Reference Points for the Design and Delivery of Degree Programmes in Occupational Therapy (original) (raw)
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European Network of Occupational Therapy in Higher Education: a five-year review
Occupational Therapy International, 2001
In 1995 occupational therapy programmes in Europe founded a network in Aalborg, Denmark, with the aim of advancing the education of occupational therapists and the body of knowledge of the discipline. The European Network of Occupational Therapy in Higher Education (ENOTHE) is one of 43 other academic networks supported by the European Commission. The achievements, impact and obstacles in the work of ENOTHE will be discussed. Copyright © 2001 Whurr Publishers Ltd.
Occupational therapy and education: a documentary study on academic training
Cadernos Brasileiros de Terapia Ocupacional
Introduction The National Curriculum Guidelines for undergraduate courses in occupational therapy point to training aimed at working in different fields, which includes the field of education. Objective To identify how occupational therapists are trained to work in the school context, based on the analysis of documents from undergraduate courses in Brazilian occupational therapy. Method This is a documental study carried out through the analysis of the Political-Pedagogical Project, Curricular Grid and Syllabuses of disciplines of graduation courses in Brazilian occupational therapy. Data were organized in Excel spreadsheets and descriptively analyzed using a qualitative approach. Results Of the total of 61 undergraduate courses in occupational therapy in Brazil, documents referring to 33 of them were consulted; of these, only half (n=16) present specific curricular components aimed at the area of education, and most of them (n=14) offer such content on a mandatory basis. Regarding ...
Creative Education, 2015
The formation of Occupational Therapists has become the subject of analysis and debate in recent decades after several changes in health policies in Brazil, among them the implementation of the National Curriculum Guidelines (NCGs) directing teaching practices in line with the Health Unic System and International Classification of Functioning, Disability and Health (ICF). Given these paradigms, the Occupational Therapy courses passed with several adjustments in their course of pedagogical political projects (PPPs) and their teaching practices. The study's goal was to characterize the Occupational Therapy courses and analyze their PPPs focusing on changes in the health care model and the inclusion of ICF. The research was exploratory and was conducted through documentary analysis. By 2013 there were 63 occupational therapy courses working in the country, 44 in private institutions and 19 in public, demonstrating a lack of supply in public. The Occupational Therapy courses are still guided by the biomedical model, and the applicability of the ICF as well as the insertion of the biopsychosocial model are incipient in teaching practice.
British Journal of Occupational Therapy
Introduction: Scholars have long examined educational approaches and teaching methods in occupational therapy, producing a wide range of educational scholarship. Yet the scope of the scholarship has not been systematically categorised and described, leaving the field without a baseline and guide for its educational science.
Occupational therapy education: bridging theory and practice together in Portugal
World Federation of Occupational Therapists Bulletin, 2016
has a WFOT approved educational programme but all of these schools are committed to and follow the general recommendations of the WFOT Minimum Standards for the Education of Occupational Therapists. The importance of considering how to join theory with practice during the educational programme is valued, familiar and embraced for all of these schools. Knowing this, the Portuguese Association of Occupational Therapists approached the coordinators of each school, asking for how theory and practice are joined in each programme. Based on this information, we believe we can explain how we fuse teaching and practice in Portugal.
2018
Occupational Therapy Europe (OT-EU) is collaboration between occupational therapists in practice, education and research to promote and develop the delivery of occupational therapy services in Europe. OT-EU has three branches: practice, represented by the Council of Occupational Therapy in European Countries (COTEC); education, represented by the European Network of Occupational Therapy in Higher Education (ENOTHE); and research, represented by Research in Occupational Therapy and Occupational Science (ROTOS), led by an OT-EU standing committee. Whilst the practice and education OT-EU branches are well established, the research branch is at a more nascent stage. This provides the opportunity for including key stakeholders in the development of ROTOS. In time ROTOS plans to facilitate and co-ordinate a range of activities including: horizon scanning; translating the evidence base into a format and language for policy makers; working in an interdisciplinary way but while keeping occupation and occupational therapy central; linking research and researchers to the health priorities for the European Union (EU) and the World Health Organization; promoting and maintaining a collaborative approach for occupational therapy and occupational science researchers across Europe; and creating educational opportunities for research development; and facilitating the development of occupational therapy and occupational science research leaders (Steultjens and Siaperas, 2017). Members of the ROTOS steering committee will share its purpose and plans and facilitate discussion regarding how ROTOS can fulfil its remit and best work with occupational therapists. It will also present the thoughts of the ROTOS committee on research opportunities and research leadership.
Training in occupational therapy: design of a curriculum transformation project for the 21st century
RevSALUS - Revista Científica da Rede Académica das Ciências da Saúde da Lusofonia
Introdução: O desenvolvimento e renovação de currículos é visto como uma atividade-chave das instituições de ensino superior. Ao nível internacional e nacional, é evidente o crescente interesse na investigação em desenho curricular, e em criar percursos educativos diversos que correspondam às aspirações de futuro da população e às necessidades da sociedade. As mudanças de paradigma que ocorreram na terapia ocupacional, nos últimos anos, tornam urgente esta reflexão. Objetivo: Pretendeu-se com este estudo construir o desenho de um projeto de transformação curricular para a formação em terapia ocupacional. Material e Métodos: Neste 1º ciclo de investigação foi utilizada uma metodologia de investigação-ação. Os participantes no estudo foram agrupados em duas equipas, uma nuclear, composta por dois docentes a tempo integral e uma alargada, integrando mais três docentes, também a tempo integral. Recorreu-se a métodos participativos para se envolverem os docentes nos momentos de reflexão. Em etapas chave do processo, recorreu-se a um grupo de peritos na área de desenho curricular. Resultados: Obtenção de uma versão de consenso do desenho do projeto, nomeadamente, visão, missão e valores; objetivos dirigidos ao currículo, aos estudantes e aos docentes; intervenientes no processo e sua distribuição por domínios em áreas de competência e seleção da Teoria U para guiar o processo de transformação curricular. Conclusão: A metodologia de investigação-ação e os métodos participativos, conjuntamente com o recurso ao grupo de peritos, permitiram aos participantes chegarem a uma versão de consenso sobre os aspetos principais a incluir no processo de transformação curricular. Palavras-chave: revisão curricular, terapia ocupacional, inovação, metodologia investigação-ação.
Design of the Master's Degree in Occupational Therapy, Part 1. A Logical Approach
American Journal of Occupational Therapy, 1980
In this article an empirical approach is used to inuestigate the nxaster's degree structure in a bachelor's level profession. The literature of nursing, business administration, social worh, and physical therapy is reuiewed to determine preaailing de gree structures and attitudes, eualuate the adequacy ol the master's degree structure in occupational therapy, and delineate factors entering into structural decisions. The reuiew demonstrates the feasibility and desirability of requiring basic master's students to meet advanced master's degree criteria. Howeaer, it fails to substantiate unreseruedly the logical necessity for so doing. Re c ommendations I or e duc ational practice and research are detailed. f n Part I (l ) of this 2-part article, I the structure of the master's degree in occupational therapy was identified as aberranr to the American academic degree structure. This was based on rhe fact that rhe basic master's and. aduanced master's programs terminate in different levels of academic and professional achievement. Although the same degree is awarded for each of these programs, the aduanced master's degree represents a higher level of accomplishment than does the &asac master's degree.