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Research Article  |   April 1995
A Problem-Based Learning Curriculum for Occupational Therapy Education
Author Affiliations
  • Charlotte Brasic Royeen, PhD, OTR, FAOTA is Professor and Chair of Program in Occupational Therapy, Shenandoah University, 333 West Cork Street, 5th Floor, Winchester, Virginia 22601
Article Information
Education of OTs and OTAs / Education
Research Article   |   April 1995
A Problem-Based Learning Curriculum for Occupational Therapy Education
American Journal of Occupational Therapy, April 1995, Vol. 49, 338-346. doi:10.5014/ajot.49.4.338
American Journal of Occupational Therapy, April 1995, Vol. 49, 338-346. doi:10.5014/ajot.49.4.338
Abstract

To prepare practitioners and researchers who are well equipped to deal with the inevitable myriad changes in health care and in society coming the 21st century, a new focus is needed in occupational therapy education. In addition to proficiency in clinical skills and technical knowledge, occupational therapy graduates will need outcome competencies underlying the skills of critical reflection.

In this article, the author presents (a) the rationale for the need for change in occupational therapy education, (b) key concepts of clinical reasoning and critical reflection pertaining to the outcome such change in occupational therapy education should address, (c) problem-based learning as a process and educational method to prepare occupational therapists in these competencies, and (d) the experience of the Program in Occupational Therapy at Shenandoah University in Winchester, Virginia, in implementing a problem-based learning curriculum.