OCCUPATIONAL THERAPY EDUCATION

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OCCUPATIONAL THERAPY EDUCATION

• Implementing a new discipline in the university
• Matching with Europe
• What are the conditions?
• By Hanneke van Bruggen

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OCCUPATIONAL THERAPY participating in the
European HIGHER EDUCATION Area

• The Bologna/Berlin communiqué
• The TUNING process
• Recommendations on mobility of health
  professionals (EU Health policy forum, Brussel,
  dec.2003)
• The Council conclusions on the follow up of the
  Year of People with disabilities
• A European action plan for equal opportunities
  for people with disabilities
• Towards a Europe for all ages
• Research in occupational therapy and occupational
  science

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TUNING WITH THE BERLIN COMMUNIQUÉ

• The Berlin Communiqué
• Overview of the Occupational Therapy Education
  and Practice in Europe
• The European Policy concerning Disability
• The TUNING Process in Occupational Therapy
  Education

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BERLIN COMMUNIQUÉBOLOGNA PROCESS

• Adoption of a system of easily readable and
  comparable degrees (International
  Diploma-supplement)
• Increasing international competitiveness

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OBJECTIVES OF BOLOGNA

• Two main cycles, Bachelors and Master
• Berlin PHD
• A system of credits (ECTS)
• PROMOTION OF
• MOBILITY OF STUDENTS AND TEACHERS
• EUROPEAN CO-OPERATION IN QUALITY ASSURANCE
• THE NECESSARY EUROPEAN DIMENSIONS

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Occupational Therapy Practice and Education
Figures in Europe

• GROWTH
• Practice 40-50 over 5 years in Europe
• Education 70 new Occupational Therapy
  institutes in Europe

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Geographical distribution of the occupational
therapy educational institutes in Europe BA-level
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Geographical distribution of the occupational
therapy MA- education in Europe
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Overall aim contributing to shaping society in a
fully inclusive way

• Enhancing individual rights
• The right of persons with disabilities to benefit
  from measures to ensure their independence,
  social and occupational integration and
  participation in the life of the community
• Making the environment more accessible through
  elimination of barriers
• It has become crucial to ensure the removal of
  technical, legal and attitudinal barriers and to
  empower persons with disabilities to tap the
  information society potential

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contributing to shaping society in a fully
inclusive way (2)

• Encouraging inclusion through employment the
  European Employment Strategy, the structural
  funds and the modernisation of social protection
• Shift from long term dependency on passive
  welfare benefits to active labour market measures
• Fostering social integration and fighting against
  marginalisation (Social inclusion process)
• The EC want appropriate indicators to measure
  progress towards eradication of poverty and
  social exclusion
• Empowering and enhancing structures in society
  which sustain participation
• Preventive strategies including physical end
  mental activity and changing lifestyles

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Foundations of ICF

• Human Functioning - not merely
  disability
• Universal Model - not a minority
  model
• Integrative Model - not merely medical
  or social
• Interactive Model - not linear
  progressive
• Parity - not
  etiological causality
• Context - inclusive - not person alone
• Cultural applicability - not western
  concepts
• Operational - not theory
  driven alone
• Life span coverage - not adult driven

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WFOT definition

• Occupational therapy is a profession concerned
  with promoting health and well being through
  occupation. The primary goal of OT is to enable
  people to participate in the activities of
  everyday life. Occupational therapists achieve
  this outcome by enabling people to do things that
  will enhance their ability to participate or by
  modifying the environment to better support
  participation

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• The TUNING project is a project by and for
  universities.
• It is the Universities response to the challenge
  of the Bologna Declaration
• TUNING MOTTO
• Tuning of educational structures and programmes
  on the basis of diversity and autonomy
• Website
• http//europa.eu.int/comm/education/socrates/
• TuningProject

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The Tuning Methodology

• Line 1 Generic competences
• Consultation with graduates, employers and
  academics on the importance of 30 generic
  competences
• Line 2 Subject specific competences (knowledge,
  understanding and skills)
• Mapping of subject areas and development of
  common reference points and subject specific
  competences of each discipline
• Line 3 ECTS as a European credit accumulation
  system new perspectives
• Development of ECTS as a tool for programme
  design basis is student workload measured in
  time.
• Line 4 Mapping of approaches to teaching /
  learning and assessment in different countries
• Line 5 Quality enhancement

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WHY TUNING at European level?

• The objectives
• To implement the Bologna - Prague - Berlin
  process on university level
• To find ways to implement two cycles
• To identify common reference points from
  discipline and university perspective
• To develop professional profiles and comparable
  and compatible learning outcomes
• To facilitate employability by promoting
  transparency in educational structures (easily
  readable and comparable degrees)
• To develop a common language which is understood
  by all stakeholders (Higher education sector,
  employers, professional bodies)

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World Federation of Occupational Therapists

• Minimum Educational Standards
• Code of Ethics

• (http//www.wfot.org.au)

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Essential Areas for Competent Practice at the
Graduate Level
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(http//www.cotec-europe.org)
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COTEC Standard of Practice

• Occupational Therapy Education
• Ensure the Minimum standards of the WFOT
• Ensure that the standards comply with
• European Higher Directive on a General System for
  the recognition of Higher education diplomas
• Curriculum Guidelines of ENOTHE

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Curriculum Guidelines
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CURRICULUM GUIDELINES

• The philosophy
• people
• health and well being
• Activity/occupation
• What is a competent OT
• Guiding principles for curriculum design
• Quality assurance system
• Fieldwork (1000 hours)
• Research

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TUNING METHODOLOGY learning outcomes and
competences

• Steps in designing degrees
• 1. Identification of social needs
• 2. Definition of academic and professional
  profiles translation into learning outcomes and
  generic and subject specific competences
• 3. Translation into curricula
• 4. Translation into modules and approaches
  towards teaching, learning and assessment
• 5. Programme quality assurance built in
  monitoring, evaluation and updating procedures
• Management Committee

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A methodology for designing, planning and
implementing curricula

• Traditional methodology
• developed in a national context largely for
  mono-disciplinary study programmes
• intended for educating graduates with a
  traditional profile
• focussing on knowledge and content
• Approach
• staff / teacher oriented
• compulsory subjects to be covered
• input oriented
• Management Committee

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A methodology for designing, planningand
implementing curricula

• Tuning approach
• student centred
• definition of academic and professional profiles
• definition of learning outcomes
• identifying generic and subject specific
  competences
• output oriented curricula
• Tuning methodology and model
• appropriate for mono-disciplinary, inter- and
  multidisciplinary, integrated and joint degree
  programmes
• valid for graduates with wide range of profiles
• focussing on competences
• Management Committee

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Tuning model for European comparable degrees
IDENTIFICATION OF SOCIAL NEEDS
CONSULTATION AT EUROPEAN LEVEL
LOCATION OF RESOURCES
EMPLOYERS AND OTHER STAKEHOLDERS
ACADEMIC COMMUNITY COMMON REFERENCE POINTS
PROFESSIO-NALS AND PROFESSIO-NAL BODIES

• ACADEMIC RESOURCES
• ORGANISATIONAL RESOURCES
• FINANCIAL RESOURCES
• STRATEGIC ALLIANCES WITH OTHER BODIES

DEFINITION OF ACADEMIC AND PROFESSIONAL PROFILES

• TRANSLATION INTO DESIRED LEARNING OUTCOMES
• GENERIC COMPETENCES
• SUBJECT SPECIFIC COMPETENCES

TRANSLATION INTO EDUCATIONAL UNITS AND ACTIVITIES
TO ACHIEVE DEFINED LEARNING OUTCOMES

• TRANSLATION INTO CURRICULA
• CONTENT (KNOWLEDGE, UNDERSTANDING AND SKILLS)
• STRUCTURE (MODULES AND CREDITS)

ASSESSMENT
PROGRAMME QUALITY ASSURANCE
APPROACHES TO TEACHING AND LEARNING
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Challenge for the RO, BG and HU universities

• To develop an OT degree programme at BA - level
  based on occupation, research and strongly
  related to disability policies and the ENOTHE
  -TUNING process
• To develop national and international links with
  disability groups and OT professionals
• To develop OT research

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What are the motives to start OT education?

• Each university present will give its opinion on
• How do you want to start?
• At what level?
• Who will teach?

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Discussion/ Recommendation issues

• Faculty / domain where to start?
• Level of education?
• Who will teach?