Foundations for work-related practice: occupational therapy and physiotherapy entry-level curricula

Abstract

Aims/background: Occupational therapy (OT) and physiotherapy (PT) curricula content and preparedness for work-related practice and occupational health and safety (OHS) are not well documented. This study aimed to identify content and other elements of entry-level curricula in 23 OT and 17 PT programmes from Australia and New Zealand, and to identify educators' perceptions of OT and PT graduates' preparedness for work-related practice and OHS topics. Method: A telephone survey collected curricula content as well as teaching and assessment methods from 19 OT and PT work-related practice educators. Educators reported perceptions of new graduate preparedness for 22 topics in the field of work-related practice identified in an earlier study. Results included descriptive statistics and thematic analyses. Findings: Educators reported a high rate of inclusion (81%) of work-related practice topics in curricula. The main teaching method was theory (99.5%) and other methods included hands-on practical work with students and fieldwork with clients. Educators reported similar assessment processes across programmes. New graduates were prepared for practice with minimal supervision in the majority of topics (81%). Conclusions: Work-related practice content was included strongly and consistently in OT and PT entry-level curricula. However, as the majority of content was embedded in other courses, topics may not have been explicit and identifiable to students. New graduates were perceived to be prepared for practice with minimal supervision. This finding will assist employers to understand new graduates' preparedness for practice and needs for further development. Preparedness for practice in this field was similar to expectations of preparedness for other practice areas.

Anatomy education in occupational therapy curricula: Perspectives of practitioners in the United States

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Anatomy in occupational therapy program curriculum: Practitioners' perspectives

“…The level and scope of both prerequisite and OT program anatomy courses is not specified. Consequently, specific curricular content and course structure can be determined based on theoretical curricular frameworks, faculty expertise, and institutional requirements (Adam et al, ).…”

Developing a vocational rehabilitation report writing protocol - a collaborative action research process

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