration in responding to existing health care and emerging social needs.

Summary

Integration of experiences in combined placements can broaden students‟ perspectives of occupational therapy practice.

Implications to Practice

Combining clinical and role-emerging placements may contribute to developing students‟ competencies to respond to the evolving health and social needs in society

Rapporten innehåller en litteraturstudie av befintlig kunskap om vägutformning med hänsyn till gående och cyklande personer med kognitiva funktionsnedsättningar. Den sammanfattar kunskap och ger förslag till forskning, utveckling och demonstration i syfte att ge bättre tillgänglighet i trafikmiljön för nämnda grupp.

The purpose of this essay is to describe the term occupation, the basic and most important concept in occupational therapy (OT), and to urge the translation of OT concepts in Filipino. OT is a branch of rehabilitation that deals with the improvement or maintenance of a person's skills to perform daily activities. The profession started in the Philippines more than 40 years ago, and the medium of its instruction is English. Until now, there is no official register of OT terminology in Filipino, which may have resulted in a mixing of the two languages when communicating with clients. This may have led to the misunderstanding of the client on the role of OT in improving quality of life, and to the difficulty of the therapist to encourage clients to take active part in their own therapy. To facilitate service delivery, the therapist should be able to communicate in a language which is used and understood by the Filipino client. A register of OT terms in Filipino and its dissemination among therapists in practice and academe is the proposed solution.

Promoting social participation among older adults requires creating opportunities for meaningful social roles and reciprocal relationships. To facilitate this, it is important to understand the impact of environmental factors on older adults’ engagement in social activities. Digital technology has proved to be a useful tool in engagement in many social activities. In promoting social participation through digital technology, it also becomes important to understand how access to services and systems through digital technologies can be improved.

The aim of the study is to identify environmental factors that older adults perceive as relevant in their occupational engagement in order to promote social participation mediated by digital technology. Participants in this study were recruited through purposive sampling of older adults 65 years or older who were interested in contributing to the development of Internet-based services in rural municipalities in Northern Sweden. Focus group interviews and qualitative content analysis were methods used to gather and analyze the data for this study.

This study is intended to expand the knowledge base on environmental factors surrounding social participation, more specifically those factors which older adults perceive can impact their current and desired social activities. The results from this study will be utilized in the planning of digital technology-mediated services in the community. 

Facets of participation have changed with the growing pervasiveness of digital technology in daily life. To enable older adults as active participants in an evolving digital society, it is relevant to examine how they engage in and situate digital technology-mediated occupations in daily life. Narrative inquiry was used to elucidate features in older adults’ engagement in occupations involving digital technology situated in everyday life. Analysis was based on data gathered through concurrent think aloud protocol and observations from 10 older adults in Northern Sweden. In line with narrative analysis, findings were presented as three stories about negotiating needs and values while interacting with the technological and social environments, entitled playing by the rules, being on the same wavelength, and calling the shots. Looking at these stories with an occupational lens resulted in an understanding that older adults’ participation involving digital technology likewise deals with negotiating and refining identities, as well as finding and experiencing meaning in daily life. There is potential for older adults to become active participants through digital technology, and new challenges in research and practice emerge.

Background: With the evolution of contemporary occupations mediated by digital technologies (DTs), there is a need for occupational therapists to develop and structure knowledge on how to support older adults’ engagement in occupations and social participation in a digitalised society.

Objective: The objective of this study is to explore how tailoring to support older adults’ engagement in DT-mediated occupations could be schematised.

Material and methods: The study employed a multiple case study methodology. There were nine cases, with each case involving an older adult undergoing a collaborative process to support engagement in DT-mediated occupations. The collaborative process was initiated through questionnaires, observations, and dialogues. Meetings and tailoring strategies were documented in fieldnotes and memos on tailoring, respectively. Semi-structured interviews concluded data collection. Cross-case synthesis was used in data analysis.

Results: The result is a proposed scheme for tailoring to support older adults’ engagement in digital technology-mediated occupations, wherein strategies undertaken in the collaborative processes were synthesised and described.

Conclusion and significance: The proposed scheme for tailoring could contribute to occupational therapists’ knowledge on how to support older adults’ engagement in contemporary occupations. Testing the model in various practice settings is recommended in order to enhance occupational therapy practice.

Should teachers assess students’ performance in assignments or in learning outcomes that are intended in a course? Should teachers develop assessment criteria/rubrics for assignments or for learning outcomes? Is there adifference? In Bigg’s constructive alignment (1996), teachers should design assessments that obviously test the learning outcomes students are expected to achieve. This would be easy if all learning outcomes are simple. Progression in knowledge and skills development is reflected through the developing complexity of learning outcomes in the various courses within an academic program. That is, learning outcomes in first-year courses are simpler or less complex in comparison to learning outcomes in third-year courses.

The purpose of the roundtable session is to clarify concepts in assessment and further reflect on how teachers can develop their pedagogical practice. During the session, the presenters will give a short overview of literature related to the topic, present examples of assessment criteria, and initiate a discussion on the questions above.

Implementation (60 minutes):

1. Short overview on assessments and assessment criteria

2. Introduction to the pedagogical issue

3. Three examples from ongoing pedagogical development work (course materials in Swedish)

4. Reflection and discussion

5. Summary

At the end of the session, the participants would be able to understand the advantages of examining learning outcomes compared to examining assignments. Input from wise colleagues–their thoughts, experiences and ideas about the topic–would be greatly valued.

References

Biggs, J. (1996). Enhancing teaching through constructive alignment. Higher Education 32 (3): 347-364.

The purpose of this study is to evaluate the internal scale validity, person response validity, and reliability of the newly developed Assessment of Computer-Related Skills (ACRS). Data from 32 healthy adult participants who performed two to three computer tasks were analysed to determine how well the participants fitted the many-faceted Rasch (MFR) model of the ACRS, as well as how well the ACRS skill items and tasks (a) fitted the MFR model of the ACRS, (b) matched the expectations for hierarchical ordering of their difficulties, and (c) differentiated persons into different levels of ability. Results indicated that with three skill items removed, the remaining 34 skill items, 8 computer tasks, and 30 participants demonstrated goodness-of-fit to the MFR model of the ACRS. The skills and tasks appeared to have logical hierarchical ordering and differentiated participants into at least three levels of ability. The findings affirmed the internal scale validity, person response validity and reliability of the ACRS for assessing persons' computer abilities. Future studies using a larger sample that includes individuals with disabilities and with difficulties with computer use are needed to further evaluate the validity and reliability of the ACRS.

The Assessment of Computer Related Skills (ACRS) was developed to aid occupational therapists in evaluating computer skills. The purpose of this study was to evaluate ACRS’ internal scale validity, person response validity, inter-rater reliability and intra-rater reliability when used for persons with rheumatic diseases. A convenience sample of 20 participants with rheumatic diseases were observed and scored using the ACRS by three raters. Based on the scores from the observations a Many-Faceted Rasch (MFR) model of the ACRS was generated. Eighty-one percent of skill items, 90% of participants, all tasks, and all raters demonstrated goodness-of-fit to the MFR model of the ACRS. The results showed evidence of validity and reliability, which indicates that ACRS has the potential to be used to assess computer abilities of persons with rheumatic diseases.

Professional resilience deals with a person’s capacity to overcome challenges in one’s work or practice and to use resulting experiences for personal and professional development. Digitalization has become one of the challenges occupational therapists encounter today. Concerns include meeting clients with occupational issues involving digital technology, improving one’s own and clients’ digital competence, using telehealth in the workplace, and keeping updated with e-health products or services. Building professional resilience involves finding opportunities for reflection, discussions, and a supportive environment. Thus, the objective of this workshop is to provide an opportunity to reflect on one’s practice and share ideas and strategies to deal with challenges emerging from digitalization.

The workshop will start with information about results from research and development work, continue with reflection and small group discussions, and close with a summary of what has been discussed. By the end of the workshop, participants are expected to (1) identify at least one personal strength to meet an identified challenge, (2) identify at least one strategy that can be applied in their own practice, and (3) identify at least one resource that can serve as support.

Social participation and digital engagement can contribute to health and well-being among older adults. Because of older adults’ decline in abilities, coupled with complex technology and its perceived insufficient relevance to daily life, there is a need to create and tailor social opportunities and services that are supported by digital technologies for older adults to continue participating in society. Thus, it becomes relevant to explore older adults’ perceptions about contexts surrounding their social participation in a digital society. This exploration used a qualitative research design with focus group interviews and qualitative content analysis. Eighteen older adults, aged 66–81 years, from rural communities in Northern Sweden, participated in this study. The analysis resulted in three categories: experiencing conditions for social participation in a state of flux, perceiving drawbacks of urbanization on social participation, and welcoming digital technology that facilitates daily and community living. These categories were encapsulated in the theme—the juxtaposition of narrowing offline social networks and expanding digital opportunities for social participation. The findings suggested that co-creating usable digitalized services and facilitating satisfactory use of digital technologies could support older adults’ social participation through activities that they find relevant in their lives, and subsequently, might enable them to live longer at home.

Introduction: Supporting older adults’ digital engagement requires an understanding of how occupational performance and technology use are related, as well as having a range of methods that can assist occupational therapists while observing occupational performance and management of technology. The study objectives were to investigate how older adults’ ability to perform digital technology-mediated occupations and ability to manage digital technology could be measured and to examine the association between these two abilities.

Method: Twenty-five older adults were observed performing digital technology-mediated occupations and managing digital technologies, and were scored on two instruments: the Assessment of Computer-Related Skills and the Management of Everyday Technology Assessment. FACETS was used to generate respective multifaceted Rasch measurement models for scores on the instruments. The Spearman correlation test was used to investigate correlation between person ability measures from respective Rasch models of the instruments.

Results: The results include item, occupation, and technology difficulty estimates, as well as person ability measures that could illustrate older adults’ ability to perform occupations and to manage technology. There is also a strong positive correlation between these abilities.

Conclusion: Insight into an older person’s ability to manage technology can provide information about his or her ability to perform digital technology-mediated occupations and vice versa.

Syftet med vår poster är att illustrera kontinuitet i examinationsuppgifterna och progression i lärandet under kurserna i år 3 arbetsterapeutprogrammet.

Under höstterminen 2014 till och med vårterminen 2015 genomfördes för första gången kurser i det tredje och sista året inom det reviderade arbetsterapeutprogrammet. Dessa kurser handlar om praktiska tillämpningar av kunskaper om projektledning och förändringsarbete, vetenskaplig metod samt arbetsterapeutiska teorier och modeller inom traditionella och nya arenor. Studenterna förväntas utveckla ett reflekterande förhållningssätt och arbetsterapeutisk professionalitet i samverkan med andra samt beredskap att uppfylla olika roller i arbetslivet.

Kontinuitet uppnås när studenten under den första kursen skriver en plan för examensarbete (kurs 2) och/eller förändringsarbete (kurs 4). Studenten kan också välja att skriva en plan för verksamhetsutveckling (kurs 3) och implementera planen i den sista kursen. Under examensarbete får studenten välja kvantitativ eller kvalitativ metod, eller litteraturstudie efter intresseområde och koppla arbetet mot innovationskursen. Att kunna arbeta vidare med en idé genom uppgifterna i olika kurser kan göra studenten mer engagerad i sitt lärande. Studenten genomgår också en process genom att utveckla och testa idéer under ett antal iterationer.

Progression i lärandet sker även vid upprepning av pedagogiska metoder. Till exempel, har lärandekontraktet under verksamhetsförlagd utbildning (kurs 3) fokus på identifiering och formulering av lärandemål, medan under innovationskursen (kurs 4) har uppgiften fokus på identifiering av handlingar och stöd som behövs för att uppnå lärandemålen.

The discipline of Digital health is devoted to the accumulation of sociotechnical aspects which includes running digital care programs, healthcare technologies, sharing health related experiences, providing support for the people with chronic diseases and healthcare needs of the society to deliver the healthcare services in an effective manner. This is a special project which is focused on older persons’ health (range 65 to 79 years) in the home setting from the perspectives of design science, information ethics, systems thinking, information technology, and occupational science/therapy. Older people represent a particular community which is very focused on self-care to maintain and enhance health, prevent disease and cope with illness, as well as keep themselves social and participate in their community. However, generally, it is thought that the elderly community is reluctant to adopt new technologies and are seldomly included in the development of new technologies. Therefore, it is relevant to ask: How can emerging technologies support older person’s self-care and social participation? Implementation and use of technology at home is not only important for the older persons and their families, but it also impacts other stakeholders including care personnel, municipal health and social care managers as well as health sector policymakers. Overall, aim of the project is to establish the sustainable process of capturing and describing the self-care requirements and specifications for older people in Sweden and Japan through the development of a digital self-care tool together with older people. Following goals are set for this project:

• To establish close collaborations with the technology industry (e.g., medtech start-ups from Sweden and Japan).
• Applying ELSI framework.
• Seeking partners from researcher and practitioners’ community, industry, end-users.
• To explore the needs of community-dwelling older persons for self-care and participation in their communities and society.
• To explore available technologies to support older persons’ self-care and digital engagement in the communities and society.

From "General introduction": 

This Tuning Guidelines and Reference Points 2024 for the Design and Delivery of Degree Programmes in Occupational Therapy serves as an international reference point for an academic discipline in the European Higher Education Area (EHEA) framework. It represents the current state of affairs in a fast-changing societal environment.

This publication defines degree profiles and the tasks and societal roles graduates will take on, but also shows how different degrees fit into the wider context of overarching general and subject specific / discipline qualifications frameworks. In other words, what are the essential elements that constitute a particular subject area in higher education? Among other aspects, these Guidelines include general descriptors for the first and the second cycle, the bachelor and master/ long cycle, presented in easy-to-read tables, and are meant to be used as reference points for the design and delivery of individual degree programmes. According to the Tuning philosophy, each degree programme has its own unique profile, based on the mission of the institution and taking into account its social-cultural setting, its student body, and the strengths of its academic staff.

Introduction: Participating in family gatherings can provide enjoyment and quality time together as a family. However, being the primary carers, mothers of children with autism spectrum disorder may experience this phenomenon differently. The purpose of this study is to explore how available literature describes mothers' experiences of participation in family gatherings and social events with their children with autism spectrum disorder.

Methods: A scoping review was used to explore available literature and identify studies describing mothers' experiences of family gatherings and social events with their children. A thematic synthesis was performed to analyse and synthesise the findings.

Results: A total of 8 articles were included for review. The analysis of the included studies resulted in one central theme-Negative experiences despite strategies-and four analytical themes: Feeling fear, stress, and anxiety; Avoiding family gatherings; Enjoying less and becoming less confident; and Using strategies.

Conclusion: These findings indicate that mothers of children with autism spectrum disorder experience difficulties during gatherings even when using strategies, hence limiting their participation.

Purpose: The aim of the study was to explore the experiences and meaning of digital technology in daily life by stroke survivors.

Materials and methods: A phenomenological study design helped to collect rich and in-depth understanding of stroke survivors’ experiences and meaning of digital technology in their daily life and their perspective of applying digital technology in the implementation of stroke-related telerehabilitation services. Thematic analysis was used for data analysis.

Findings: An overarching theme emerged: A spectrum of challenges, personal preferences, strategies to manage, and attitudes towards the use of digital technology in daily life.

Conclusion: The findings revealed that participants’ different experiences influenced their perceived meaning of digital technology in daily life and the interest to participate in telerehabilitation services.

IMPLICATIONS FOR REHABILITATION 

• Digital technology provides easy access to information for stroke survivors, but can sometimes be difficult to use.
• Stroke survivors have contrasting preferences for face-to-face and virtual interactions with health professionals.
• Digital technology has different meanings for different people.
• Client-centred practice within telerehabilitation for stroke survivors could be enhanced by understanding the clients’ preferences, experiences, and meanings in digital technology.

Bakgrund: Samhällets utveckling har inneburit att internet och sociala medier nu spelar en viktig roll för att vara aktiv, social och delaktig i samhället. För den äldre delen av befolkningen har dock tekniken ännu inte fått ett stort genomslag och hur detta nya aktivitetsområde fokuseras bland arbetsterapeuter som jobbar med äldre är tämligen oklart. 

Syfte med workshopen: Syfte med workshopen är att beskriva kunskapsläget när det gäller möjligheter och hinder för äldre att vara aktiva genom modern teknologi och genom debatt dela erfarenheter om vilken roll arbetsterapeuten bör ha inom detta aktivitetsområde samt vilken kompetens som krävs.

Tillvägagångssätt vid workshopen: Workshopen inleds med en litteraturgenomgång i området samt exempel från pågående forskningsprojekt därefter delas gruppen upp för att diskutera givna frågeställningar om arbetsterapeutens roll, tillvägagångssätt och hur kompetensförsörjningen inom området bör se ut.

Förväntat resultat av deltagandet workshopen: Deltagarna förväntas, som ett resultat av workshopen, få grundläggande förståelse för de vetenskapliga belägg som finns om hur aktivitet bland äldre kan påverkas av att använda modern teknologi. Vidare förväntas deltagarna genom diskussionerna fått dela med sig av sina erfarenheter och fått inspiration och idéer som kan bidra till utvecklingen av utbildningsprogrammen liksom det professionella arbetet. Det är väsentligt att detta relativt nya aktivitetsområde belyses så att arbetsterapeutens roll kan tydliggöras.