Enabling University Teaching for Canadian Academics with Multiple Sclerosis through Problem-Focused Coping

Abstract

Background. Research shows that sustained employment contributes to a higher quality of life for those with multiple sclerosis (MS). Occupational therapists can work to create therapeutic interventions that assist people with MS with maintaining employment. Purpose. To detail the problem-focused coping strategies that academics with MS employ to enable them to teach in universities Methods. Semi-structured interviews were conducted with 45 Canadian academics with MS. Thematic analysis was used to generate findings. Findings. While there is flexibility in research and service work tasks, teaching tasks are the most seemingly inflexible. This necessitated the development of problem-focused coping strategies to enable teaching. Three categories of strategies were employed: (I) organizational; (2) before/after teaching; and (3) during teaching. Implications. This brief report is intended to serve as a resource for occupational therapists and others wanting to gain a better understanding of the types of therapeutic interventions useful to those teaching in universities.