Year 1

616 / Foundational Knowledge I

Foundational Knowledge I is the first of two half courses in the first year of the occupational therapy program, which focus on the requisite  knowledge in foundational sciences (biological, social and research) for occupational therapy  education, research and practice. Using a self-directed learning approach, students identify  their current knowledge level in the three foundational  sciences and develop a learning plan. A variety of learning resources are provided by faculty for  students to access. Resources include formal  learning sessions with faculty, modules on ELM, electronic text, online resources and quizzes. Total in-class time is approximately 36 hours. At the completion of the course, students develop a portfolio on foundational knowledge with evidence to support the achievement of their individual learning objectives.

617 / Wellness, Health and Occupation: Inquiry and Integration

This problem based learning and Inquiry course provides students with the opportunity to understand the concepts of wellness, health and occupation, and to become aware of issues which are influencing the direction in which health care is changing. By exploring global health concepts and issues specific to health professions, students will begin to build a sound basis and context which will help develop a

professional understanding and awareness relative to occupational therapy. To facilitate evidence-based discussion of these concepts and issues, the process of critical appraisal will be employed throughout.

618 / Wellness, Health and Occupation: Professional Roles and Experiential Practicum

This Term 1 course will focus on developing foundational skills in communication, interviewing, identifying and analysing occupational performance issues, and critical thinking. The course will explore occupation in depth and begin application of the Occupational Performance Process Model, in preparation for occupational therapy practice.

626 / Foundational Knowledge II

This half course builds on Foundational Knowledge 1 to provide students with the requisite knowledge in foundational sciences (biological, social and research) for occupational therapy education, research and practice. Using a self-directed learning approach, students identify their current knowledge level in the three foundational sciences and develop a learning plan. A variety of learning resources are provided by faculty for students to access. Resources include formal learning sessions with faculty, modules on ELM, electronic texts, online resources and quizzes. Total in-class time is approximately 36 hours. At the completion of the course, students update their portfolio on foundational knowledge and develop an ongoing learning plan to achieve their individual learning objectives.

627 / Person, Environment and Occupation: Inquiry and Integration

This Problem Based Learning and Inquiry course will provide students with opportunities to integrate new and existing knowledge of person, environment and occupation through the exploration of problem scenarios developed from real world situations and experiences. Areas of focus include: theoretical underpinnings of practice, ethics, spirituality, development and determinants of occupation.

628 / Person, Environment and Occupation: Professional Roles and Experiential Practicum

The course is designed to provide students with knowledge and skill in assessment and developing intervention strategies for individuals within the environments in which they are working, playing or living and for the occupations in which they engage in the context of their daily lives. The course stems from the Person Environment Occupation model as well as the Canadian Model of Occupational Performance.

637 / Disability, Development and Occupation: Inquiry and Integration

This course is designed to provide students with opportunities to develop an understanding of models for understanding disability, development and occupation through large group discussion and exploration of learning issues developed from problem scenarios. The course will focus on disability theory, models of occupation, and developmental theories.

638 / Disability, Development and Occupation: Professional Roles and Experiential Practicum

This Term 3 course builds on applying the occupational performance process model in a number of clinical scenarios. Course content will move into consideration and understanding of multi-system problems, and clinical problems which illustrate complexity and chronicity. Students will be expected to apply principles of evidence-based practice, critical thinking and clinical reasoning. Areas of focus include: working with children through play and in school settings, home and community practice, group interventions, psychosocial interventions, neurology, and using technology. The course also includes a

practicum within a practice setting.

Year 2

717 / Transition to Practice: Inquiry and Integration

The purpose of this course is to provide students with an opportunity to gain a more in-depth understanding of childhood and adolescence. Students will investigate a variety of factors that may impact on individuals as they experience occupation during their development. Students will participate in large group sessions and problem-based tutorials where theory, family-centred care, legislation and ethics, complexities of practice, emerging occupational therapy roles and  mutifaceted systems will be explored.

718 / Transition to Practice: Professional Roles and Experiential Practicum

This course is designed to provide opportunities for the student to learn advanced practice skils in occupational therapy for children and adolescents. Course content is based on the most prevalent health problems, the most commonly used and evidence-based assessments, interventions and service-delivery models in pediatric occupational therapy. Emphasis will be placed on applying the learning to case-scenarios and more in-depth exploration of roles, models of practice and settings.

727 / Transition to Practice: Inquiry and Integration

This half course is the second part of a series of three half courses which are designed to work together across a full academic year, therefore, their content and design are similar. The emphasis in this term is upon adulthood and disability. The purpose of this half course is to provide the students with opportunities to pursue advanced knowledge and understanding of complex concepts underlying occupational therapy practice with adults and older adults within specialized areas of professional practice. Students will consider, through large group seminar sessions and in-depth exploration within small group problem-based tutorials, issues that pertain particularly to adults and older adults within the scope of occupational therapy practice. Large group seminar and small group tutorial formats are utilized.

728 / Transition to Practice: Professional Roles and Experiential Practicum

This half course is the second part of a series of three half courses with the emphasis in this term upon adulthood and disability. This practically-based half course will provide students with the opportunity to develop advanced practice skills within laboratory and real world situations. The focus of the skills labs will provide access to a broad spectrum of applied practical knowledge, whereas the placements in

practice settings will focus more specifically upon areas relative to each student’s learning needs. The course coordinator will advise and approve all students’ learning plans, which will build upon and

enhance those learning plans identified within the Inquiry and Integration course (727).

737 / Transition to Practice: Inquiry and Integration

This half course is the third part of a series of three half courses which are designed to work together across a full academic year; therefore, their design is similar. Students will select six areas of study across the three half courses with the emphasis in this term upon the complexities of contemporary practice. The purpose of this half course is to provide the students with opportunities to pursue

advanced knowledge and understanding of complex concepts underlying occupational therapy practice with client populations within specific developmental groups and within specialized areas of professional practice. Students will consider, through large group seminar sessions and in-depth exploration within small group problem-based tutorials, issues that pertain particularly to children, adolescents, adults and older adults within the scope of occupational therapy practice. Large group seminar and small group tutorial formats are utilized.

738 / Transition to Practice: Professional Roles and Experiential Practicum

This half course is the third part of a series of three half courses with the emphasis in this term upon the complexities of contemporary practice. This practically-based half course will provide students with the opportunity to develop advanced practice skills within laboratory and real world situations. The focus of the skills labs will provide access to a broad spectrum of applied practical knowledge, whereas the placements in practice settings will focus more specifically upon areas relative to each student’s learning needs. The course coordinator will advise and approve all students’ learning plans, which will build upon and enhance those learning plans identified within the Inquiry and Integration course (737).

747 / Applying Evidence to Practice: Integration

This problem-based, small group full course extends across the total second year of the MSc (OT) program. This course provides each student with the opportunity to delve deeply into specific areas of

interest and concern related to the application of evidence-based principles. The core notion is to familiarize the students with the essential principles of evidence-based practice as illustrated through real practice dilemmas and questions. These questions will be identified by individual students as they  proceed with their independent research project. The course will utilize a reading course format within the small group context.

748 / Evidence and Practice: Inquiry Seminar

The purpose of this course is to provide students with opportunities to integrate and further develop their knowledge and understanding of central research principles and their direct application to clinical practice. An evidence-based approach to professional practice is critical to the development of conscious professional functioning, the optimal use of resources and, most importantly, the ability of practitioners to provide consistent, quality service to clients and client systems. Large group sessions will provide a forum for content experts to share their knowledge through keynote presentations and student/faculty interactions.

749 / Evidence-Based Research Project

This full course provides each student with the framework to complete his/her independent study project, with the help and guidance of an identified faculty advisor. The core notion of this course is to ensure

that students become responsible consumers of the research literature, applying, in a limited time-frame, evidence-based practice principles to a problem or question identified within a real world practice setting. The course is designed to allow the students to carry out an evidence-based project of their own design, or to develop an evidence-based component of an ongoing research project, with the final outcome having direct relevance and value.