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Curriculum evaluation: linking curriculum objectives to essential competencies
Brenda K Merritt1, Andrea I Blake, Alison H McIntyre
1School of Occupational Therapy, Dalhousie University, 5869 University Avenue, PO Box 15000, Forrest Building Room 215, Halifax, NS, Canada B3H 4R2. b.merritt@dal.ca
Summary
Occupational therapy education was evaluated against essential competencies. While most learning objectives mapped well, three competencies were unaddressed, prompting curriculum review and discussion on content weighting.
Area of Science:
- Occupational Therapy Education
- Curriculum Evaluation
- Professional Competencies
Background:
- Essential competencies for occupational therapy practice are established but not utilized for educational program evaluation.
- The Association of Canadian Occupational Therapy Regulatory Organizations (ACOTRO) competencies provide a framework for practice.
Purpose of the Study:
- To assess the alignment between an occupational therapy curriculum and national competency standards.
- To ensure educational programs prepare practitioners for safe, effective, and ethical practice.
Main Methods:
- A systematic comparison was employed to map course learning objectives to ACOTRO competencies.
- Curriculum maps and approved learning objectives were analyzed.
Main Results:
- 218 connections were identified between 179 learning objectives and 30 essential competencies.
- Three ACOTRO competencies lacked direct links to learning objectives.
- Learning objectives were unevenly distributed across competency units, though initial analysis suggested appropriateness.
Conclusions:
- A novel evaluation method facilitated critical review and minor revisions to the occupational therapy curriculum.
- The optimal weighting of curriculum content remains an open question for professional discourse.
- Further discussion is needed among regulators, educators, and practitioners regarding curriculum content balance.
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