Educational Philosophy of the OTD Program
We utilize an engaged learning approach within all courses in the curriculum. We strive to foster culturally sensitive, and evidence based clinical competence through the student’s active engagement in a collaborative process (student, client, and educator) that builds on prior knowledge and experience. Learners integrate professional development, academic knowledge, active learning, clinical reasoning, and self-reflection through experiences in and beyond the classroom (AOTA, 2015). The program facilitates integration of philosophical, theoretical, and practical knowledge, values, beliefs, ethics, and technical skills for broad application in health care to improve health in underserved populations, communities, and support engagement in occupation as a means to improve health, participation and quality of life for all persons.
Learning outcomes will be direct and indirect using a wide variety of active learning strategies. Learning is an active endeavor and people learn in a wide variety of ways, consequently, we will provide foundational knowledge for students to be able to engage in higher level thinking balanced with facilitation of meaningful and self-directed learning. We will include more traditional outcomes (i.e., examinations, presentations, reflection papers, and laboratory assignments) with service learning, objective-structured teaching encounters (OSTEs) with standardized patients, case studies, problem-based learning, team-based learning and simulations and finally will use learning outcomes to reinforce evidence-based practice (i.e., critical appraisal of papers and topics and development of research questions, research proposals and presentations). Effective learning outcomes, like the complex forms of active learning above, where students are encouraged to solve authentic clinical situations and learn skills relevant to occupational therapy will be emphasized.
We utilize an engaged learning approach within all courses in the curriculum. We strive to foster culturally sensitive, and evidence based clinical competence through the student’s active engagement in a collaborative process (student, client, and educator) that builds on prior knowledge and experience. Learners integrate professional development, academic knowledge, active learning, clinical reasoning, and self-reflection through experiences in and beyond the classroom (AOTA, 2015). The program facilitates integration of philosophical, theoretical, and practical knowledge, values, beliefs, ethics, and technical skills for broad application in health care to improve health in underserved populations, communities, and support engagement in occupation as a means to improve health, participation and quality of life for all persons.
Learning outcomes will be direct and indirect using a wide variety of active learning strategies. Learning is an active endeavor and people learn in a wide variety of ways, consequently, we will provide foundational knowledge for students to be able to engage in higher level thinking balanced with facilitation of meaningful and self-directed learning. We will include more traditional outcomes (i.e., examinations, presentations, reflection papers, and laboratory assignments) with service learning, objective-structured teaching encounters (OSTEs) with standardized patients, case studies, problem-based learning, team-based learning and simulations and finally will use learning outcomes to reinforce evidence-based practice (i.e., critical appraisal of papers and topics and development of research questions, research proposals and presentations). Effective learning outcomes, like the complex forms of active learning above, where students are encouraged to solve authentic clinical situations and learn skills relevant to occupational therapy will be emphasized.
Philosophy of the OTD Program
Occupational justice is “the right of every individual to be able to meet basic needs and to have equal opportunities and life chances to reach toward her or his potential but specific to the individual’s engagement in diverse and meaningful occupation.”
We believe that meaningful engagement in desired occupations is a basic human need regardless of level of physical, cognitive, or emotional health, and that every person has the right to have equal opportunities and life chances to reach their potential. We view participation in meaningful occupations as a determinant of health and wellbeing and as being specific to an individual’s needs. Occupations are defined as activities that have meaning and value for the daily lives of individuals, families, groups, communities, and populations.
Furthermore, we try to embody the tenant that engagement in authentic occupations may be used to prevent or mediate the effects of disability and to facilitate independence and maximum adaptation (AOTA, 2011). When individuals are threatened by stress, deprivation, disease, illness or injury, occupational therapy interventions address (1) the individual’s physical, psychological, and social capacities to achieve occupational competence, (2) the skills and habits of effective role performance and (3) environmental modification to support participation.
Occupational performance evolves in response to the interaction of the person, occupation and context or environment. Additionally, occupations will vary according to change over the course of a lifetime and vary for every person. Each role has its associated developmentally appropriate and role-appropriate tasks that influence the nature of one’s occupations. Human learning occurs via the dynamic interaction between a person and a task in the context of the relevant environment. Occupational therapy strives to facilitate this process through active collaboration between the client and the therapist.
Occupational justice helps to assure a dedication to the advocacy and advancement of practice by making it more accessible to underserved populations, providing services through community-based entities, and extending services in contemporary/new/novel settings.
Occupational justice is “the right of every individual to be able to meet basic needs and to have equal opportunities and life chances to reach toward her or his potential but specific to the individual’s engagement in diverse and meaningful occupation.”
We believe that meaningful engagement in desired occupations is a basic human need regardless of level of physical, cognitive, or emotional health, and that every person has the right to have equal opportunities and life chances to reach their potential. We view participation in meaningful occupations as a determinant of health and wellbeing and as being specific to an individual’s needs. Occupations are defined as activities that have meaning and value for the daily lives of individuals, families, groups, communities, and populations.
Furthermore, we try to embody the tenant that engagement in authentic occupations may be used to prevent or mediate the effects of disability and to facilitate independence and maximum adaptation (AOTA, 2011). When individuals are threatened by stress, deprivation, disease, illness or injury, occupational therapy interventions address (1) the individual’s physical, psychological, and social capacities to achieve occupational competence, (2) the skills and habits of effective role performance and (3) environmental modification to support participation.
Occupational performance evolves in response to the interaction of the person, occupation and context or environment. Additionally, occupations will vary according to change over the course of a lifetime and vary for every person. Each role has its associated developmentally appropriate and role-appropriate tasks that influence the nature of one’s occupations. Human learning occurs via the dynamic interaction between a person and a task in the context of the relevant environment. Occupational therapy strives to facilitate this process through active collaboration between the client and the therapist.
Occupational justice helps to assure a dedication to the advocacy and advancement of practice by making it more accessible to underserved populations, providing services through community-based entities, and extending services in contemporary/new/novel settings.