Professional
Competencies
The three professional competencies are
• professional reasoning,
• professional
communication and
• professional reflection and growth.
These professional competencies represent behaviors that will assist
occupational therapists to work in a variety of settings including
multicultural, community-based, interdisciplinary and emerging practice
settings.
Every course throughout
the professional phase of the curriculum will stress these three professional
competencies in some way.
The
consistent application of problem-based learning each semester allows for
continual development of these behaviors. The
practical comprehensive assimilated assessment entitled the Occupational Therapy
Student Performance Assessment evaluates proficiency of these three professional
competencies before students start Fieldwork II.
In addition, the required
master's thesis
or master's project conducted in
collaboration with a faculty member allows our students to apply
professional reasoning, oral and written communication skills and lifelong
learning abilities such as accessing and integrating information, proficiently
using technology and creating a well-considered and comprehensive body of work.
Also we expect our students
to disseminate their knowledge through professional presentations and/or
publications. Back to top
1.
Professional Reasoning
Professional
reasoning requires the ability to
• think critically,
• ask pertinent questions,
• identify what one must learn and how best to learn it,
• know where and how
to acquire knowledge,
• exercise sound practice judgment,
• plan and
implement successful interventions. Occupational
therapists must not only have extensive knowledge of the sciences, theory and
therapeutic procedures, but they must also be able to make decisions on when and
how to use interventions based on the unique and often changing characteristics
of a given situation. This is
becoming increasingly complex and challenging as occupational therapists
practice in more diverse settings, often independently. Therapists must also be able to examine the efficacy of therapy
practices. Problem-based learning
is infused throughout the curriculum as an educational method to facilitate
professional reasoning. Problem-based
learning assists students to integrate knowledge and professional skills for
application in a variety of practice settings.
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2. Professional Communication
Effective communication is necessary for successful interactions with
clients, clients' families, colleagues, and government and private systems
involved with interventions. Communication
includes listening skills, ability to resolve conflicts, oral and written
skills, advocacy skills, effective transmission of information to a variety of
audiences and the ability to develop therapeutic relationships. Competency in this area also involves sensitivity to individuals from
different cultural, lifestyle and/or professional backgrounds and being
comfortable with individuals across the life span.
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3.
Professional Reflection & Growth
In order to prepare occupational
therapists to practice competently and independently in a variety of work
settings, students must have the ability and
motivation to be reflective, life-long learners. In order to remain current in professional practice,
occupational therapists need to be able to utilize appropriate resources
including books, professional journals, community resources and technology. All
students must have basic technology skills before entry into the program and
have a computer. We build life-long
learning abilities starting in the first summer session where students learn to conduct on-line searches, communicate with faculty and peers electronically, and
learn and apply Power Point in a presentation. Professional reflection and growth is stressed throughout the curriculum
with increasingly higher expectations. Students
learn the skills to reflect on their professional behavior with the goal of integrating
new knowledge underscoring a commitment to continually improve their practice of
occupational therapy. The faculty serve as role models for professional reflection
and growth on a daily basis. As a
group, they consistently produce high quality scholarship, continually seek new
learning experiences and are actively involved in professional and community
service.
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