Graduate-Entry Master's Degrees: Launchpad for Occupational Therapy in this Millennium?

Abstract

Trends in occupational therapy education worldwide are towards the increasing educational preparation of graduates. Initially, entry into the occupational therapy profession was gained via a brief course, followed by a diploma, and then later with a bachelor's degree. Most recently, graduate-entry master's degree programmes have been introduced as an alternative entry into the profession. With the introduction of four graduate-entry master's degree programmes in Canada and Australia and one in the United Kingdom since September 1998, and the planned introduction of other programmes in these countries, it is timely to review the history and context of the graduate-entry programmes. The imperatives leading to the introduction of graduate-entry master's degree programmes include the increased qualification base of applicants, the need for practitioners to be evidence based and the concurrent so-called qualification creep of other health professions. The data from the first two cohorts of Australian students who commenced the graduate-entry Master of Occupational Therapy Studies programme at the University of Queensland are presented. Some similarities between these Australian students and the Canadian students are noted. The benefit of master's degree entry programmes to the profession is seen as an increased pool of highly skilled practitioners who will contribute to the research base of the profession. Conclusion Graduate-entry master's degree programmes have received an impetus from the international trends to increase the educational levels of health practitioners and for universities to adapt to global changes. Preliminary examination of the student profiles suggests a richness of experience in students coming into these university courses. The availability of such programmes has permitted more qualified and mature-aged students to enter the profession. These students have chosen a career path consistent with their values, competencies and goals. The availability of applicants with suitable pre-existing qualifications and attributes has benefits for the profession. Curricula need to accommodate and further develop these competencies and to prepare graduates for increasingly diverse areas of practice. The introduction of these programmes has created the opportunity to produce occupational therapists with research capabilities that can strengthen the practice base of the profession. These positive indicators need careful monitoring to ensure that the potential becomes a reality for the profession. It is contended that graduates from graduate-entry master's degree programmes in occupational therapy will be better equipped to meet the professional challenges of the 21st century. They will bring to the profession a solid grounding in liberal arts or science. They will be able to embrace rapidly the tradition of the scientist-practitioner (Polatajko and MacKinnon 1987). It will be interesting and important to follow the trajectories of these graduates beyond lift-off! It is suggested that a longitudinal study which t...

Occupational therapy entry‐level education in Australia: Which path(s) to take?

“… bring greater maturity to the role (Allen et al. , 2001), work independently and make professional decisions supported by evidence (Polatajko, Polgar & Cook, 1999), contribute to the development of the profession (Polatajko et al.…”

“…Occupational therapy entry‐level programmes around the world currently include diplomas, baccalaureate or bachelor degrees and masters degrees, with doctoral‐level qualifications in parts of the United States (Benoit, Mohr & Shabb, 2004; Mu, Coppard & Padilla, 2006). The development of entry‐level masters education has generated debate and discussion within the occupational therapy community globally (Allen, Strong & Polatajko, 2001; Pierce, Jackson, Rogosky‐Grassi, Thompson & Menninger, 1987; Waters, 2000). Increasingly, the drivers for various entry‐level programmes in Australia appear to be external to the profession, yet have the ability to influence the profession significantly.…”

Client-centred practice in occupational therapy: Critical reflections

“…One of the most significant recent developments in occupational therapy education was the decision in North America and Australasia to require a bachelor's degree as the minimum entry to the educational programmes of the profession. Those (primarily) academics who advocated for master's degree entry programmes claimed all manner of potential benefits for stakeholders, with "stakeholders" being explicitly delineated as the "profession" and "students" (74). This implied that clients were neither stakeholders nor likely beneficiaries of the profession's efforts to elevate its own prestige and status (75).…”

The Entry-Level Occupational Therapy Clinical Doctorate: Advantages, Challenges, and International Issues to Consider

“…The advantages of GEMs occupational therapy programs have been discussed previously (Allen et al, 2001;Farnworth et al, 2010;Lall et al, 2003). However, the debate has shifted in the health professional literature from the GEMs to the clinical doctorate (Benoit et al, 2004;Brachtesende, 2004;Carlson, 2003;DeAngelis, 2006;Mathur, 2011;Reed, 2000;Reistetter & Royeen, 2001).…”