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Embedding graduate attributes during occupational therapy curriculum development: A scoping review and qualitative research synthesis
Author(s) -
Plastow Nicola Ann,
Bester Juanita
Publication year - 2020
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 - 10.1111/1440-1630.12689
Subject(s) - curriculum , occupational therapy , medical education , process (computing) , qualitative research , psychology , conceptual framework , engineering ethics , medicine , pedagogy , computer science , engineering , sociology , social science , psychiatry , operating system
Graduate attributes are the personal qualities, skills and competencies, and values that students develop during their time at university to prepare them for work, and enable them to contribute to their communities. Occupational therapy education may foster well‐rounded individuals if the development of graduate attributes is embedded within curriculum design and delivery. Methods This study identifies and synthesises existing knowledge on how graduate attributes are embedded in occupational therapy curricula. We conducted a scoping review following PRISMA extension for scoping review guidelines, and a qualitative research synthesis to reach a new conceptual understanding of the process of developing desired graduate attributes during occupational therapy curriculum development. Results Ten discipline‐specific occupational therapy graduate attributes were identified. Three themes from the analysis of 15 papers explained how these attributes are embedded in curricula: Using a theoretical framework , a Graded process of active learning , and Collaborative curriculum design . Conclusion Occupational therapy education is enhanced by being explicit about the desired graduate attributes that underpin curriculum design and delivery. Further work is needed to understand the benefits of including service users' perspectives and the value of clinical fieldwork education.