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A curriculum based on systems theory

R L Schemm1, M Corcoran, E Kolodner

  • 1Department of Occupational Therapy, Thomas Jefferson University, College of Allied Health Sciences, Philadelphia, Pennsylvania 19107.

The American Journal of Occupational Therapy : Official Publication of the American Occupational Therapy Association
|July 1, 1993
PubMed
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This occupational therapy curriculum uses systems theory and spiral learning to foster integrated thinking. Graduates demonstrate critical thinking and value client-centered, goal-directed activities.

Area of Science:

  • Occupational Therapy Education
  • Systems Theory in Education
  • Curriculum Development

Background:

  • Traditional curricula often lack integration across disciplines.
  • Need for a shared understanding of practice among students, faculty, and clinicians.
  • Importance of systems thinking in understanding person-environment interactions.

Purpose of the Study:

  • To describe an entry-level occupational therapy curriculum based on systems theory.
  • To promote integrated thinking and a shared image of practice.
  • To evaluate the effectiveness of the curriculum in developing critical thinkers.

Main Methods:

  • Implementation of a spiral learning process tied to the occupation core.
  • Integration of occupational therapy theory with medical, biological, psychological, and sociological coursework.

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  • Utilizing fieldwork for reinforcing classroom concepts and demonstrating skill integration.

    • Main Results:

    • Graduates demonstrated critical thinking skills.
    • Alumni and students appreciated diverse client needs.
    • Graduates recognized the curative effect of meaningful, goal-directed activities.

    Conclusions:

    • The systems theory-based curriculum effectively promotes integrated thinking.
    • Graduates are well-prepared to address complex client needs.
    • The curriculum fosters an appreciation for occupation-based practice.