Caring Learning how Foundational Application Integration to Learn Knowledge Dimension Foundations Value the role Know and Comprehend Connect Embrace of of an apply own theoretical foundational previous human Occupation occupational learning style frameworks knowledge to knowledge occupation as therapist in and clinical cases of OT foundation of contemporary professional practice to OT practice practice reasoning new process knowledge base Critical Demonstrate Direct own Use theoretical Manage OT Connect Facilitate interest in learning to base and process for ideas, people therapeutic Thinking for Service managing and find professional individuals, and new intervention Management directing OT information reasoning groups and aspects of OT that centers services needed in process to populations to effectively around clinical direct OT carry out human problem practice service occupation solving management Leadership Demonstrate Refine Demonstrate Use Create Develop new Skills for confidence in leadership comprehensive leadership connections opportunities Service decision abilities knowledge of skills to between for people to Development making in the through OT profession manage a people and engage in OT role of and possible team new ideas to occupation leadership future providing OT advance the skills directions services profession Content, Scope and Sequence of Courses The three threads woven throughout the curriculum include the foundations of occupation, critical thinking for service management and leadership skills for service development. A sequence of courses fits into one of the threads identified in the curriculum. The curriculum is designed to provide opportunities to integrate previous learning with new material to build more advanced skills and competencies. Therefore, students are required to successfully complete the courses in the sequence as outlined below. The sequence of courses requires mastery of progressively more complex and in depth information. For example, the research course sequence moves from analysis of existing literature in OT 410 to investigating and applying research designs in OT548 and culminates in the completion of a capstone project in OT 673. Another example of increasing application and integration of material will be seen in the service management courses. The first service management course, OT 530, will introduce students to analyzing cases from the occupational therapist’s perspective and require students to understand concepts of testing and measurement that will be applied to other populations in the service management courses that follow. Critical thinking and clinical problem solving will be further challenged with more complex cases in courses such as OT 550 and OT 560. The curriculum design pictured on page 12 shows how students will expand their base of knowledge and professionalism across the 6 areas of significant learning as described in Fink’s
Caring Learning how to Learn Foundational Knowledge Application Integration Dimension Foundations of Occupation Value the role of an occupational therapist in contemporary practice Know and apply own learning style Comprehend theoretical frameworks and professional reasoning process foundational knowledge to clinical cases Connect previous knowledge of OT practice to new knowledge base Embrace human occupation as foundation of OT practice Critical Thinking for Service Management Demonstrate interest in managing and directing OT services Direct own learning to find information needed in clinical problem solving Use theoretical base and professional reasoning process to direct OT practice Manage OT process for individuals, groups and populations Connect ideas, people and new aspects of OT to effectively carry out service management Facilitate therapeutic intervention that centers around human occupation Leadership Skills for Service Development Demonstrate confidence in decision making in the OT role Refine leadership abilities through of leadership skills Demonstrate comprehensive knowledge of OT profession and possible future directions Use leadership skills to manage a team providing OT services Create connections between people and new ideas to advance the profession Develop new opportunities for people to engage in occupation Content, Scope and Sequence of Courses The three threads woven throughout the curriculum include the foundations of occupation, critical thinking for service management and leadership skills for service development. A sequence of courses fits into one of the threads identified in the curriculum. The curriculum is designed to provide opportunities to integrate previous learning with new material to build more advanced skills and competencies. Therefore, students are required to successfully complete the courses in the sequence as outlined below. The sequence of courses requires mastery of progressively more complex and in depth information. For example, the research course sequence moves from analysis of existing literature in OT 410 to investigating and applying research designs in OT548 and culminates in the completion of a capstone project in OT 673. Another example of increasing application and integration of material will be seen in the service management courses. The first service management course, OT 530, will introduce students to analyzing cases from the occupational therapist’s perspective and require students to understand concepts of testing and measurement that will be applied to other populations in the service management courses that follow. Critical thinking and clinical problem solving will be further challenged with more complex cases in courses such as OT 550 and OT 560. The curriculum design pictured on page 12 shows how students will expand their base of knowledge and professionalism across the 6 areas of significant learning as described in Fink’s
MSOT%20Curriculum%20Framework.docx