Report course 1: Foundations of occupational therapy
Course 1: Foundations of occupational therapy mainly focused on the following concepts.
Theory is the keystone of practice. Occupational therapists need theory to understand the scope of practice. It enables the therapist to have a better insight in the problems, the challenges, the strengths, opportunities and limitations of their clients. Sharing theoretical knowledge connects all occupational therapists around the world.
Practice with clients based on theoretical concepts will guide them to improve the quality of their services and care.
In chapter one of this syllabus the focus is on the history, the knowledge development and the core domain of occupational therapy. History of the profession helps us to understand the present situation.
Chapter two focuses on the concept of paradigm, the core domain of occupational therapy and recently understandings of participation.
Professional reasoning as an important skill of the occupational therapist comes up in chapter three.
Chapter four concerns theory in occupational therapy.
Chapter five addresses occupational science as a brief introduction.
The information regarding participation, time, conditions, etc. prior to the course was clear for all the participants. When we look to the course ‘Foundations of occupational therapy’, all the participants are positive about the understandability and relevance of the content of the course. They indicate that the course was well-organized and found the course attractively designed, sufficiently interactive and appreciated the (interactive) assignments during the course.
The participants agreed that the content of the course fitted their level well, but not all the participants found that the content fitted their prior knowledge. One possible reason therefore is that all the participants hold a big variation of prior knowledge. Despite that, the participants indicated that the learned new knowledge about occupational therapy during the course.
Some participants disagreed that the course paid attention to recent developments within the field of occupational therapy and three of the nineteen participants opine that the content of the course was not in line with the daily reality in Ukraine. We believe that it is the task of the teachers to make the transition to the daily reality in Ukraine in order to make the content of the course accessible for Ukrainian students.
The participants were extremely positive about the trainer. They found that the trainer was able to keep their attention during the course and was open to questions and feedback. The trainer is seen as someone with sufficient professional knowledge and didactic skills to teach the course and someone who made good translations from theory to practice.
The course materials (syllabus and presentations) were clear, and the participants saw the visual materials as an added value to the content of the course. Mostly all the participants indicated that the language used during the course was also clear. Only three of the nineteen participants had no real opinion about it (neither agree nor disagree). We believe that some participants would prefer that the entire course would be held in Ukrainian. There is also a consensus that the course was cohesive and had a logical structure. Moreover, the participants indicate that the teaching methods were well-chosen and in line with the goals of the course. Not surprisingly, all the participants moreover indicated that the applied learning methods and activities were inspiring for their own teaching practice and that they will integrate the content and the learning methods and activities in their own practice.