Cheryl MacNeil, Theresa Hand; Examining Occupational Therapy Education Through Faculty Engagement in Curriculum Mapping and Pedagogical Reflection. Am J Occup Ther 2014;68(Supplement_2):S12-S22. doi: 10.5014/ajot.2014.012286.
Download citation file:
© 2017 American Occupational Therapy Association
This article discusses a 1-yr evaluation study of a master of science in occupational therapy program to examine curriculum content and pedagogical practices as a way to gauge program preparedness to move to a clinical doctorate. Faculty members participated in a multitiered qualitative study that included curriculum mapping, semistructured individual interviewing, and iterative group analysis. Findings indicate that curriculum mapping and authentic dialogue helped the program formulate a more streamlined and integrated curriculum with increased faculty collaboration. Curriculum mapping and collaborative pedagogical reflection are valuable evaluation strategies for examining preparedness to offer a clinical doctorate, enhancing a self-study process, and providing information for ongoing formative curriculum review.
For full access to this article, sign in to an existing account, or purchase an annual subscription.
This PDF is available to Subscribers Only
For full access to this pdf, sign in to an existing account, or purchase an annual subscription.