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Mapping an Australian Occupational Therapy curriculum: Linking intended learning outcomes with entry‐level competency standards
Author(s) -
Sellar Ben,
Murray Carolyn M.,
Stanley Mandy,
Stewart Hugh,
Hipp Helene,
GilbertHunt Susan
Publication year - 2018
Publication title -
australian occupational therapy journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.595
H-Index - 44
eISSN - 1440-1630
pISSN - 0045-0766
DOI - 10.1111/1440-1630.12430
Subject(s) - occupational therapy , curriculum , strengths and weaknesses , medical education , unit (ring theory) , process (computing) , protocol (science) , quality assurance , psychology , miller , medicine , pedagogy , computer science , mathematics education , physical therapy , social psychology , alternative medicine , ecology , external quality assessment , pathology , biology , operating system
Background Curriculum mapping involves systematic charting of programme content against professional competencies. This process can reveal strengths, gaps and redundancies within educational programmes. Methods Curriculum mapping occurred using intended learning ( ILO s) as documented in individual courses and linking them to units and elements within the occupational therapy minimum competency standards ( ACSOT ) and Miller's Framework of competency. Five occupational therapy academics and two impartial research assistants identified links between ILO s and units and elements of the ACSOT . Analysis of each course in the curriculum was completed by two reviewers. A systematic protocol was developed that enabled a transparent process and resolution of discrepancies between reviewers. Results There were many links (47% of total) between the documented curriculum and ACSOT Unit 1 Professional attitudes and behaviours. The other six units of the ACSOT had between 5% (Unit 7) and 16% links (Unit 3). No links were made between ILO s and the elements of evaluation (4.4), cessation (3.7) and quality assurance of services (7.3). Difficulties mapping ILO s to units and elements revealed inconsistencies in specificity and language in the ILO s and also ambiguities and gaps within the standards themselves. Mapping against Miller's framework showed a steady increase in performance expectations of students across the four years levels. Conclusion Curriculum mapping is recommended for critical reflection about content of occupational therapy programmes and to review pedagogical approaches. This process revealed strengths and weaknesses of the occupational therapy curriculum being mapped but also revealed insight into the current ACSOT that may inform future iterations.