Student Spotlight, Pamela Loaiza: Love What You Study
Describe a meaningful, OT-related project that you were recently involved in.
I felt excited leading up to my first Level I fieldwork at Reading House Authority which provides government housing to individuals with low income or those with disabilities who are unable to work. Before graduate school, I worked as an early intervention interpreter alongside occupational therapists serving children aged 6 months to 3 years old in the Hispanic areas of Philadelphia. Similar to my experiences in Philadelphia, when arriving at Alvernia University, I took on the responsibility of interpreting and translating handouts for Spanish-speaking clients during my fieldwork rotations. Working with older adults at the Reading Housing Authority helped me think outside the box because the interventions were different from what I would typically do with young children. For example, I explored adaptive equipment for individuals with gunshot wound injuries and chronic pain who needed help with dressing and performing other ADLs.
Many of the residents have limited resources, which affects their access to fresh produce, so as occupational therapy students, we were able to work with the residents and give them information about the “Bog Turtle Creek Farm” program at Penn’s Market. Bog Turtle Creek Farm, directed by Dr. Alicia Sprow, and funded by the Alvernia Supportive Agriculture and the Holleran Center at Alvernia University, has made it possible for residents at the Reading Housing Authority to have access to affordable produce.
Through my fieldwork experience, I expanded my knowledge on how to work as a team to improve the meaningful occupations of the residents. Because the occupational therapy sessions were virtual due to the pandemic, it was crucial to articulate the intervention plans, make sure they addressed each client’s goals, and make sure each client’s questions were addressed. Visual input through Zoom was important because the client was not physically present and instructions on proper use of adaptive equipment was needed. This experience made me realize that although I am not a certified interpreter, it is something I want to continue when I graduate; especially since Hispanics are the fastest growing population in the United States. One of my goals is to improve my Spanish writing to provide a dialect that can be easily understood among the different Hispanic races. It’s also paramount to help those requiring assistance with health literacy by using less complex medical terminology. My goal is to work as an occupational therapist and interpreter for the Hispanic community and colleagues. Currently my focus is on fundraising projects to support occupational therapy, such as the St. Catherine Challenge, where I sold the most pies and with the help of the other OT students, put Alvernia University, first-time participant, in second place on December 2021. I look forward to attending the 2022 AOTA INSPIRE Conference in San Antonio.
What is in your “OT school box”?
What does my “OT school box” not include? I have a plethora of resources in there. Some of my key tools are: Global Edge, Radiology Assistant, Quick Reference Neuroscience for Rehabilitation Professionals 3rd edition, and Taber’s Cyclopedic Medical Dictionary 24th edition. Global Edge describes different countries and cultures in the world, which is helpful when working with different ethnicities. Although it is not an app, it is easy to access and maneuver through their website, providing health care professionals the opportunity to learn the geography, ethnic groups, languages, and different religions found within the selected country. Although more complex than the usual resources, the Radiology Assistant, Quick Reference Neuroscience for Rehabilitation Professionals 3rd edition textbook, and Taber’s Cyclopedic Medical Dictionary 24th edition, provide more details about human anatomy and health conditions we might see when working with different clients. The radiology assistant is easy to access through the application or website. It provides articles and imagery to clearly understand the manifestations of internal and external conditions that can interfere with a client’s occupations. These resources give me the knowledge I need to know and understand about my clients. It is just a keyboard or click away!
What is the strangest or most inspiring thing you have witnessed in class?
The most inspiring thing is the support I get from our professors and other students in the program. It builds the foundation to assist each other and learn. It’s inspiring how I can feel my professors’ energy, enthusiasm, and knowledge. Their vibrancy fills me with motivation and love for my assignments. I also find it rewarding to have OTAs in the classroom who provide us with their experience and knowledge in the field. We all work together and share our resources.
What advice do you have for students who are just starting their OT program?
To truly love what you study. There is nothing more important than loving your profession and be “all in” with your heart and mind. My advice for students when the going gets tough is to remember why you started—what drew you in to begin with. It is helpful to try to recall something you recently learned that made you passionate about the profession. All these little aspects can help you stay in tune with yourself and your studies. If you love what you’re doing, you will absorb so much more and will be very successful at the end of the day.
What is your dream practice area?
My dream practice area would be working with patients with hand or burn injuries. I feel these two areas are where I can show the most love for the profession and the clients. When you have a hand injury or have a burn, the body must start again from scratch, learning how to move and making every step count. Communication is found through our hands and body, making it a vital, functional piece to the human puzzle. The progress of this is something everyone can enjoy seeing, regardless of race or culture. Currently, I am making a prosthetic hand for a little boy in Indonesia.
Pamela Loaiza is a member of the Pi Theta Epsilon Honor Society and second year MSOT student at Alvernia University. She is originally from Colombia and has been residing in the City of Brotherly Love for the past 22 years. Once she graduates, she plans on working as an occupational therapist and interpreter within her community.
February 2022