课程设计
OTD项目长度
The total time for the OTD degree is a minimum of 7.5 FTE academic years (4 years baccalaureate degree + 3.5 .入门级OT项目). This OTD program is designed for students who hold a baccalaureate (undergraduate) degree.
The 99 semester credit hours are offered over 3 terms – fall, spring, & summer – for total of 40 months including 6 months of full-time 临床 fieldwork, 并获得博士学位.
Program Philosophy: Occupational therapy education is grounded in the belief that humans are complex beings and that, through active engagement with the internal and external environments, 个人发展, 改变, 和适应. The 赌博平台 职业治疗科’s philosophy is guided by four major areas. 这些都是:
- Provision of evidence-based therapy through occupation and translational 研究,
- 在整个生命周期中持续的医疗保健,
- Influence of culture on occupation and effective approach to health equity,
- Professional Reasoning and occupational adaption, and
- Interprofessional订婚.
教学理念:
The 赌博平台 Occupational Therapy education is a dynamic process using the art and science of occupational therapy. Students and faculty share responsibility for the learning-based interaction that fosters a commitment to lifelong learning—manifesting three operational methods within the curriculum.
- 边做边学(建模), 基于案例分析, 实验室的经验, 角色扮演和模拟, 通过一级临床教育, 2, 和博士水平的实地工作经验)
- Learning by discussion (based upon the work of Fawcett Hill and others (Learning through Discussion 1994; 2000) employing discussion based-upon inquiry, 点对点的交互, 以教师为中心的苏格拉底式问答法, and open-ended wonderment on the part of students actively engaged in learning)
- 临床推理学习, 反馈, and 反射 (based upon the work of Mattingly and Fleming (1994), 舍恩(1984), and the Carnegie Foundation for the Advancement of Teaching (2011), employing directed and focused self-反射 of learning and doing in action within classroom settings, focused self-反射 of learning and doing in action via online discussion boards, and by concentrated 反馈 and direction from instructors at the end of each semester and 反馈 from 临床 instructors during on-site fieldwork
- 经历, students will transform to effective communicators and leaders, 以学习为基础的反思性学习者, scientific and intellectual inquirers of information related to occupation and health, and seekers of community engagement and experiential learning opportunities. This is facilitated by faculty who are master clinicians and who are significant contributors to the professional, 临床, 以及学术团体.
课程主题
The overall curriculum is organized around five focus/themes:
- Continuum of health care (public health/community-based)
- Inquiry and 研究 on occupation and health (研究)
- The ethos of occupation (administration, education, theory development) & 人类条件(临床技能) & 治疗)
- Influence of culture on care and practice (culture)
- 专业、Interprofessionalism & 领导(宣传 & 服务)
知识水平 & 技能
The instructional plan for the curriculum is built on five levels of knowledge and skills: prerequisite, 基金会, 批判性思维和推理能力, 临床表现 & 领导. We have also included a pre-matriculation level to ensure the readiness of each student to engage in graduate education.
- Prerequisite: The essential background to build on is laid. Students entering the program must possess the building blocks not only for learning but also the technical knowledge to succeed.
- Foundation: The focus is on the acquisition and retention of information. This provides students with the groundwork of Occupation, 研究, 身体机能, 从残疾的角度来看.
- 批判性思维/推理:在这个层次, the student develops the process of actively and skillfully conceptualizing, 应用, 分析, 合成, 评估从, 或者由, 观察, 经验, 反射, 推理, 或通信, 作为信仰和行动的指南.
- Clinical Performance: This level allows the student to translate theory and approaches into practice and observe and define occupational therapy's roles in various 临床 settings. The students acquire the knowledge, judgment, and skills for 临床 decision-making.
- Leadership: This level prepares the student to understand what organizations are currently set up to deliver and what clients need and want. The student will learn to be agile and willing to innovate care delivery methods.
参考文献
- 杜威,J. (2008: 1916). Democracy and Education: An introduction to the philosophy of education. 雷德福,弗吉尼亚州:怀尔德出版社
- 厨,P.休伯,M.A.西科内,A. (2011). The scholarship of teaching and learning reconsidered: Institutional integration and impact. Stanford, CA: The Carnegie Foundation for the Advancement of Teaching.
- Mattingly C.弗莱明.H. (1994). Clinical 推理: Forms of inquiry in therapeutic practice. 纽约:FA戴维斯.
- Rabow J.查尼斯,M.A.J .基普曼., & Radcliffe-Vasile,年代. (1994; 2000) William Fawcett Hill's Learning through discussion. (3rd Ed). 朗格罗夫,伊利诺斯州:波兰德出版社.
- 舍恩维. (1984). The reflective practitioner: How professionals think in action. 纽约:基础书籍
学生的学习成果:
该课程的毕业生将:
- Be a reflective, visionary, and professional agent of 改变.
- 具有良好的道德和文化素养.
- Practice in-depth 临床 and specialized skills as well as 研究 proficiency skills.
- Use 临床 and 研究 推理 for evidence-based practice.
- Interact and communicate effectively with other professions and the community.