Human capacity for action as core content in occupational science education

How human anatomy is being taught in entry‐level occupational therapy programs in the United States

“…Some occupational therapy programs have implemented more integrated, occupation‐centered curricula (Hooper, 2006; Hooper et al, 2018), as well as increased emphasis on occupational science (Bagatell & Womack, 2016). Institutions may accomplish this by making anatomy, and other foundational sciences, a prerequisite or integrating it into other courses like Human Capacity for Action (Hooper, 2006; Bagatell & Womack, 2016).…”

“…Some occupational therapy programs have implemented more integrated, occupation‐centered curricula (Hooper, 2006; Hooper et al, 2018), as well as increased emphasis on occupational science (Bagatell & Womack, 2016). Institutions may accomplish this by making anatomy, and other foundational sciences, a prerequisite or integrating it into other courses like Human Capacity for Action (Hooper, 2006; Bagatell & Womack, 2016). Explicitly integrating occupation‐centered practices into anatomy curricula may enable students to better transfer their anatomical content knowledge into their practice settings and communities (Hooper et al, 2018).…”

“…Anatomy is not specifically mentioned, which leaves the decision about how anatomy content should be handled in the hands of occupational therapy program administration. This may contribute to the decision of some programs to eliminate anatomy as a part of their curriculum in order to focus on more occupation‐centered education, which shifts away from the biomedical model of anatomy education and refocuses structure and function of the human body in relation to occupation itself (Hooper, 2006; Bagatell & Womack, 2016; Hooper et al, 2018). Some studies have suggested that the biomedical model of healthcare education challenges the holistic practice of occupational therapy (Forwell et al, 2001).…”

“…Current ACOTE standards provide significant, highly detailed guidance on some curricular expectations, but do not specifically re- (Hooper, 2006;Bagatell & Womack, 2016;Hooper et al, 2018). Some studies have suggested that the biomedical model of healthcare education challenges the holistic practice of occupational therapy (Forwell et al, 2001).…”

Understanding the Occupational Adaptation Process and Well-Being of Older Adults in Magallanes (Chile): A Qualitative Study

“…It is not only developed as a reaction to adverse situations [9], but it is also an everyday strategy to advance in occupational options, reinforcing one’s self-concept and well-being [10]. A series of factors have been found to influence this process: (i) Personal, including biological, psychological, social, and health aspects; (ii) Environmental, including culture and geographical, climatic, and economic aspects, among others; (iii) Occupational, including aspects such as form, function, and meaning [11]; in addition to the characteristics of the activities and skills themselves [12]. These factors have also been described as the person–environment–occupation model (PEO) [13], which explains how the interaction among these factors influences adaptation processes [14].…”