scholarly journals Clinician, Educator, and Student Perceptions of Entry-level Academic Degree Requirements in Occupational Therapy Education

2018 ◽  
Vol 2 (1) ◽  
Author(s):  
Whitney M Lucas Molitor ◽  
Ranelle Nissen
Keyword(s):  
Occupational Therapy ◽  
Student Perceptions ◽  
Occupational Therapy Education ◽  
Academic Degree ◽  
Entry Level ◽  
Clinician Educator ◽  
Therapy Education

The entry-level occupational therapy clinical doctorate: The next education wave of change in Canada?

2016 ◽  
Vol 83 (5) ◽  
pp. 306-316 ◽  
Author(s):  
Ted Brown ◽  
Jeffrey L. Crabtree ◽  
Joe Wells ◽  
Keli Mu
Keyword(s):  
United States ◽  
Occupational Therapy ◽  
Occupational Therapists ◽  
The United States ◽  
Occupational Therapy Education ◽  
Clinical Doctorate ◽  
Entry Level ◽  
Key Issues ◽  
Pros And Cons ◽  
Therapy Education

Background. Currently, Canada and the United States are the only two countries that mandate entry to the occupational therapy profession at the master’s level. There was a recommendation considered by the American Occupational Therapy Association that by 2025 all education programs would move to the clinical doctorate level. In August 2015, the Accreditation Council for Occupational Therapy Education made the formal decision that for now, the entry-level qualification for occupational therapists in the United States will remain at both the master’s and clinical doctorate levels. Purpose. This article presents an overview of the types of doctorates available, the pros and cons of moving to the clinical doctorate, and some potential questions that will need to be considered. Key issues. Is the next step in the educational progression of occupational therapy in Canada the entry-level clinical doctorate? What are the potential implications for the profession, our clients, and funders? Implications. Further discourse and investigation of this issue is needed.

Paediatric Occupational Therapy University Programme Curricula in the United Kingdom

2005 ◽  
Vol 68 (10) ◽  
pp. 457-466 ◽  
Author(s):  
G Ted Brown ◽  
Anita Brown ◽  
Carsten Roever
Keyword(s):  
United Kingdom ◽  
Occupational Therapy ◽  
Work Experience ◽  
Education Programme ◽  
Occupational Therapy Education ◽  
Entry Level ◽  
The United Kingdom ◽  
Eclectic Approach ◽  
Survey Results ◽  
Therapy Education

The paediatric curriculum component of entry-level occupational therapy education programmes in the United Kingdom was examined and comparisons were made with the practice literature to determine if students were being taught current best practices. Questionnaires were mailed electronically to the identified paediatric faculty members of the 27 universities with an entry-level occupational therapy education programme in the United Kingdom. Ten completed questionnaires were returned, giving a response rate of 37%. The survey results indicated that paediatrics constituted less than 5% of the total curriculum content of the respondent university programmes. The theory, assessments and treatment approaches taught in the education programmes were similar to those used in clinical practice with children. Some gaps in what was taught to students were apparent, notably in the key paediatric area of visual perceptual dysfunction. The theory, assessments and intervention methods were not always taught as a cohesive stand-alone unit, so gaps occurred in the education programmes. This could lead to graduates using an eclectic approach or using personal conceptual frameworks based on postgraduate learning and work experience.

Capstone Projects as Scholarship of Application in Entry-Level Occupational Therapy Education

2015 ◽  
Vol 29 (2) ◽  
pp. 214-222
Author(s):  
Tracy Jirikowic ◽  
Jennifer S. Pitonyak ◽  
Beth Rollinger ◽  
Donald Fogelberg ◽  
Tracy M. Mroz ◽  
...  
Keyword(s):  
Occupational Therapy ◽  
Occupational Therapy Education ◽  
Entry Level ◽  
Capstone Projects ◽  
Therapy Education
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