Designing international recognised curricula in Occupational Therapy
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  • 1. Designing international recognised curricula in Occupational Therapy Nils Erik Ness WFOT PCo Standards and Quality Associate professor HiST Vice president Norwegian Association of Occupational Therapists CARM seminar for OT/OT Education Internationalization July 22 nd -24 th Xuzhou China
  • 2. Greetings and congratulations from WFOT executive management team
  • 3. Content:
    • Disability and rehabilitation
    • Occupational Therapy
    • Occupational Therapy Education
    • Advices for developing curriculum
  • 4.
    • Usually people live in harmony with their environment, we perform daily activities, enjoy play and go to work without reflection on the complex relationship between person, environment and occupation
  • 5. Disability is the gap; the mismatch between the person and the environment
  • 6. Rehabilitation is closing the gap Prevention & Health promotion is making sure the gap does not happen
  • 7. What occupational therapy may offer for rehabilitation
  • 8. Occupational therapy is based on knowledge and competencies related to:
    • The person function, motivation and abilities for doing
    • The environment and its opportunities for occupation
    • The occupation , tasks, activities and participation
  • 9. Occupational therapy is based on knowledge in
    • Person & function
      • Anatomy, physiology, biomechanics
      • Impairments and relevant diseases
      • Psychology & Pedagogics
      • Environment
        • Sociology and anthropology
        • Local/national knowledge
      • Occupation
        • Occupational Science
        • Occupational knowledge
  • 10. Occupational therapy is based on competences in
    • Occupation as media and aim for intervention
    • Client centeredness as fundamental principle
    • Understanding the relation between person, occupation and environment
    • Intervention related to person, occupation and environment ( to close the gap )
    • Evidence based practice
  • 11. Occupational therapy education must include knowledge and competences in:
    • Person
    • Environment
    • Occupation
  • 12. Developing international approved OT curriculum includes:
    • A combination of
    • Local/national knowledge and traditions (WFOT: Local context)
    • I nternational knowledge and competences
    • Think Globally,
    • Act Locally
  • 13. Designing curricula is a complex process
  • 14. Designing curricula Tuning advices:
    • Definition of degree profile
    • Indication of resources
    • Construction of curricula; Content and structure
    • Programme design; Definition of learning outcomes based on competencies
    • Selection of types of assessment, teaching and learning approaches
    • Evaluation and improvement
    • See pages 69-78 in Tuning book: http://www.unideusto.org/tuningeu/images/stories/Publications/OCCUPATIONAL_THERAPY_FOR_WEBSITE.pdf
  • 15. Definition of degree profile
    • Local context (WFOT min Stand)
    • Academic level (Bachelor or master degree?)
  • 16. Indication of university resources
    • All educational programmes are unique due to:
    • Physical environment and building (eg Library)
    • Technological equipment and support
    • Social resources (Student activities and services)
    • Human resources (Teachers)
    • Collaboration with other subjects, professions, faculties and network
    • Local resources; fieldwork, lectureres and supervisors
  • 17. Construction of curricula; Content and structure
    • This is the most challenging part of making a curriculum
    • Subject based or integrated modules?
    • Which sequence? (there are no perfect way)
    • Subjects/modules should include knowledge and competencies on:
      • Person, Environment and Occupation
      • Client centeredness
      • Evidence based practice
  • 18. Programme design; Definition of learning outcomes based on competencies
    • Competencies needs to be operationalised into learning outcomes for each module/subject
    • Suggested Chinese competencies are already in place
    • Learning outcomes is based on competencies rather than subjects, to keep the focus on the OT professional ability and performance
  • 19. Selection of types of assessment, teaching and learning approaches
    • Should be coherent with competencies, content and local context
  • 20. Evaluation and improvement
  • 21. WFOT approval
    • Occupational therapy is the only health profession to have international standards for approval and quality assurance process
    • This is also why WFOT offer support and supervision during process of developing new programmes (like Sino-NMA-project)
  • 22. Application for WFOT approval
    • Thee documents to be submitted to WFOT:
    • Document 1: Local context
    • Document 2: The curriculum
    • Document 3: Self evaluation of programme
    • For WFOT Minimum Standards for the Education of Occupational Therapists (2002) go to:
    • https://www.wfot.org/wfotshop/shopdisplayproducts.asp?id=19&cat=Education
  • 23. Useful WFOT documents: http://www.wfot.org/documents.asp?cat=13
    • Doc 1: Advice to establish a new programme for the education of occupational therapists
    • Doc 2: Process for Approval of Educational Programmes
    • Doc 3: Curriculum Approval Process
  • 24. Regarding local context: China has so much to share with the rest of the world. Thank you !