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Research Article
Issue Date: July 1985
Published Online: July 01, 1985
Updated: April 30, 2020
Curriculum Revision: A Case Study of the Process and Product
M. Jeanne Madigan; Barbara Loomis; Michael Seefeldt
Author Affiliations
  • M. Jeanne Madigan, EdD, OTR/L, FAOTA, is Professor and Chair, Department of Occupational Therapy, Virginia Commonwealth University, Richmond, VA 23298
  • Barbara Loomis, MA, OTR/L, FAOTA, is Associate Professor Emerita and former Head, Department of Occupational Therapy, College of Associated Health Professions, Michael Seefeldt, PhD, is Assistant Professor, Center for Educational Development; both at the University of Illinois at Chicago, Chicago, IL 60612
  • Barbara Loomis, MA, OTR/L, FAOTA, is Associate Professor Emerita and former Head, Department of Occupational Therapy, College of Associated Health Professions, Michael Seefeldt, PhD, is Assistant Professor, Center for Educational Development; both at the University of Illinois at Chicago, Chicago, IL 60612
Article Information
Education of OTs and OTAs / Features
Research Article   |   July 01, 1985
Curriculum Revision: A Case Study of the Process and Product
American Journal of Occupational Therapy, July 1985, Vol. 39, 446-452. https://doi.org/10.5014/ajot.39.7.446
American Journal of Occupational Therapy, July 1985, Vol. 39, 446-452. https://doi.org/10.5014/ajot.39.7.446
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Abstract

This paper traces the forces that stimulated a faculty to completely revise its occupational therapy curriculum. The process of the revision, which was largely adapted from a test development model, is recounted. The paper also describes the broad array of teaching/learning methodologies used. Comparative data from the American Occupational Therapy Association Certification Examination indicate that student achievement has significantly improved since the revised curriculum was implemented.