Piernik-Yoder, Bridgett
School of Health Professions
Occupational Therapy
(210) 567-8889
piernikyoder@uthscsa.edu
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I am a graduate of the University of Texas Health Science Center at San Antonio with a Bachelor of Science degree in Occupational Therapy. Additionally, I have a Master of Arts degree in Education from the University of Texas at San Antonio, and a Ph.D. in Education from Texas A&M University. I joined the Department of Occupational Therapy as a full-time faculty member in 2007, after serving as an adjunct faculty member in the department since 1998.
Prior to joining the faculty full-time, I worked for over 10 years as an occupational therapist at a large rehabilitation hospital, with a clinical practice emphasis in adult neurorehabilitation. I worked for four years at Harcourt Assessment, Inc., an international publisher of clinical assessments. First as a Research Director, then as the Occupational Therapy Product Line Manager, I was part of a team that developed clinical assessment measures for use by occupational therapists and other clinicians.
I have been a frequent presenter at regional, national, and international conferences on topics related to scholarship of teaching, professional practice issues, and clinical program development and evaluation.
My scholarly interests include the scholarship of teaching and learning, issues related to professional practice in the health professions; rehabilitation outcomes; and the use of digital technologies for education and practice.
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| Date |
Description |
Institution |
# Students |
| 5/2013 - 8/2013 |
Special Topics |
The University of Texas Health Science Center |
1 student |
| Supervised a student who completed a Level I Fieldwork experience in a clinical setting specialized in the treatment of upper extremity injuries. As part of the course, the student completed an evidenced-based practice learning activity related to upper extremity rehabilitation. |
| 2/2013 - Present |
Ph.D. Dissertations Directed |
University of Utah |
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| 1/2009 - Present |
Clinical Medicine II |
The University of Texas Health Science Center |
30 students |
| The course addresses the clinical manifestations of adult orthopedic conditions. The medical and surgical management for these conditions will be described. Typical enrollment for this course is 35 students.
Based on student feedback and input in 2009, this course was developed as a web-based course, supplemented with guest lectures as appropriate. Web-based learning modules were developed and students completed web-based learning assessments that corresponded with each module. |
| 8/2008 - Present |
Clinical Medicine III |
The University of Texas Health Science Center |
30 students |
| This course addresses the clinical manifestations of adult neuromuscular disorders. The medical and surgical management for these conditions are described. Typical enrollment is 35 students.
In 2009, based on the successful transition of OCCT 6024 to a web-based course, this course was also transitioned to a web-based interactive course. Web-based learning modules were supplemented with web-based learning assessments. |
| 8/2008 - Present |
OT Process: Adult Neuromusc Dysf |
The University of Texas Health Science Center |
28 students |
| Course description: This lecture/lab course is a study of theories and approaches of occupational therapy assessment and intervention for adults with sensoriomotor and neuromuscular dysfunction. Occupational therapy assessment and intervention as related to the areas of occupational performance, performance skills, performance patterns, and contexts is examined.
Typical enrollment is 35 students
In Spring 2008, students indicated that the protocol assignment was a useful learning activity to synthesize the material on assessment and intervention related to neuromuscular conditions. Based on this feedback, the protocol assignment was expanded to cover four separate conditions: stroke, brain injury, spinal cord injury, and degenerative diseases.
Fall 2009:
Based on a literature review of self-assessment skills in health professions students, I developed and implemented three self-assessment activities over the course of the semester. Students were required to reflect on their knowledge and skills in each content section, complete a self-assessment rating on their competency, and indicate ways they would continue to increase their knowledge and skills in the area. Feedback from students indicated that they had little experience in self-assessment, found the activity useful to guide their studying, and helped them identify their strengths and weaknesses with regard to the content.
Additionally, content in searching for evidence-based research was added. Two UTHSCSA librarians provided a review of search strategies and focused specifically on searching for research related to the rehabilitation of adults with neuromuscular dysfunctions. Students were then required to include summaries of evidence-based articles as part of the protocol assignments. |
| 5/2008 - Present |
Community Project |
The University of Texas Health Science Center |
6 students |
| Co-Course Director - In this course, students are required to develop a proposal for an occupational therapy program in a non-traditional community setting. Students are required to do a literature review, spend at least 70 hours in the setting, complete a needs assessment, and formulate a program proposal to include a plan, budget, and outcome measurement.
Examples of student proposals supervised in 2008 and 2009 include: an education program for day care employees on developmental milestones and appropriate developmental play activities, a summer day camp program for low-income children who are or are at high risk for obesity, and a developmental program for children in an orphanage in Uganda.
In 2010 and 2011:
A program for a childrens museum to develop activities and events for children with disabilities; an ergonomic education and training program for adults with developmental disabilities who work in a structured work program
In 2012:
A skills development program to support work behaviors for clients who are homeless, a literacy-based activity program at a public library to support the participation of children with autism, an occupation-based program for patients with breast cancer undergoing radiation treatment |
| 1/2008 - Present |
Res II: Intro Research & Design |
The University of Texas Health Science Center |
30 students |
| Course description: The purpose of this lecture course is to introduce the student to the purpose of research and designs appropriate for answering research questions in practice settings. Topics include quantitative and qualitative research designs, as well as development of a research proposal.
Typical enrollment is 35 students.
In 2008:
Students completed a pre-course and post-course assessment of their knowledge of research methodology. Some minor changes in extent of content coverage in some areas were made based on their pre-course assessment. Post-course assessments indicated students perceived a gain of knowledge in all areas assessed, with the top five areas being: understanding the relationship of research to evidence-based practice (mean = 3.89/4.0); competency in completing a comprehensive literature review (mean = 3.86/4.0); ability to review published research studies (mean = 3.79/4.0); understanding the purpose of research in occupational therapy (mean = 3.61/4.0); and developing and presenting a research proposal (mean = 3.71/4.0).
In 2009:
See current semester for course description.
Students completed a pre-course and post-course assessment of their knowledge of research methodology. Some minor changes in extent of content coverage in some areas were made based on their pre-course assessment. Post-course assessments indicated students perceived a gain of knowledge in all areas assessed, with the top five areas being: developing and presenting a research proposal (mean = 3.91/4.0); understanding the relationship of research to evidence-based practice (mean = 3.86/4.0); ability to review published research studies (mean = 3.82/4.0);defining research and related concepts (mean = 3.73/4.0) and competency in completing a comprehensive literature review (mean = 3.71/4.0).
In 2010:
To support the students'' content mastery, audio modules were developed for each topic area. Students were able to listen to the modules prior to class as a way to supplement their reading, or after class to review the material. Since less class time had to be devoted to covering the didactic information, class time could be spent on clarifying concepts or practicing using the concepts in applied learning activities. |
Journal Article |
| Piernik-Yoder B, Ketchum, N. Rehabilitation outcomes of stroke patients with and without diabetes Archives of Physical Medicine and Rehabilitation 2013 Jan;.
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| Piernik-Yoder B, Beck AJ. Use of standardized assessments by occupational therapists in the United States Occupational Therapy in Health Care 2012 Jan;26(2-3):97-108.
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Book Chapter |
| Piernik-Yoder B. Essays on Research in the Health Professions: Research in Occupational Therapy. In: Blessing, J.D, Forister, J.G. Introduction to Research and Medical Literature for Health Professionals. Sudbury, MA: Jones & Bartlett Learning; 2012. |
Abstract |
| Piernik-Yoder B. A systematic literature review of mentoring in the health professions; 2012 Oct. (UNM Mentoring Institute).
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| Piernik-Yoder B. Supporting the scholarship of teaching in occupational therapy education 15th Annual World Federation of Occupational Therapy Congress: World Federation of Occupational Therapy; 2010 May.
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| Piernik-Yoder B. Assessment practices of occupational therapists in the United States 15th Annual World Federation of Occupational Therapy Congress: World Federation of Occupational Therapy; 2010 May.
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| Piernik-Yoder B. Facilitating the scholarship of teaching through the development of electronic course portfolios International Society for Scholarship of Teaching International Conference: International Society of Scholarship of Teaching; 2009 Oct.
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Other |
| Piernik-Yoder B. Experience of a first-time ISSOTL attendee The International Commons 2010 Jan;5(1):32-32.
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| Piernik-Yoder B. Assessing the need: How to enhance your practice through standardized assessment Therapy Times 2008 Mar;.
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Private |
| Funding Agency |
Allied Health Research Institute |
| Title |
Development of an evidence-based mentoring program for early career allied health professionals employed at post-acute rehabilitation settings |
| Status |
Active |
| Period |
2/2012 - 5/2014 |
| Role |
Principal Investigator |
| Grant Detail |
Although formal mentoring has been studied as a tool to support retention of early-career professionals in other professions, this area has received little study in the allied health professions. This grant will support a systematic review of factors that affect retention of allied health professionals;a study of aspects of epistemologies of health professionals'' professional practice; and the potential for formal mentoring to positively impact the effective transition of early career health professionals from the role of student to practitioner. |
| Funding Agency |
Dixie Starnes Wenger Foundation and School of Health Professions Deans Office |
| Title |
Dixie Starnes Wenger Foundation OT Education Series for Evidence-based Practice |
| Status |
Active |
| Period |
10/2011 - 10/2013 |
| Role |
Co-Investigator |
| Grant Detail |
$10,000 |
| Funding Agency |
Allied Health Research Institute |
| Title |
Post-acute rehabilitation services among stroke patients with and without diabetes |
| Status |
Complete |
| Period |
10/2008 - 6/2011 |
| Role |
Principal Investigator |
| Grant Detail |
The funds will be used to support database analysis of rehabilitation outcomes of stroke patients with and without diabetes. |
State |
| Funding Agency |
UTHSCSA Academic Center for Excellence in Teaching |
| Title |
Facilitating scholarship of teaching through development of an electronic course portfolio |
| Status |
Complete |
| Period |
9/2009 - 8/2010 |
| Role |
Principal Investigator |
| Grant Detail |
This project entailed developing and facilitating a trans-disciplinary faculty learning community to examine aspects of scholarship of teaching. Participants of the FLC developed individual course portfolios as a tool to document their teaching approach, facilitate reflection on their teaching practices, and invite peer review.
Data were collected to examine FLC perceptions of participating in the FLC as well as of their experience in developing a course portfolio. |
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| Funding Agency |
UTHSCSA Department of Occupational Therapy Grant to Advance Research in Occupational Therapy |
| Title |
Use of standardized assessments in occupational therapy in the United States |
| Status |
Complete |
| Period |
10/2008 - 10/2010 |
| Role |
Co-Investigator |
| Grant Detail |
This grant was awarded to examine the assessment practices of occupational therapists in the United States. A national survey (n = 794) was conducted to study occupational therapists frequency of use of standardized assessments, perceived knowledge of standardized assessments and aspects of measurement, as well as their perceptions of use of standardized assessment in clinical practice. Preliminary findings of this research were presented at the World Federation of Occupational Therapy in Santiago, CI in May 2010. |
