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 aprofessional 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 focuses on developing foundational skills in communication, interviewing, identifying and analyzing occupational performance issues, and critical thinking. The course explores occupation in depth and begins application of Occupational Therapy Process Models, in preparation for occupational therapy practice.
*619 / Occupational Therapy Practicum I
The Occupational Therapy Practicum I course provides the opportunity for students to apply occupational therapy knowledge, skills, and professional behaviours in a variety of environments in which occupational therapists provide service. Prior to completion of the full-time two-year program, students will gain experience in four settings, one of which will offer exposure to mental health issues. This is a Level 1 placement, the foci of which are on knowledge application, introduction to the role of the occupational therapist, engagement in professional activities and learning about the realities of professional 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 Avenue to Learn, 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 fulfill daily occupations of self-care, productivity and leisure. The course provides students with opportunities to reason using accepted occupational therapy process models.
*629 / Occupational Therapy Practicum II
Occupational Therapy Practicum II provides the opportunity for students to apply occupational therapy knowledge, skills and professional behaviours in a variety of environments in which occupational therapists provide service. Prior to completion of the full-time two-year program, students will gain experience in four settings, one of which will offer exposure to mental health issues. This is a Level 2 placement, the foci of which are on development of professional knowledge, skills, attitudes and behaviours; development of professional reasoning and problem-solving skills; planning, implementation and evaluation of all aspects of a program of occupational therapy; integration of constructive feedback into performance; and integration of previous academic and fieldwork experiences with current experience.
637 / Disability, Development and Occupation: Inquiry and Integration
This course is designed to provide students with opportunities to develop an understanding of models of disability 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 the application of these theories and models to Occupational Therapy Practice.
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.
Year 2
*717 / Youth and the Development of Self: 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 / Youth and the Development of Self: 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 / Adulthood, Community and Participation: 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 / Adulthood, Community and Participation: Professional Roles and Experiential Practicum V
This course is designed to provide opportunities for students to learn practice skills in occupational therapy as they relate to working with adults and older adults with disabilities in their communities. Course content builds on knowledge and skills from previous terms with a focus on in-depth and “hands-on” exploration of evidence based assessments, interventions and service delivery models in complex areas of occupational therapy practice. Students have opportunities to apply rehabilitation strategies that relate to individuals, their occupations and their community environments. Emphasis will be placed on applying learning to case scenarios.
*737 / Transition to Practice: Inquiry and Integration VI
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 in the evolving healthcare environment. Students will participate in inter-professional large group seminar sessions and in-depth exploration within small group problem-based tutorials, to explore issues that pertain their transition into practice, and prepare them for entry to practice, considering issues related to systems within which they will work. Large group seminar and small group tutorial formats are utilized.
*738 / Transition to Practice: Professional Roles and Experiential Practicum VI
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 allow students to address individualized learning needs.
*747 / Transition to Practice: Evidence Based Practice IV
The course is a half course that runs in Term 4 of the second year of the M.Sc. (OT) Program. It is organized based on small group learning with facilitators to support each group. The focus is on students refining their skills in searching, appraising, and applying research and other evidence related to practice dilemmas. Each student will present his/her analyses of the evidence on two practice dilemmas. Large group resource sessions will be offered to ensure students gain appraisal skills and knowledge needed to support their work in seminar groups.
748 / Transition to Practice: Evidence and Practice V
This full course runs in Term 5 of the second year of the M.Sc. (OT) program. It builds on EBP IV *747 in Term 4 and will continue to focus on evaluating the evidence, interpreting the evidence, and more advanced, specific topics pertinent to Evidence Based Practice. It consists of large group resource sessions once per week. The sessions will involve guest experts and resource people who will focus discussion relating EBP to the practice of occupational therapy. Students will have the opportunity to engage in an interactive format and raise issues for discussion. It also includes a Program Evaluation Web Course, an interactive, self-directed web learning experience. Students will also begin their research project which includes a five-week research practicum.
*749 / Transition to Practice: Evidence-Based Practice VI
This half course runs in Term 6 of the second year of the M.Sc. (OT) program. It builds on 748 - Transition to Practice: Evidence Based Practice V, in Term 5. It focuses on: 1. understanding how evidence is generated, integrated and applied, and 2. synthesizing and disseminating research evidence-based knowledge in a scholarly forum. It consists of individual work on research projects that were initiated earlier in the year in Term 5 and completed in Term 6.