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.
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© 2018 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.
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