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Research Article  |   December 1990
Adult Physical Dysfunction Content in Professional Curricula
Author Affiliations
  • Craig E. Nelson, MS, OTR, is Associate Professor, Department of Occupational Therapy, Virginia Commonwealth University, Box 8, MCV Station, Richmond, Virginia 23298
  • Sandra H. Cash, MS, OTR, is Assistant Professor, Department of Occupational Therapy, Virginia Commonwealth University, Richmond, Virginia
  • David F. Bauer, PhD, is Associate Professor, Department of Mathematical Sciences, Virginia Commonwealth University, Richmond, Virginia
Article Information
Education of OTs and OTAs / Education
Research Article   |   December 1990
Adult Physical Dysfunction Content in Professional Curricula
American Journal of Occupational Therapy, December 1990, Vol. 44, 1079-1087. doi:10.5014/ajot.44.12.1079
American Journal of Occupational Therapy, December 1990, Vol. 44, 1079-1087. doi:10.5014/ajot.44.12.1079
Abstract

This study examined the content of occupational therapy professional curricula as it pertains to adult physical dysfunction and the opinions and perceptions of faculty responsible for this content area. Survey results from 28 of 66 academic institutions offering professional-level education were received and analyzed. A great diversity in content and emphasis was reflected in the areas of medical conditions, general approaches to evaluation and treatment, specific evaluations, and specific treatment techniques and modalities. Most of the respondents were pleased with students’ performances in physical dysfunction Level II fieldwork, believed that course work was applicable to local clinical settings, and agreed that courses were constantly changing to reflect evolving occupational therapy theory. Approximately 30% of the respondents believed that they had inadequate time to prepare students for entry-level practice, and about half agreed that their department had the necessary equipment to teach evaluation and treatment content.