Designing international recognised curricula in Occupational Therapy


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Designing international recognised curricula in Occupational Therapy

  1. 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. 2. Greetings and congratulations from WFOT executive management team
  3. 3. Content: <ul><li>Disability and rehabilitation </li></ul><ul><li>Occupational Therapy </li></ul><ul><li>Occupational Therapy Education </li></ul><ul><li>Advices for developing curriculum </li></ul>
  4. 4. <ul><li>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 </li></ul>
  5. 5. Disability is the gap; the mismatch between the person and the environment
  6. 6. Rehabilitation is closing the gap Prevention & Health promotion is making sure the gap does not happen
  7. 7. What occupational therapy may offer for rehabilitation
  8. 8. Occupational therapy is based on knowledge and competencies related to: <ul><li>The person function, motivation and abilities for doing </li></ul><ul><li>The environment and its opportunities for occupation </li></ul><ul><li>The occupation , tasks, activities and participation </li></ul>
  9. 9. Occupational therapy is based on knowledge in <ul><li>Person & function </li></ul><ul><ul><li>Anatomy, physiology, biomechanics </li></ul></ul><ul><ul><li>Impairments and relevant diseases </li></ul></ul><ul><ul><li>Psychology & Pedagogics </li></ul></ul><ul><ul><li>Environment </li></ul></ul><ul><ul><ul><li>Sociology and anthropology </li></ul></ul></ul><ul><ul><ul><li>Local/national knowledge </li></ul></ul></ul><ul><ul><li>Occupation </li></ul></ul><ul><ul><ul><li>Occupational Science </li></ul></ul></ul><ul><ul><ul><li>Occupational knowledge </li></ul></ul></ul>
  10. 10. Occupational therapy is based on competences in <ul><li>Occupation as media and aim for intervention </li></ul><ul><li>Client centeredness as fundamental principle </li></ul><ul><li>Understanding the relation between person, occupation and environment </li></ul><ul><li>Intervention related to person, occupation and environment ( to close the gap ) </li></ul><ul><li>Evidence based practice </li></ul>
  11. 11. Occupational therapy education must include knowledge and competences in: <ul><li>Person </li></ul><ul><li>Environment </li></ul><ul><li>Occupation </li></ul>
  12. 12. Developing international approved OT curriculum includes: <ul><li>A combination of </li></ul><ul><li>Local/national knowledge and traditions (WFOT: Local context) </li></ul><ul><li>I nternational knowledge and competences </li></ul><ul><li>Think Globally, </li></ul><ul><li>Act Locally </li></ul>
  13. 13. Designing curricula is a complex process
  14. 14. Designing curricula Tuning advices: <ul><li>Definition of degree profile </li></ul><ul><li>Indication of resources </li></ul><ul><li>Construction of curricula; Content and structure </li></ul><ul><li>Programme design; Definition of learning outcomes based on competencies </li></ul><ul><li>Selection of types of assessment, teaching and learning approaches </li></ul><ul><li>Evaluation and improvement </li></ul><ul><li>See pages 69-78 in Tuning book: </li></ul>
  15. 15. Definition of degree profile <ul><li>Local context (WFOT min Stand) </li></ul><ul><li>Academic level (Bachelor or master degree?) </li></ul>
  16. 16. Indication of university resources <ul><li>All educational programmes are unique due to: </li></ul><ul><li>Physical environment and building (eg Library) </li></ul><ul><li>Technological equipment and support </li></ul><ul><li>Social resources (Student activities and services) </li></ul><ul><li>Human resources (Teachers) </li></ul><ul><li>Collaboration with other subjects, professions, faculties and network </li></ul><ul><li>Local resources; fieldwork, lectureres and supervisors </li></ul>
  17. 17. Construction of curricula; Content and structure <ul><li>This is the most challenging part of making a curriculum </li></ul><ul><li>Subject based or integrated modules? </li></ul><ul><li>Which sequence? (there are no perfect way) </li></ul><ul><li>Subjects/modules should include knowledge and competencies on: </li></ul><ul><ul><li>Person, Environment and Occupation </li></ul></ul><ul><ul><li>Client centeredness </li></ul></ul><ul><ul><li>Evidence based practice </li></ul></ul>
  18. 18. Programme design; Definition of learning outcomes based on competencies <ul><li>Competencies needs to be operationalised into learning outcomes for each module/subject </li></ul><ul><li>Suggested Chinese competencies are already in place </li></ul><ul><li>Learning outcomes is based on competencies rather than subjects, to keep the focus on the OT professional ability and performance </li></ul>
  19. 19. Selection of types of assessment, teaching and learning approaches <ul><li>Should be coherent with competencies, content and local context </li></ul>
  20. 20. Evaluation and improvement
  21. 21. WFOT approval <ul><li>Occupational therapy is the only health profession to have international standards for approval and quality assurance process </li></ul><ul><li>This is also why WFOT offer support and supervision during process of developing new programmes (like Sino-NMA-project) </li></ul>
  22. 22. Application for WFOT approval <ul><li>Thee documents to be submitted to WFOT: </li></ul><ul><li>Document 1: Local context </li></ul><ul><li>Document 2: The curriculum </li></ul><ul><li>Document 3: Self evaluation of programme </li></ul><ul><li>For WFOT Minimum Standards for the Education of Occupational Therapists (2002) go to: </li></ul><ul><li> </li></ul>
  23. 23. Useful WFOT documents: <ul><li>Doc 1: Advice to establish a new programme for the education of occupational therapists </li></ul><ul><li>Doc 2: Process for Approval of Educational Programmes </li></ul><ul><li>Doc 3: Curriculum Approval Process </li></ul>
  24. 24. Regarding local context: China has so much to share with the rest of the world. Thank you !