MScOT Program & Curriculum Materials

(Abridged from version in the 2017 MScOT Program and Curriculum Document)

Guiding Principle: The MScOT program has a set of overarching goals and objectives that graduates are expected to achieve, that are responsive to the changing needs of society and that encourage the development of the breadth of competencies for occupational therapy practice in Canada.

The overall goal of the Program is “to create knowledge and prepare leaders in occupational science and occupational therapy to improve health and well-being locally and globally”. Short-term objectives are aligned with achieving competency in the seven roles identified in the Profile of Occupational Therapy in Canada (2012). The long-term objectives are that graduates are in roles that are contributing to the achievement of our mission.

MScOT Program Goal

To create knowledge and prepare leaders in occupational science and occupational therapy to improve health and well-being locally and globally.

MScOT Program Short-Term Objectives

At the end of the MScOT Program, graduates will demonstrate:

1. Ethical practice and high personal standards of behaviour (Professional Role)
2. The ability to manage time, prioritize, and support the management of effective and efficient practice (Practice Manager Role)
3. Expertise to advance occupation, occupational performance, and occupational engagement (Change Agent Role)
4. Use of evidence-based processes that focus on a client’s occupations as a medium for action and outcome (Expert in Enabling Occupation Role)
5. Expertise in oral, written, non-verbal and electronic communication (Communicator Role)
6. The ability to work effectively with key stakeholders to enable participation in occupations by using and promoting shared decision-making approaches (Collaborator Role)
7. Use of critique, reflection, and quality improvement in everyday practice and through lifelong learning (Scholarly Practitioner Role)

MScOT Program Long-Term Objectives

Within five years of graduation, graduates of the MScOT program will demonstrate: leadership in the supervision of support workers, through assumption of management roles, through involvement in the profession, and/or through entrepreneurship.

Guiding Principle: The major elements of the MScOT program are organized in a logical sequence and in a coordinated and integrated manner that supports the progressive development of students’ competencies.

We understand that students enter the MScOT program with knowledge that stems from their cultural, religious, educational and social experiences and their individual personal attributes. The curriculum is designed to move students to a broader understanding of how the world works, to understanding the value of occupation in that world, and to seeing themselves as occupational therapists. The flow of the curriculum structure is achieved through identified continua across the two years, guiding constructs and cross-cutting themes.

The flow of the curriculum structure is achieved through identified continua across the two years, guiding constructs and cross-cutting themes (see Figure 1, MScOT Program Structure and Flow Abridged Version).

Two fundamental principles of the curriculum structure are maximization of integration of content. and maximization of consistency.

• Appendix A – Educational Conceptual Framework
• Appendix D – Integration of Conceptual Frameworks
• Appendix E – Program Structure and Flow

Article: Integrating Educational Theory into University Curricula Through an Educational Conceptual Framework