Diverse Paths to a Career in Science
Olivia Bartolacci, University of Missouri
Kial-Ann Rasmussen, University of Missouri
Evidence-based practice is the best way to serve patients and contribute data to support the value of occupational therapy (OT) services. The OT profession needs career scientists to expand the existing research base, facilitating practitioners’ increased use of evidence in practice settings. OT education prepares students to address this challenge by supplying the foundational knowledge to investigate clinical questions. Some students may be considering using these skills for a career in science but are unsure if their personal characteristics match the demands of research. Others may not know the potential pathways to become a career scientist. The following interviews describe three real-life examples of how OT practitioners transitioned from students to career scientists.
1. Aligning Values
Catherine R. Hoyt, PhD, OTD, OTR/L: Postdoctoral Associate, Washington University
I pursued OT looking forward to working with children and their families, in a career that aligned closely with my core values. I was exhilarated to be a part of a profession in which a combined focus on psychology, kinesiology, and neuroscience is used to improve the quality of life of individuals experiencing disability or disenfranchisement. My initial training for my OTD included laboratory involvement to learn about the research process. This experience gave me the opportunity to answer questions I believed could help influence policy and improve the lives of others. I learned that science requires dedication, passion, and a willingness to dedicate one’s life to ideas and questions.
After graduation, I worked as a clinical therapist in the community while continuing to participate in research at the university. With my OTD, I was able to have a more involved role in the research process by contributing ideas, recruiting participants, providing interventions, and completing evaluations. After several years working as an early intervention therapist, I observed areas in intervention and outcome measurement that needed improvement. I was told that strong evidence was necessary before any systemic changes would be considered. Existing knowledge of the environment’s influence on early neural plasticity highlighted the urgency for improved methods to identify developmental delays and provide early intervention for all children who could benefit.
Ultimately, I decided attending a PhD program to obtain additional training in science was the best way for my work to embody my values and empower children and families to maximize their potential. My OTD provided me with an essential skill set as a clinician and an understanding of how to answer complex questions using a scientific approach. My PhD program trained me to be a scientist, providing me with skills to develop specific questions, conduct a scientific study, and share those findings through scholarly writing. I had never considered a career in science as a professional student, but the increasing importance of answering persistent questions led me to my current career focus. Pursuing a PhD is a serious decision, but, for me, it has opened up the opportunity to ask and answer questions that I hope will improve the lives of many.
(C. R. Hoyt, personal communication, November 10, 2019).
2. Searching for Knowledge
Anna E. Boone, CBIS, PhD, MSOT, OTR/L: Assistant Professor, University of Missouri
I felt a significant lack of engagement and commitment during the first year of my OT master’s program. Then, at one point during this period, I had a brief burst of unexplainable enthusiasm and decided to complete an optional thesis. This initial research exposure was a rewarding experience and allowed me to realize: (1) part of my disengagement was a growing awareness of the necessity of additional evidence to support the concepts and tools I had been learning, (2) research could be tailored to my specific interests and passions, and (3) I could use my creativity and attention to detail to contribute knowledge to guide OT practice and improve clients’ lives. Despite deeply enjoying both of my Level II fieldworks and the clinical environment, I chose to pursue research. For greatest efficiency, I chose to immediately begin a PhD program after graduation. While it is undeniable that experience in clinical practice can inform research questions, I do not feel as if my lack of practice has been a considerable or even a minimal roadblock in my career trajectory.
Ultimately, I attended a PhD program in Rehabilitation and Participation Science due to its emphasis on interdisciplinary work, the known rigor of the program, and the perceived fit between myself and my mentor’s research interests and working style. The PhD program used didactic coursework, immersive participation in a research laboratory, and a dissertation proposal and defense to provide a solid foundation of research design, implementation, analysis, and interpretation of results. The intensity of the program expanded my knowledge base and prepared me for a career that allows me to search for answers to meaningful questions. Due to the rigor and time commitment of my PhD program, I was unable to practice clinically but was fortunate to have my tuition waived and a living stipend provided.
After my PhD, I continued to need additional mentored training in strategic areas related to my research focus. As a result, I obtained a 2-year post-doctoral position. Having recently completed the post-doctoral fellowship, I began a tenure-track position as a research assistant professor in an academic OT department. This position also provides the opportunity to teach courses that align with my research and clinical interests. Currently, I am applying for a career development award to further my training to become an independent investigator.
(A. E. Boone, personal communication, November 10, 2019).
3. Intentional Training
Rachel Proffitt, OTD, OTR/L: Assistant Professor, University of Missouri
I chose to complete an entry-level OTD because at a prospective student day, I chatted with a student in the program and fell in love with the research opportunities he described. During my OTD, I conducted research in using customized video games for stroke rehabilitation. I then completed my doctoral capstone experience at a different institution that was doing research similar to my graduate work. During my time in school, I began to realize that I wanted to be in the research lab more than I wanted to be in class. I enjoyed what I was learning but was energized by the research process.
After graduation, I decided to take a position as an adjunct faculty member, while also working as a clinical researcher at a small game company. After a year and a half in those positions, I applied for and then completed a 2-year post-doctoral fellowship as a step to further my training as a scientist. I continuously sought out mentoring from skilled and experienced researchers before, during, and after my post-doctoral fellowship.
Following the post-doc, I started my current tenure-track position and completed career development training funded by an institutional K-level award. I utilized the K award to close the gaps I identified in my scientific training. To date, I have successfully received internal and external funding for my research program and just received a National Institutes of Health R21 grant as principal investigator.
(R. Proffitt, personal communication, November 10, 2019).
Discussion
Each interviewee’s path to a career in science was quite different. Although there is no “one-size-fits-all” when it comes to a career in research, the common goal is to contribute to the evidence base of the OT profession. If you have a similar motivation, answering the questions below may guide your future steps:
- How curious and inquisitive are you? Do you get excited about testing new questions, theories, and ideas?
- Are you ok with long-term gratification? Is there a narrow topic or idea that you would enjoy pursuing over a long period?
- How are your writing skills? Can you spend a long period of time writing and revising manuscripts?
- How well do you receive constructive feedback and rejection? Do you have the patience and grit to get through challenging times?
Research can be an arduous process, requiring curiosity, patience, and dedication. If you possess these traits, pursuing a career as a scientist can be an unexpected, rewarding path within occupational therapy. As you continue your education or begin working as an occupational therapist, recognize a successful transition to research can occur at various points in a career.
Olivia Bartolacci is a student in the entry-level master’s program at the University of Missouri. She is in the process of completing her Level II fieldwork placements in pediatrics and acute care. Her interests are in pediatrics and mental health.
Kial-Ann Rasmussen is a student in the entry-level master’s program at the University of Missouri. Her research interests include 3D printing customized assistive technology. She plans to begin a PhD in Health and Rehabilitation Sciences at the University of Missouri this fall.