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Related Experiment Videos

Adult physical dysfunction content in professional curricula.

C E Nelson1, S H Cash, D F Bauer

  • 1Department of Occupational Therapy, Virginia Commonwealth University, Richmond 23298.

The American Journal of Occupational Therapy : Official Publication of the American Occupational Therapy Association
|December 1, 1990
PubMed
Summary

Occupational therapy curricula for adult physical dysfunction vary widely. Faculty report satisfaction with student fieldwork but express concerns about curriculum time and equipment for entry-level practice.

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Area of Science:

  • Occupational Therapy Education
  • Curriculum Development
  • Adult Physical Dysfunction

Background:

  • Occupational therapy education must prepare students for diverse clinical needs.
  • Adult physical dysfunction is a core area within occupational therapy practice.
  • Understanding current curriculum content and faculty perceptions is crucial for educational standards.

Purpose of the Study:

  • To examine the content of occupational therapy curricula related to adult physical dysfunction.
  • To assess faculty opinions and perceptions regarding this curriculum area.
  • To identify potential gaps or areas for improvement in occupational therapy education.

Main Methods:

  • A survey was distributed to academic institutions offering professional-level occupational therapy education.

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  • Data were collected from 28 of 66 surveyed institutions.
  • Survey responses were analyzed to understand curriculum content and faculty perspectives.

    • Main Results:

    • Significant diversity exists in curriculum content, including medical conditions, evaluation, and treatment techniques.
    • Most faculty were satisfied with student performance in Level II fieldwork and the applicability of coursework.
    • Faculty noted challenges with inadequate preparation time for entry-level practice and, for some, insufficient equipment.

    Conclusions:

    • Occupational therapy curricula for adult physical dysfunction exhibit considerable variability.
    • While fieldwork performance is generally positive, time constraints and resources may impact entry-level preparedness.
    • Continuous curriculum evolution is occurring, but faculty concerns highlight areas needing attention.