|
Core Courses
OT910: Social Policy and Disability
This case-based course examines current models of and perspectives on disability and their influence on social policy. The history of disability policy is examined as well as the ways in which social, medical, and universal models are manifest in current health and social service delivery systems in the US and other developed countries. The course also examines cultural assumptions about the nature of health, disability, and quality of life and the implications of cultural differences for practice models and methods. (3 credits)
OT911: Practicum in Social Policy and Disability
Students engage in the critical analysis of policy and disability theory in their major area of practice (e.g., medical rehabilitation, early intervention, mental health services). They must complete critical reviews of additional reading related to their specific field of application as well as a sequence of analyses of the impact of relevant policies on resource allocation, service delivery methods, and reimbursement. (3 credits)
OT915: Evaluating Clinical Theory and Research
This course examines the nature and structure of clinical theories in occupational therapy, and rehabilitation and scientific approaches for testing theory, with an emphasis on theories of mechanisms of change. Students examine the contrasting views of mechanistic, organismic, and contextual models and theories, and contemporary expressions of these approaches in the clinical sciences, as applied in occupational therapy. (3 credits)
OT916: Practicum in Theory Analysis
The student is guided through systematic analysis of the status of theory in his or her major area of practice. Through additional in-depth reading and written analysis, the student examines how the broader themes identified in the previous course are manifest in major practice theories that are applied in his or her area. The student must complete a thorough critique of the logic and scientific evidence supporting one of these major practice theories. (3 credits)
OT610: Health Promotion and Wellness
This course focuses on developing a health promotion program grounded in theory. After an introduction to the field of public health and the role of occupational therapy in the area of health promotion and wellness, the course guides the student in the development of a program related to a health issue in his or her practice setting. The student will be introduced to frameworks and theories from public health and other disciplines, and will then apply these as he or she develops a health promotion program. The student will read about and discuss programs in health promotion at the individual, group, and population level, for people with and without disabilities, and in a variety of environments. (3 credits)
OT920: Outcomes Measurement and Monitoring I: Program Evaluation
This course examines quantitative and qualitative methods developed for systematic program evaluation, providing the foundation knowledge and skills needed to complete an evaluation plan for the Doctoral Project. Examples of program evaluations from the clinical literature are examined and their applicability to programs in the student's area of clinical practice evaluated. (3 credits)
OT921: Outcomes Measurement and Monitoring II: Individual Client Monitoring
This course builds on methods introduced during the foundation courses on evidence-based practice to develop skill in the application of quantitative methods of outcome evaluation for individual clients. These methods include client surveys, performance assessments, continuous performance monitoring, and single-subject designs. The course prepares the student to identify and/or create appropriate methods to evaluate individual results for the evaluation plan for his or her Doctoral Project. (3 credits)
HP720: Educational Theory and Practice
This course focuses on developing effective teaching techniques and strategies that are needed in a variety of clinical and academic contexts. Topics covered in this course include; identifying instructional settings in one's own practice, the impact of ethical, legal, and economic factors on the educational process, principles of major learning and instruction theories, effective teaching strategies for learners at different developmental stages, strategies that facilitate motivation and improve compliance, and writing behavioral objectives for instruction. Students design and deliver a formal presentation and a client-education brochure. (3 credits)
OT930_OL: Doctoral Project
Concurrent with each full semester (fall, spring, summer), students register for two credits of Doctoral Project. The Doctoral Project is organized around the student's proposed innovation in practice. It is in the form of a series of qualifying tasks, each of which represents a critical phase of the proposal. Guidance in the doctoral project will be through a combination of three elements:
- Faculty advising and mentorship
- A Circle of Advisors model composed of a minimum of two professionals with content expertise in the area of the student project. These individuals will be identified during the application process by the student and evaluated during the admission review by the faculty. Acceptance into the program will be contingent upon the approval of an appropriate Circle of Advisors by the faculty.
- Peer mentorship model that involves students in giving constructive feedback and guidance to each other while completing their qualifying tasks.
The purpose of the doctoral project is to actualize the program's mission by engaging the student in the preparation of a detailed plan for clinical practice improvement. The process begins at application with the student identifying a short-coming, gap, or specific need in his or her area of practice that the project will address. Subsequent tasks provide the rationale, design, and methods for the proposed response to this need. The student will not progress from one task to the next until the task is passed (minimum B grade equivalent). Students must continue to register for the Doctoral Project until all work is completed, even if they have completed all other courses in the program.
The project outcomes include:
- Description of a short-coming, gap or specific need in the student's area of practice and the impact of this short-coming for the relevant client population.
- Implementation of a thorough literature review of existing methods and programs to address the identified gap. The literature review forms the justification for and foundation of the development of a new program or approach.
- Description of the proposed program, including the population for whom it is appropriate and criteria for identifying appropriate clients. The program must be congruent with the Occupational Therapy Practice Framework and Scope of Practice.
- Analysis of relevant policy and systems factors (e.g., payment methods; regulations) that must be considered in the design of the proposed innovation. The student must identify the specific factors that are relevant and describe how these will be addressed or adhered to in the program.
- Theoretical basis of the proposed program. The student will articulate the theoretical basis of the proposed program along with evidence to support its relevance and scientific soundness.
- Evaluation Plan for the program. The proposal must include methods to evaluate outcomes at the individual and group level. These methods must be suited to regular implementation in the practice environment. In addition, the proposal must describe how the outcomes data gathered would be analyzed to guide future program revision and decision-making.
Technology such as videoconferencing and web cameras will be used within each six week segment of the Doctoral Project to simulate on-campus experiences. For examples, students will provide synchronous presentations on an aspect of the doctoral project to peers and the instructor. (2 credits each full semester until completed - a minimum of 6 credits)
OT925: Capstone
This is the final course of the program. Students obtain a structured written critique in English of their Doctoral Projects from two clinical experts outside of the Sargent College faculty who have not participated in the Circle of Advisors. Students must respond in detail to the experts’ feedback. Preparation of this response is expected to involve additional reading of the literature and revision or refinement of proposed methods. After the response to critique is completed, students present their proposals for innovation. This Capstone course takes place during a two-day, on-campus stay at Boston University. Students will prepare for and deliver a 90-minute presentation on their doctoral project to an invited audience from the greater Boston community. After receiving written faculty feedback from this presentation, students will formulate a written response with modifications, and/or counter-argument; and prepare a final version of the proposal that is suitable for professional dissemination. (3 credits)
Curriculum, courses and program requirements are subject to change.
|
|
|
|
