program on occupational therapy competencies

1. World
Federa*on
of
Occupa*onal
Therapists
Developing
competencies
for
occupa3onal
therapy
educa3on
and
prac3ce
Nils
Erik
Ness
• Programme
Coordinator
Standards
and
Quality
World
Federa*on
of
Occupa*onal
Therapists
(WFOT)
• Associate
Professor,
HiST,
Norway

2. World
Federa*on
of
Occupa*onal
Therapists
Developing
competencies
for
occupa3onal
therapy
educa3on
and
prac3ce
• Competencies
– What
are
competencies?
– Why
are
competencies
important?
– How
to
develop
competencies?
– OT
competencies
• Resources

3. World
Federa*on
of
Occupa*onal
Therapists
Gree3ngs
from
the
World
Federa3on
of
Occupa3onal
Therapists
-­‐
the
key
interna*onal
representa*ve
for
occupa*onal
therapy
and
occupa*onal
therapists

4. World
Federa*on
of
Occupa*onal
Therapists
represents
69
member
organisa*ons
worldwide
and
over
350,000
occupa*onal
therapists
Argen*na
Australia
Austria
Bangladesh
Belgium
Brazil
Canada
Chile
Columbia
Czech
Republic
Denmark
Estonia
Finland
France
Germany
Greece
Hong
Kong
Iceland
India
Indonesia
Iran
Ireland
Israel
Italy
Japan
Jordan
Kenya
Republic
of
Korea
Latvia
Malaysia
Malta
Mauri*us
Mexico
Netherlands
New
Zealand
Norway
Pakistan
Pales*ne
Philippines
Portugal
Russia
Singapore
Slovenia
South
Africa
Spain
Sri
Lanka
Sweden
Switzerland
Taiwan
Tanzania
Thailand
Uganda
United
Kingdom
United
States
of
America
Venezuela
Zimbabwe
Bermuda
Bulgaria
Croa*a
Cyprus
Georgia
Luxembourg
Macau
Namibia
Nigeria
Republic
de
Panama
Peru
Seychelles
Turkey

5. World
Federa*on
of
Occupa*onal
Therapists
Occupa*onal
therapy
is
the
only
health
profession
that
has
interna*onal
quality
assurance
process
for
entry
level
educa*on
of
its
prac**oners;
WFOT
Minimum
Standards
of
the
Educa3on
of
Occupa3onal
Therapist
&
Program
Review
Process

6. World
Federa*on
of
Occupa*onal
Therapists
The
Council
of
WFOT
2010

7. World
Federa*on
of
Occupa*onal
Therapists
The
Execu3ve
Management
Team

8. World
Federa*on
of
Occupa*onal
Therapists

9. World
Federa*on
of
Occupa*onal
Therapists

10. World
Federa*on
of
Occupa*onal
Therapists

11. World
Federa*on
of
Occupa*onal
Therapists

12. World
Federa*on
of
Occupa*onal
Therapists
Professional
Competencies
• are
now
in
the
process
of
being
developed
for
most
professions
and
disciplines
all
over
the
world
• A
search
on
the
web
will
give
many
hits
also
related
to
health
professions

13. World
Federa*on
of
Occupa*onal
Therapists
This
presenta*on
is
relevant
for
all
health
professionals
but
the
examples
are
related
to
occupa*onal
therapy

14. World
Federa*on
of
Occupa*onal
Therapists
WFOT
view
on
competencies
is
included
in
the
following
documents
available
from
www.wfot.org:
• WFOT
Minimum
Standards
for
the
Educa*on
of
Occupa*onal
Therapists
(2002)
• WFOT
Entry-­‐level
competencies
for
occupa*onal
therapists
(2008)

15. World
Federa*on
of
Occupa*onal
Therapists
• WFOT
recommends
that
local/na*onal
context
should
influence
the
educa*onal
programmes
• Competencies
should
be
adapted
to
each
local/na*onal
context

16. World
Federa*on
of
Occupa*onal
Therapists
• However
competencies
should
include
the
following
areas:
– The
person-­‐occupa*on-­‐environment
rela*onship
and
its
rela*onship
to
health
– Therapeu*c
and
professional
rela*onship
– Occupa*onal
therapy
process
– Professional
reasoning
and
behaviour
– The
context
of
professional
prac*ce

17. World
Federa*on
of
Occupa*onal
Therapists

18. World
Federa*on
of
Occupa*onal
Therapists
Components of Educational programmes for Occupational Therapists

19. World
Federa*on
of
Occupa*onal
Therapists
1.
Iden3fying
baseline
2.
Defining
OT
competencies
3.
Developing
OT
Educa3on
(Guidelines,
curriculum)
Local/National
context and
needs
International
standards (WFOT,
WCPT) and
National
Standards
International
standards (WFOT,
WCPT) and Local/
National context
and needs

20. World
Federa*on
of
Occupa*onal
Therapists
• What
are
competencies?
• Why
are
they
important?
• How
do
you
develop
competencies?
• Were
is
knowledge
on
developing
competencies?

21. World
Federa*on
of
Occupa*onal
Therapists
Competencies
are
• abili*es
to
successfully
carry
out
skills
and
perform
profession-­‐specific
tasks
and
du*es
• abili*es
to
perform
work
to
a
set
standard
in
employment
• the
end
product
of
an
educa*onal
programme,
or
how
learners
are
able
to
perform
at
the
end
of
an
educa*onal
process

22. World
Federa*on
of
Occupa*onal
Therapists
Competencies
• Represent
a
dynamic
combina*on
of
knowledge
and
understanding,
interpersonal
and
prac*cal
skills,
ethical
values
and
responsibili*es
and
abili*es
• Are
ac*ons
that
need
integra*on
of
knowledge,
skills
and
agtudes

23. World
Federa*on
of
Occupa*onal
Therapists
Why Focus on
Competencies?

24. World
Federa*on
of
Occupa*onal
Therapists
Common
descrip*on
for
the
prac**oners
and
the
educa*onal
programs
Educa*on
Competencies
Prac*ce
Set
learning
objec*ve
and
standards
for
prac*ce
Why
Focus
on
Competencies?

25. World
Federa*on
of
Occupa*onal
Therapists
Why
Focus
on
competencies?
• Maintain
and
enhance
professional
standard
• Easier
to
understand
the
different
roles
and
exper*se
of
different
professions
(eg
PT,
OT,
rehab
therapist
and
rehab
physician)
• Support
transparency
for
clients,
employers
and
other
stakeholders
• May
be
used
as
baseline
for
evalua*ng
individual
competencies
and
educa*onal
programs

26. World
Federa*on
of
Occupa*onal
Therapists
Why
Focus
on
competencies?
• Guide
design
of
na*onal
guidelines,
curriculums
and
educa*onal
programmes
(e.g.,
Australia,
Belgium,
Brazil,
Canada,
Denmark,
Finland,
Ireland,
The
Netherlands,
Norway,
Portugal,
Spain,
Sweden,
UK
and
more)
• Make
it
possible
to
have
different
content
or
sequence
of
subjects
(different
curriculums,
but
s*ll
the
same
competencies)

27. World
Federa*on
of
Occupa*onal
Therapists
Why
Focus
on
competencies?
• Support
moving
from
teacher-­‐centered
and
subject-­‐centered
educa*on
towards
learner
and
competence-­‐centered
educa*on
• Put
emphasis
on
learning
outcomes
• Support
transparency
during
learning

28. World
Federa*on
of
Occupa*onal
Therapists
Key
themes
of
competencies
for
health
professional
(Rodger
et
al
2009)
Competencies
are
more
than
the
execu*on
of
a
set
of
specific,
technical
skills;
It
is
also:
• judicious
and
reasoned
applica*on
of
intellect
to
meet
the
expecta*ons
of
the
client
and
work
environment
• sufficient
insight
to
regulate
own
prac*ce
• a
rela*ve
term
dependent
on
the
context

29. World
Federa*on
of
Occupa*onal
Therapists
Developing
OT
competencies
Since competencies reflect practice and are
the outcome of educational programmes they
should be developed in cooperation with
academics and practitioners

30. World
Federa*on
of
Occupa*onal
Therapists
The
European
Tuning
Project
has
developed
a
common
methodology
for
all
disciplines/
professions
This
methodology
has
been
followed
to
develop
European
competencies
for
Occupa*onal
Therapy
by
COTEC
(OT
prac*cians)
and
ENOTHE
(OT
academics)
The
work
was
coordinated
by
the
European
OT
Tuning
Group
(represen*ng
ENOTHE
and
COTEC)

31. World
Federa*on
of
Occupa*onal
Therapists
• Based
on
cri3cal
study
of
earlier
work
by:
– WFOT
(Hocking
&
Ness
2002)
– College
of
OT’s
in
the
UK
(Turner
2004)
– Australian
Associa*on
of
OT’s
(Ford
&
Tonkin
1994)
– Canadian
Associa*on
for
OT’s
(CAOT
1998)
– European
Curriculum
Guidelines
(Howard
&
Lancee
2000)
– Standards
of
Prac*ce
(COTEC
1996)
• Focus
groups
(annual
mee*ngs
of
ENOTHE
and
COTEC)
The
European
Occupa3onal
Therapy
Tuning
Project

32. World
Federa*on
of
Occupa*onal
Therapists
• Online
Ques3onnaire
for
all
European
occupa*onal
therapy
prac**oners,
academics
and
students
(Tuning
methodology)
• Open
feedback
process
from
COTEC
and
ENOTHE,
e-­‐
mail
and
consulta*on
with
experts
• Feedback
from
employers
and
client
groups
• Valida3on
mee3ng
with
stakeholders
(interna*onal
experts
in
health
and
educa*on)
• Parallel
mee*ngs
with
the
medical,
nursing
and
physiotherapy
professions
The
European
Occupa3onal
Therapy
Tuning
Project

33. World
Federa*on
of
Occupa*onal
Therapists
European
OT
competencies
are
described
in
6
categories:
• Knowledge
of
occupa*onal
therapy
(5)
• OT
process
and
professional
reasoning
(9)
• Professional
rela*onships
and
partnerships
(5)
• Professional
autonomy
and
accountability
(5)
• Research
and
development
in
OT/science
(6)
• Management
and
promo*on
of
OT
(5)
The
European
Occupa3onal
Therapy
Tuning
Project

34. World
Federa*on
of
Occupa*onal
Therapists
Canadian
Associa3on
of
Occupa3onal
Therapists
Profile
of
OT
Prac3ce
in
Canada
(2007)
• The
concept
used
for
developing
the
profile
is
based
on
the
competencies
framework
for
medical
specialists
produced
by
the
Royal
College
of
Physicians
and
Surgeons
of
Canada:
the
“CanMEDS
Roles”
(Frank,
2005).

35. World
Federa*on
of
Occupa*onal
Therapists
Canadian
Associa3on
of
Occupa3onal
Therapists
The
profile
outlines
the
seven
main
“roles”
of
the
occupa*onal
therapist:
1.
Expert
in
Enabling
Occupa*on
2.
Communicator
3.
Collaborator
4.
Prac*ce
Manager
5.
Change
Agent
6.
Scholarly
Prac**oner
and
7.
Professional

36. World
Federa*on
of
Occupa*onal
Therapists
Issues
and
dilemmas
to
consider
when
developing
competencies

37. World
Federa*on
of
Occupa*onal
Therapists
Issues
and
dilemmas
to
consider
when
developing
competencies
Competences
are
the
aims
that
are
guiding
all
five
areas
in
WFOT
Min
Standards
1. Philosophy
and
purpose
2. Curriculum
content
and
sequence
3. Educa*onal
methods
4. Fieldwork
5. Educa*onal
resources
6. Educators

38. World
Federa*on
of
Occupa*onal
Therapists
Components of Educational programmes for Occupational Therapists

39. World
Federa*on
of
Occupa*onal
Therapists
Competencies
are
oqen
grouped
under
headings,
but
have
common
content
in
different
standards

40. World
Federa*on
of
Occupa*onal
Therapists
Areas
of
competencies
WFOT
minimum
standards
European
Competencies
Canadian
profile
CAOT
Person-­‐
environment-­‐
occupa3on-­‐
interface
The
person-­‐
occupa*on-­‐
environment
rela*onship
and
its
rela*onship
to
health
Knowledge
of
Occupa*onal
Therapy
Expert
in
Enabling
Occupa*on
Collabora3on
and
partnership
Therapeu*c
and
professional
rela*onship
Professional
Rela*onships
and
Partnerships
Communicator
and
Collaborator
Enabling
occupa3on
and
par3cipa3on
Occupa*onal
therapy
process
Occupa*onal
Therapy
Process
and
Professional
Reasoning
Management
and
Promo*on
of
Occupa*onal
Therapy
Change
Agent
and
Expert
in
Enabling
Occupa*on
Professional
reasoning
and
behaviour;
ethical,
prac3cal
and
scien3fic
Professional
reasoning
and
behaviour
Research
and
Development
in
Occupa*onal
Therapy/Science
Professional
Rela*onships
and
Partnerships
Occupa*onal
Therapy
Process
and
Professional
Reasoning
Professional
and
Scholarly
Prac**oner
Local
and
interna3onal
orienta3on
The
context
of
professional
prac*ce
Professional
Autonomy
and
Accountability
Prac*ce
Manager

41. World
Federa*on
of
Occupa*onal
Therapists
OT
educa3on
should
prepare
competencies
in
following
area:
• Person-­‐environment-­‐occupa3on-­‐
interface
• Collabora3on
and
partnership
• Enabling
occupa3on
and
par3cipa3on
• Professional
reasoning
and
behaviour;
ethical,
clinical/prac3cal
and
scien3fic
• Local
and
interna3onal
orienta3on

42. World
Federa*on
of
Occupa*onal
Therapists
Issues
and
dilemmas
to
consider
when
developing
competencies
Competencies
are:
• complex
(an
integra*on
of
knowledge,
skills
and
agtudes),
but
should
s*ll
communicate
clearly
• related
to
contexts
(eg.
consider
if
the
health
professional
(OT,
PT)
should
work
in
hospital
or
primary/community
segngs
or
both)

43. World
Federa*on
of
Occupa*onal
Therapists
Issues
and
dilemmas
to
consider
when
developing
competencies
Competencies
are:
• described
with
an
ac3ve
verb,
as
a
performance,
behaviour
or
skill
(eg.
apply,
collaborate,
disseminate,
demonstrate)
• the
core
of
the
professions
roles,
du*es
and
strengths
(and
does
not
include
every
single
detail
of
a
curriculum)
• oqen
related
to
na3onal
priori3es
• in
line
with
interna3onal
standards
(WFOT,
WCPT)

44. World
Federa*on
of
Occupa*onal
Therapists
Issues
and
dilemmas
to
consider
when
developing
competencies
Consider
• the
number
of
competencies
(not
few,
not
too
many)
• difference
between
technical
–prescrip3ve
competencies
(including
verbs
like:
shall,
should,
must)
and
enabling
competencies
that
allows
flexibility
and
some
varia*ons
of
prac*ce
(Rodger
et
al
2009)

45. World
Federa*on
of
Occupa*onal
Therapists
Issues
and
dilemmas
to
consider
when
developing
competencies
Consider
also
• Regular
update/revision
of
competencies
in
view
of
na*onal
health
needs
and
development
• Competences
formulated
as
a
con3nuum
to
be
developed
through
life;
this
con*nuum
might
be
opera*onalised
with
specific
learning
outcomes
at
certain
steps
(1st,
2nd,
3rd
year,
Bachelor,
Master,
Doctoral
level)
(eg
European
Tuning
system)

46. World
Federa*on
of
Occupa*onal
Therapists
Competencies
Learning
outcome
Bachelor
Learning
outcome
Master
Learning
outcome
Doctoral

47. World
Federa*on
of
Occupa*onal
Therapists
Helpful
resources
• WFOT
Minimum
Standard
for
the
Educa6on
of
Occupa6onal
Therapists
(2002).
(available
in
different
languages)
• WFOT
Entry-­‐level
competencies
for
occupa6onal
therapists
(2008)
Online
order
from
WFOT
shop
hrps://www.wfot.org/wfotshop/
or
WFOT
secretariat;
admin@wfot.org.au

48. World
Federa*on
of
Occupa*onal
Therapists
• The
Reference
points
for
the
Design
and
Delivery
of
Degree
Programmes
in
Occupa6onal
Therapy
(ENOTHE
and
COTEC
2008)
– Introduc*on
to
Occupa*onal
Therapy
– Summary
of
the
OT
TUNING
process
– Applica*on
of
competencies
(Including
designing
curricula
and
ideas
of
approaches
to
learning,
teaching
and
assessment
including
fieldwork)
– Includes
bachelor,
master
and
doctoral
level
– Challenges
and
trends
for
the
future
Download
book
from
h_p://tuning.unideusto.org/tuningeu/,
scroll
down
to
bo_om
of
page,
click
third
book
from
le`
Helpful
resources

49. World
Federa*on
of
Occupa*onal
Therapists
• European
Occupa6onal
Therapy
Competences
(ENOTHE
and
COTEC
2008)
translated
into
20
languages:
hrp://www.enothe.hva.nl/tq/tuning_line2.htm
Helpful
resources

50. World
Federa*on
of
Occupa*onal
Therapists
Helpful
resources
• Profile
of
OT
Prac6ce
in
Canada
(CAOT
2007):
Download
from
hrp://www.caot.ca/default.asp?pageid=36
• Sylvia
Rodgers
et
al
(2009):
A
comparisons
of
interna3onal
occupa3onal
therapy
competencies:
Implica3ons
for
Australian
standards
in
the
new
millennium,
Australian
Occupa9onal
Therapy
Journal
vol
56,
issue
6
372-­‐383.

51. World
Federa*on
of
Occupa*onal
Therapists
More
informa3on
on
Tuning
process:
Tuning
Educa6onal
Structures
in
Europe
hrp://tuning.unideusto.org
Helpful resources

52. World
Federa*on
of
Occupa*onal
Therapists
Thank
you
very
much