THE HONG KONG POLYTECHNIC UNIVERSITY DEPARTMENT OF REHABILITATION SCIENCES BSc (Hons) in Occupational Therapy (2012 Intake) OUR VISION: We strive for excellence in education, research and consultancy that enhances self-maintenance, leisure and work for people with disabilities and facilitate their social participation, their families and communities within an Asian context. We believe this to include strategies to eliminate or minimize disability and handicap, health promotion and disability prevention. We aim to be internationally recognized as the preferred occupational therapy programme in Asia, leading the way to culturally appropriate application of our professional knowledge.
OUR MISSION:
To provide undergraduate, post-graduate and continuing education programmes that are based on theories of occupation, client-centred practice and equalization of opportunities for all members of the community. Our graduates will be committed to life-long learning, the education of their clients, the public and the next generation of therapists.
To actively nurture a culture of scholarship, open inquiry, research, and partnership through linkages with people with disabilities, clinical colleagues and the international community.
To promote equality of access to our University for all students and to become known as a Preferred University for students with disabilities.
To contribute to the future direction of rehabilitation services, policies and innovations in Hong Kong.
To identify areas of need and develop speciality services within the Rehabilitation Clinic that will serve the Hong Kong community.
To strengthen formal and informal links with colleagues and organizations in China to support the development of services for people with disabilities and the occupational therapy profession including clinical service, education and research.
This Definitive Programme Document for the 3-year BSc (Hons) in Occupational Therapy Programme is subject to review and changes which the Department of Rehabilitation Sciences can decide to make from time to time. Students will be informed of the changes as and when appropriate.
TABLE OF CONTENTS PART A SECTION
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14.
TOPIC
PAGE
Programme Information .......................................................................................................... 1 Host Department & Mission Statement .................................................................................. 1 Pattern of Attendance .............................................................................................................. 1 Aims and Intended Learning Outcomes (ILOs) of the Programme ........................................ 2 Mode of Study ......................................................................................................................... 4 Entrance Requirement ............................................................................................................. 4 Conceptual Framework of the Programme ............................................................................. 4 Mode of Assessment ............................................................................................................. 16 Programme Structure and Curriculum .................................................................................. 16 Achievement of Programme Aims and Objectives ............................................................... 26 Regulation for Assessment, Progression and Award ............................................................ 30 Normal Study Pattern ............................................................................................................ 41 Syllabus ................................................................................................................................. 42 Department Policy / Guidelines on Student Misconduct ...................................................... 43
References ......................................................................................................................................... 45 Figures 1 2 3 4 5 6
Occupational Performance Frame of ReferenceAmerican Occupational Therapy Association....................................................................... 6 Occupational Therapy: The Person-Environment-Occupation Model of Occupational Performance .......................................................................................................................... 7 Model of Occupational Process Model ................................................................................. 8 Occupational Performance Changes with Time throughout Life Span ................................ 9 Domain of Occupational Therapy…………………………………………………………. 10 Programme Sequence within the University Calendar ......................................................... 11
Tables 1 2 3 4
Programme Progression Pattern ............................................................................................ Credit Allocation by Subject Streams / Categories ............................................................... Teaching Activity and Assessment Type Plan ...................................................................... Listing of Subjects in the BSc (Hons) OT Programme .........................................................
17 19 22 40
Appendices 1 2 3 4.
Guidelines: Development of Professional Elective Subjects ................................................ Operational Definition of Teaching & Learning Methods .................................................... Progression and Academic Probation System ....................................................................... Curriculum Map ....................................................................................................................
47 48 49 50
1.
2.
PROGRAMME INFORMATION 1.1
Programme Title:
Bachelor of Science (Honours) Degree in Occupational Therapy
1.2
Mode of attendance:
Full-time
1.3
Normal Duration:
3 years (including summer clinical placement in Year I & II) (Maximum 6 years)
1.4
Credit Value:
114 credits* (90 academic credits, 24 clinical education credits)
1.5
Award:
Bachelor of Science (Honours) Degree in Occupational Therapy
HOST DEPARTMENT 2.1
Department of Rehabilitation Sciences
2.2
Mission Statement
The Department’s mission is to provide high quality education to our students in a caring manner, so that our graduates in either Physiotherapy or Occupational Therapy will become competent and humane practitioners, who are able to communicate effectively with diverse clienteles and related professionals, practise ethically in a variety of clinical settings, and function credibly as valued members of multidisciplinary research teams. Cognisant of their professional roles, our graduates will be committed to life-long learning and the education of the clients, the public and the next generation of therapists. Through vigorous training of our post-graduate students and research pursuits done in collaboration with the professional and scientific communities at local and international levels, we are further dedicated to the development of a credible scientific base that will underpin the practices of both occupational and physiotherapy. In serving the broader Hong Kong community and beyond, we shall provide competent consultancy in a cost effective and friendly manner. We aim to make a difference to the community we serve. (Department of Rehabilitation Sciences, The Hong Kong Polytechnic University, 1997, p.2).
3.
*
PATTERN OF ATTENDANCE 3.1
The programme is structured to allow for alternating periods of academic and clinical studies so that knowledge and skills acquired in the Hong Kong Polytechnic University will be applied and evaluated in tandem with the development of skills in practice. The relationship between clinical studies and academic work is based on a cyclic series of theoretical and practical exposure.
3.2
Students are given the flexibility as appropriate to achieving the programme objectives within the recommended progression pattern for the educational programme.
3.3
Within the credit-based system, students are not necessarily required to move through the programme by year or in cohorts, provided they can complete the degree award requirements within the maximum completion time and specified validation period for credits. (6 years)
Refer to page 17 – 18 for the details of the number of credits
1
4.
AIMS AND INTENDED LEARNING OUTCOMES (ILOs) OF THE PROGRAMME 4.1
This programme has been planned to produce competent practitioners in occupational therapy who are capable of continuing professional and personal development to meet specific needs of Hong Kong.
4.2
The programme aims to: i.
equip students with the specific knowledge and skills that are required for competent practice of occupational therapy at the beginning level;
ii.
develop students' understanding of the holistic nature of a person's health status and its implications on the delivery of health care service with emphasis on rehabilitation and well being;
iii.
develop students' analytical communication skills;
iv.
develop students' ability to integrate knowledge, skills and attitudes to practice competently as occupational therapists;
v.
foster students' development of professional identity and accountability; and,
vi.
develop students' skills in self-directed learning and positive attitudes towards continuing professional and personal development.
thinking,
problem
solving,
interpersonal
and
4.3
Intended Programme Outcomes (ILOs):
4.3.1
Professional/academic knowledge and skills On successful completion of the Bsc (Hons) Occupational Therapy Programme, a student will be able to: i.
Demonstrate the understanding and integration of the current biological, behavioural, social and clinical sciences for occupational therapy practice with due reference to the holistic approach in health care issues.
ii.
Identify patients’/clients functional problem resulting from development dysfunction, physical dysfunction, psychosocial dysfunction and /or ageing process , plan, and provide quality and evidence-based OT programmes to help them fulfil own life roles and function independently in the community.
iii.
Contribute to the planning, organising, managing, leading and assuring the quality of services of an occupational therapy unit.
iv.
Understanding the local and international health and labour policies and trend, identify market needs for OT services, and engage in service development and public education for Hong Kong and mainland China.
v.
Effectively use English/Chinese (verbal and written) to communicate and interact effectively with clients, care-givers, peers, colleagues and other health care professionals with clarity and sensitivity in professional manner.
vi.
Effectively use interpersonal skills to enhance treatment process and reduce misunderstanding and conflict among peers, patients, care-givers and team members.
vii.
Continue ongoing and professional development through participation in professional conferences, workshops, postgraduate studies so as to keep abreast of local and internal professional and technological developments in particular the field of rehabilitation.
2
4.3.2
4.4
Attributes for all-roundedness On successful completion of the BSc (Hons) Occupational Therapy Programme, a student will be able to: i.
Demonstrate leadership skills in student organizations, social functions, outside visits to demonstrate the leadership.
ii.
Translate ethical principles into responsible and accountable behaviour and exhibit appropriate personal and professional conduct.
iii.
Act as responsible citizens fulfilling social and civic duties to promote quality of life among people with disabilities in Hong Kong and China.
Curriculum Mapping A curriculum map is presented in Appendix 4. This helps to clarify learning goals for students and give them an overall picture of the programme intended outcomes. It also enables students to learn about the opportunities available in the programme through which they can develop academically, professionally and personally, so that they can better manage their learning. It is important to emphasize that students are expected to be active and motivated learner towards the achievement of these learning outcomes as listed in Section 4.3.
3
5.
MODE OF STUDY 5.1
This is a 3-year full-time (or equivalent) programme comprising of 90* credits for the academic component in the Hong Kong Polytechnic University and 24 credits for the clinical education component, which occurs in clinical settings in Hong Kong or in mainland China.
5.2
Students will be arranged to have clinical attachments, which is spread across the academic terms and over the summer vacation period to achieve the integration of academic knowledge and clinical practice.
5.3
There are 3 major strands of subjects for the undergraduate programme, i.e. core programme subjects, supporting subjects and elective subjects. Students are required to complete all the prescribed core programme subjects and supporting subjects. However, for the electives, students may take subjects offered within the department or faculty, or across other faculties, provided the subjects are deemed to be relevant for the programme and the total credit points are not less than prescribed for the programme.
*
Refer to page 17 – 18 for the details of the number of credits.
6.
ENTRANCE REQUIREMENTS 6.1
6.2
7.
Applicants will be required to have satisfied the following: i.
HKALE Grade E in Chinese Literature, or HKALE (AS-Level) Grade E in Chinese Language & Culture, or HKCEE Grade D in a Language other than Chinese and English: AND
ii.
HKALE (AS-Level) Grade E in Use of English; AND
iii.
HKALE Grade E in two other subjects, or HKALE Grade E in one other subject and HKALE (AS-Level) Grade E in two other subjects; AND
iv.
HKCEE Grade E or above in five subjects (for attempts of English Language and Chinese Language in 2007 and after, at least Level 2 is requested.) including Mathematics, Chemistry, Physics, Engineering Science, Biology or Human Biology, which may be attained at multiple sittings; OR
v.
other qualifications deemed by The Hong Kong Polytechnic University to be acceptable
Applicants must be able to communicate effectively in Cantonese/Putonghua and English.
CONCEPTUAL FRAMEWORK OF THE PROGRAMME Introduction 7.1
Yerxa et al (1989) have advocated the development of a systematised body of knowledge of occupation in order to support and enrich therapeutic practice (Nelson, 1988; Yerxa, 1988; USC, 1989: Yerxa et al., 1989). However, debate currently exists on the soundness of this emerging discipline of occupational science, which is based on two research paradigms (Carlson & Clark, 1991);
Paradigm 1 7.2
Paradigm 1 in which emphasis is placed on the discovery of abstract, generalizable, preferably cause-effect laws through objective observation on the part of the therapist, and
4
Paradigm 2 7.3
Paradigm 2 represents a different, more holistic methodological approach. It is aimed at providing an understanding of how people make sense of their lives in the midst of the fluid complexities that characterise social situations.
7.4
The success (or lack of success) of the implementation of the new paradigm will depend upon the extent to which occupational therapy educators can develop the correct dynamic values and competencies, guide their values and commitments in the discussion of concepts and present a clear perception of the characteristics of the innovation and its effect upon the educational and organisational climate. It is the belief of the staff of the Occupational Therapy Section, the Department of Rehabilitation Sciences, that the honours curriculum should also reflect the beliefs, domains of concern, characteristics and process of occupational therapy.
7.5
In 1973, the American Occupational Therapy Association published “The Roles and Functions of Occupational Therapy Personnel”, in which occupational performance, the performance skills, and the performance components were defined. The purpose was to describe the areas of expertise of the occupational therapist and the areas of concern within the profession. In 1974, the concept of the Occupational Performance frame of reference appeared in “A Curriculum Guide for Occupational Therapy Educators” published by the American Occupational Therapy Association (see Figure 1) (AOTA Curriculum Guide 1974, cited in Pedretti, 1985, p.1). This concept of the Occupational Performance frame of reference was generated from professional conceptualizations of practice and described as a frame of reference for practice and a model for education. This concept of the occupational performance frame of reference was further developed from current Canadian guidelines for occupational therapy practice and approaches for client-centred practice to reflect occupational performance as the product of a dynamic, interwoven relationship that exists among people, their occupations and roles, and the environments or contexts in which they live, work and play (Law, Baptiste et al., 1994, Figures 2 & 4).
7.6
The recent publication of Occupational Therapy Practice Framework: Domain and Process by the American Occupational Therapy Association (2002&2008), does not only reflect the occupational performance focus of occupational therapy practice, but provides uniform terminology and language for this viable and dynamic profession. (Figure 5)
7.7
In Hong Kong, a basic case study format and recording system for occupational therapy was developed in 1985 to reflect the Occupational Performance frame of reference by the Occupational Therapy section of the Hong Kong Polytechnic and reported on by Sinclair and Chow (1986). It has been used, with updates and modification, in Applied Occupational Therapy subjects and in Clinical Education since that time. The curriculum was subsequently revised and updated in 2003.
Philosophical Base 7.8
A basic concept of modern health care is the holistic approach to resolve clients' problems resulting from impairment caused by developmental deficits, the ageing process, physical injury, and psychological or social dysfunction. The occupational therapist's concern is for the health and function of each individual within his or her own environment. Occupational therapists work with humans as whole beings and are committed to providing opportunities for development and maintenance of the highest potential in the biological, psychological, social and cultural dimensions of each individual and participation in society.
7.9
Occupational Performance refers to the ability to perform those tasks that make it possible to carry out occupational roles in a satisfying manner that is appropriate to the individual’s developmental stage, culture, and environment. Occupational performance areas include selfcare, productivity and play/leisure. Occupational roles are the life roles that the individual holds in the society. These may include roles such as preschooler, student, parent, homemaker, employee, volunteer, or retired worker. (Pedretti, 1995, p.3). Participation may be accomplished through environmental modification.
5
OCCUPATIONAL PERFORMANCE PERFORMANCE CONTEXTS Temporal/ Environment
ADL
WORK/ PRODUCTIVE ACTIVITIES
PLAY/ LEISURE
6
PERFORMANCE COMPONENTS
SENSORIMOTOR
Figure 1
COGNITIVE/ COGNITIVE INTEGRATION
PSYCHOSOCIAL/ PSYCHOLOGICAL
10 OCCUPATIONAL PERFORMANCE MODEL
Based on Uniform terminology for O.T., AJOT, 48:1047-1994, cited in Pedretti, 1996
1 0 -
Figure 2 OCCUPATIONAL THERAPY: THE PERSONENVIRONMENT-OCCUPATION MODEL OF OCCUPATIONAL PERFORMANCE
Law, Baptiste et al., 1994
7
ENVIRONMENT
LEISURE
SELF-CARE
Spiritual
SOCIAL
Physical
INDIVIDUAL Socio-cultural
Mental
8
PRODUCTIVITY PHYSICAL Figure 3
MODEL OF OCCUPATIONAL PERFORMANCE
From Occupational Therapy Guidelines for Client-centred Practice, Health Canada, 1991, cited in McCall & Pranger, 1994, p.252
Figure 4 OCCUPATIONAL PERFORMANCE CHANGES WITH TIME THROUGHOUT LIFE SPAN
9
Law, Baptiste et al., 1994
Figure 5 DOMAIN OF OCCUPATIONAL THERAPY This figure represents the domain of occupational therapy and is included to allow readers to visualize the entire domain with all of its various aspects. No aspect is intended to be perceived as more important than another. ENGAGEMENT IN OCCUPATION TO SUPPORT PARTICIPATION IN CONTEXT OR CONTEXTS
10
Performance in Areas of Occupation Activities of Daily Living (ADL)* Instrumental Activities of Daily Living (IADL) Education Work Play Leisure Social Participation Performance Patterns Habits Routines Roles
Performance Skills Motor Skills Process Skills Communication/Interaction Skills Context
Activity Demands
Cultural Physical Social Personal Spiritual Temporal Virtual
Objects Used and Their Properties Space Demands Social Demands Sequencing and Timing Required Actions Required Body Functions Required Body Structures
Client Factors Body Functions Body Structures
* Also referred to as basic activities of daily living (BADL) or personal activities of daily living (PADL) American Occupational Therapy Association (2002). Occupational Therapy practice framework: Domain and Process. American Journal of Occupational Therapy. 56, 609-639
ORGANIZATION OF ACADEMIC & CLINICAL EDUCATION – BSC (HONS) IN OCCUPATIONAL THERAPY
Figure 6
September to mid January
st
Year 1
2 Semester (Week 19 – 37)
(Christmas and New Year holdiday)
(Chinese New Year Holiday)
University Teaching (14 weeks) Generic Anatomy Functional Anatomy Fundamentals of Chinese Communication Foundation Psychology for Rehabilitation Professionals OT Theory & Process I Physiology
University Teaching (8 weeks) Critical Inquiry III OT Management in Geriatric Practice OT in Vocational Rehabilitation, Professional elective
CEIII (8 wks)
e x a m exam/ exam result process ing
University Teaching (14 weeks) English for University Studies Human Occupations Physiology & Pharmacology in Rehabilitation Rehabilitation Psychology: Basis for Understanding Dysfunction OT Foundations in Human Performance Clinical Sciences in Musculoskeletal Conditions Foundation in Traditional Chinese Medicine for Occupational Therapy Practice
e x a m
e University Teaching (14 weeks) x Clinical Sciences in Medical & Neurological Conditions a Critical Inquiry II m CEIB Environmental Issues in OT Practice (3 wks) OT for Developmental Dysfunction OT for Physical Dysfunction II -Medical & Neurorehabilitation OT Theory & Process II
exam /exam result process ing
CEIV (8 wks)
University Teaching (8 weeks) Critical Inquiry III Health Care Management Professional elective
e x a m CEIA 2wks
e x a m
e x a m
e x a m
CEII (8 wks)
exam/exam result processing
University Teaching (14 weeks) Clinical Neurology & Neuroscience Clinical Sciences in Psychiatric Conditions Clinical Sciences in Developmental Dysfunction Critical Inquiry I OT for Physical Dysfunction I Musculoskeletal Rehabilitation OT for Psychosocial Dysfunction
e x a m
Mid May to July
Summer term (Week 38-47)
exam/exam result processing
Year 3
1 Semester (Week 1 – 18)
exam/exam result processing
11
Year 2
January to mid May
nd
“exam” = examination “CE” = Clinical Education
7.10
Study of Foundations in Human Performance is required for successful engagement in occupational performance. The individual’s ability to engage in occupational performance must be considered in the performance contexts of life roles, life space influences, (including physical, social and cultural environments), developmental age, chronological age and health status.
7.11
There is an interactive relationship among occupational performance areas, performance components, and performance contexts environment. For a person to lead a productive life, function in performance areas is the ultimate concern of occupational therapy, with performance components considered as they relate to participation in performance areas. Performance areas and performance components are always viewed within performance contexts. Performance contexts are taken into consideration when determining function and dysfunction relative to performance areas and performance components, and in planning intervention. (AOTA, 1994).
7.12
Human life includes a process of continuous adaptation. Adaptation is a change in function that promotes survival, productive living and self-actualisation. Biological, psychological, and environmental factors may interrupt the adaptation process at any time throughout the life cycle. Dysfunction may occur when adaptation is impaired.
7.13
Occupational therapy is based on the belief that performance of purposeful activity (occupation) will promote learning, adaptation and change. Occupational therapists facilitate the active participation of the client in occupation for the purpose of improving performance within the environment to lead a productive life.
7.14
Occupational therapists identify the client's life roles and determine the ways in which these roles have been disrupted by disability or dysfunction at home, in the community, or at work; whether participating in family life, earning a living or playing. Ways are sought to modify factors, which impede function so that performance may be restored or enhanced. Treatment is directed towards those performances essential to the individual's everyday life and toward an improved lifestyle within the client's own life-roles, circumstances and environment.
7.15
Occupational therapists provide opportunities for the individual to master those activities and tasks essential to roles in daily living tasks, work and leisure/play. The primary focus is the development of adaptive skills and habits, social effectiveness within life roles, and physical abilities. The occupational therapist facilitates the client's participation in selected tasks, modifying or selecting appropriate environment in order to integrate, reinforce and enhance newly learned behaviours.
Definition of Occupational Therapy 7.16
Based on the above philosophical base, occupational therapy is, therefore, defined as, the design and use of therapeutic activities (occupations) to increase functional ability in performing in daily living tasks, work, and leisure; to enhance development; and to prevent disability. It may include adaptation of tasks and environment to achieve optimal functioning, to enhance quality of life, and finally for the individual to lead a productive living in his/her community.
7.17
The goal of occupational therapy is, through the use of occupation, or purposeful and goal directed activity, to prevent, remediate, or reduce dysfunction in relation to the life tasks, (selfcare, productivity, play/leisure), and to promote maximum adaptation and function or environmental change for the individual to lead a productive life, i.e. to meet his/her own needs in the living environment, and to be a contributing member of the society. When the independent functioning of an individual is disrupted by illness, injury, psychosocial problem, or developmental deficit, improvement measures will begin at the client’s level of receptiveness to learning and provide for practice over a period of time. Compensation or environmental adaptation provides alternative options. Within an institution or in the community, occupational therapists work with the individual, caregiver and other professional disciplines to characterise the nature of the problem, develop an intervention plan, and deliver services (Christiansen, 1991; Yau, 1995 & 1996)
12
Relevance of Philosophical Base to Educational Aims 7.18
It is desirable to adhere to the Department’s mission to achieve the provision of quality programmes of professional education, by which to serve the Hong Kong community and contribute to its health, well-being, prosperity and to the development of health care and rehabilitation
7.19
The Department’s objectives are: to structure the programme based on well-grounded occupational therapy theory and to design the contents to reflect the latest developments in the profession; to integrate the academic and clinical aspects of the programme with changing practices in the health, educational and political arenas; and, to meet student, professional and community needs for quality education of occupational therapists to meet international standards;
7.20
With the foreseeable changing pattern of health care delivery changing as we enter the new millenium, the qualifying therapist faces a changing and developing role in which initial professional education must be a preparation. Education must inculcate a capacity to reason and to act in situations which may change as treatment progresses. It must also allow for the development of professional objectivity which will permit critical evaluation of the results of practice, and emergence of the maturity, imagination and flexibility needed to make useful innovation and autonomous decisions.
7.21
As health care professionals, occupational therapists work closely with other multi-disciplinary team colleagues such as nurses, physiotherapists, speech therapists and social workers in resolving client's problems. This demands not only personal competencies in professional skills, but also an appreciation of the work of others and willingness to communicate and co-operate in contributing a particular expertise.
7.22
The occupational therapist's professional role involves not only treating, but also motivating and teaching. In additional the occupational therapist is, increasingly, a source of information, a coordinator of resources, and a manager. It is necessary to take circumstances as well as disease processes and disability into account; these aspects are important to the therapist in selecting from, and developing therapy based on a wide variety of approaches, activities and techniques.
7.23
An occupational therapist needs to be adaptable and prepared to solve problems in client care, administration, research, education, and professional activities. A problem-solving process, the therapist seeks to find the best, most appropriate means of helping those individuals requiring occupational therapy intervention to reach their highest potential for function in their own roles within their own environments.
7.24
Clinical reasoning (clinical judgement) may be viewed as a skill that consists of reducing the ambiguities inherent in clinical practice to manageable risks and by so doing, enabling the formulation of prudent decisions. In each clinical transaction, the therapist is challenged to apply theories and techniques of occupational therapy to a particular client or group.
7.25
Clinical problems are not neat but present uncertainties. In handling the uncertainties, the therapists rely on their accumulated experience, conceptual and fundamental heuristics, intuition, and insight to "apply their knowledge" and make clinical judgements (Rogers, 1985). Clinical reasoning requires a practitioner to be in a fluid state of exploration ready to question that which seems immutable, and open to new ideas that may revolutionise what appears to be logically consistent. The quality of reasoning is directly related to the quality of practice. The ability to make well-reasoned decisions signifies excellence (Rogers, 1988)
7.26
In order to produce a competent beginning occupational therapist, a curriculum design must delineate competencies and professional roles. This is reflected in the aims of the BSc (Hons) programme. The philosophical base of occupational therapy provides guidance for education and practice and for development through research.
13
Occupational Therapy Practice in Hong Kong 7.27
In Hong Kong, occupational therapists have to assess and treat their patients/clients in the context of a highly urbanised and industrialised society. With the recent decline in the manufacturing sector, there is an increase proportion of work force is now concentrated on the servicing and building industries. Ninety-eight percent of its population (about 6.5 million) are Chinese, most of whom are residing in either congested high rise buildings or temporary housing. Living in a society with limited welfare service, they are busily engaged in economic pursuits. Also, they are demanding increasingly for improved quality of life and consequently, quality of total health care services.
7.28
In this highly industrialised society with high work and traffic accidents, high socio-economic, and life stresses, there is a high incidence of physical disabilities and mental disorders, in addition to the occurrence of developmental disabilities and ever increasing ageing population. A comprehensive rehabilitation service for persons with disabilities is, therefore, deemed necessary. As a profession in the rehabilitation service, occupational therapy aims at restoration of these persons to the fullest physical, mental, social, vocational and economic productivity.
7.29
Injuries/accidents prevention and health and wellness promotion through the use of goaldirected and purposeful activities, e.g., stress management, relaxation therapy and ergonomic design of workstation and home environment, among the well population is another emerging scope of practice for the profession in Hong Kong.
Summary of the Occupational Therapy Services in Hong Kong 7.30
Occupational therapists work in a variety of settings ranging from hospitals, clinics, rehabilitation centres, day activities centres, sheltered workshops, homes for the aged, child assessment centres, special pre-school training centres, special schools, vocational training institutes, community rehabilitation services to clients' home, treating persons with functional problems as a result of developmental dysfunction, ageing process, physical injury or illness, psychological and/or social disability.
Common Diagnostic Groups treated by Occupational therapists in Hong Kong 7.31
Common diagnostic groups of patients/clients for each of the following fields are:i.
Paediatric Conditions - mental handicap, Down syndrome, autism, developmental delay, specific learning disabilities, and cerebral palsy
ii.
Physical Conditions - musculoskeletal injuries, head injuries, hand injuries, spinal cord injuries, hemiplegia, rheumatoid arthritis, repetitive strain injuries, cardiopulmonary diseases and other chronic illnesses
iii.
Psychosocial Conditions - schizophrenia, mood disorders, anxiety neurosis, mentally handicapped and alcoholism and life-stress, substance abuse, adjustment disorder
iv.
Geriatric Conditions - cerebral vascular accidents, parkinsonism, dementia, organic brain disorders fracture neck of femur and arthritis
Occupational Therapy activities relevant to the Socio-cultural context of Hong Kong 7.32
In general, the goal of occupational therapy is to prevent, remediate, or reduce dysfunction relating to occupational performance and the occupational context. In addressing occupational performance needs, therapists work with the individual and other professional disciplines to characterise the nature of the problem, develop an intervention plan, and deliver services. The success of intervention strategies must be determined through continuous evaluation, of client’s capability in his/her physical, social and cultural contexts, and within his/her developmental stage and expected life roles, during the intervention process. (Christiansen, 1991)
14
7.33
The above background has implications on Hong Kong occupational therapists' effort to adapt tasks or environment to suit their patients'/clients' needs. A range of culturally relevant activities, in addition to other activities, are used by occupational therapists to help patients/clients develop an adaptive cycle of interaction with the environment.
7.34
Examples of these culturally relevant activities in the self maintenance aspect are to teach the person with disability to use chopsticks and rice bowl, and to wash body from a bucket or plastic basin of water, whilst examples in the home management aspect are to teach them to go to the Chinese food market for shopping and to cook with rice cooker and wok.
7.35
In the work aspect, occupational therapists assist persons with disability to develop mainly basic work skills, e.g. lifting, handling work objects and tools, and cleansing; work habits, e.g. punctuality and care of tools; and work roles; in addition to work related social skills such as job hunting in local industrial areas and job interview, etc.
7.36
In the leisure pursuit aspect, common examples of culturally relevant activities are appreciating Chinese songs and opera, practising Tai Chi, Qiqong and Chinese martial arts, pot-planting, fish and bird rearing, playing Chinese chess and table tennis, and participating in community centre activities.
Intervention approaches and Techniques commonly used by the Occupational Therapists in Hong Kong 7.37
Occupational therapists develop specific intervention programmes such as sensori-motor training, social skills training, and work skills training by incorporating techniques of a variety of theoretical approaches such as biomechanical, neurodevelopmental, functional restorative, behavioural and cognitive-behavioural approaches.
7.38
Techniques of the above approaches include, for example, muscle strengthening, joint mobilisation, endurance training, motor learning, neurodevelopment techniques, sensory integration, conductive education, adaptation, compensation, substitution, classical conditioning, operant conditioning, self-efficacy enhancement, self-concept enhancement, reality orientation, and group work techniques.
15
8.
9.
MODE OF ASSESSMENT 8.1
Course work, as a means of continuous assessment, continues to be the primary mode of assessment within the educational programme. The types of course work assessment include: seminar presentation, written assignment, written test, viva test, and examination.
8.2
Fourteen examinations are listed for the programme (Seven projected in Year I and Five in Year II and Two in Year III): Year I - Semester I: Physiology (ABCT218) Fundamentals of Chinese Communication (CBS2080) Generic Anatomy (HSS201) Functional Anatomy (RS203) OT Theory & Process I (RS220) Year I - Semester II: Physiology and Pharmacology in Rehabilitation (ABCT222) Human Occupations (RS226) Year II - Semester I: OT for Physical Dysfunction I – Musculoskeletal Rehabilitation (RS341) OT for Psychosocial Dysfunction (RS345) Year II – Semester II : OT for Developmental Dysfunction (RS343) OT for Physical Dysfunction II – Medical & Neuro-Rehabilitation (RS346) OT Theory & Process II (RS348) Year III – Semester I: OT Management in Geriatric Practice (RS427) Occupational Therapy in Vocational Rehabilitation (RS460)
PROGRAMME STRUCTURE AND CURRICULUM Programme Structure 9.1
This programme comprises three main groups of subjects, i.e. OT core/professional subjects, common subjects (science & profession categories), and Languages & General Education subjects, which are inter-related and extend from Year 1 to Year 3 as shown in Table 2.
9.2
The OT core/professional subjects are further divided into five streams for co-ordination and management reasons. They are namely, Foundations for OT Practice, Applied Occupational Therapy in Client Practice, Clinical Sciences for Occupational Therapy Practice, Professional Electives and Clinical Education.
9.3
Clinical Education is incorporated as part of the core/professional subjects with assigned credits.
9.4
To meet one of the main purposes of the credit-based system, student ‘choices’ are maintained in the Professional Electives subjects. A minimum of 1 elective subject or an equivalent of 3 credits must be selected by student according to their preferences, (subject to approval of the Programme Leader, student may opt to take more electives). This elective subject is in addition to the General Education requirement.
16
TABLE 1
PROGRAMME PROGRESSION PATTERN BSc (Honours) in Occupational Therapy (2012 Intake)
Year I – Semester I Subject Title Code GEC General Education I#
Cr 2
Year I – Semester II Subject Title Code GEC General Education II1
Physiology
ABCT218
3
Fundamentals of Chinese Communication Generic Anatomy
CBS2080
3
HSS201
Foundation Psychology for Rehabilitation Professionals
ABCT222
2
Physiology & Pharmacology in Rehabilitation English for University Studies
ECL291
3
3
Human Occupations
RS226
3
RS202
3
Rehabilitation Psychology: Basis for Understanding Dysfunction
RS227
3
Functional Anatomy
RS203
2
OT Foundations in Human Performance
RS247
4
OT Theory & Process I
RS220
3
Clinical Sciences in Musculoskeletal Conditions
RS248
2
Foundation in Traditional Chinese Medicine for Occupational Therapy Practice TOTAL CREDITS
RS249
2
TOTAL CREDITS
19
19 (Range: 19– 21*) *Depends on whether General Education II is taken
Summer Period Clinical Education IA Year II - Semester I
RS2240
Year II - Semester II
Subject Title Clinical Neurology & Neuroscience Critical Inquiry I
Code RS303
Cr 4
RS304
Clinical Sciences in Psychiatric Conditions
Clinical Sciences in Developmental Dysfunction
Cr 2
Subject Title General Education II2
Code GEC
2
Environmental Issues in OT Practice
RS320
3
RS331
3
Clinical Sciences in Medical & Neurological Conditions
RS333
2
RS332
2
OT for Developmental Dysfunction
RS343
3
OT for Physical Dysfunction I RS341 - Musculoskeletal Rehabilitation RS345 OT for Psychosocial Dysfunction
4
OT for Physical Dysfunction II Medical & Neuro-rehabilitation
RS346
3
4
OT Theory & Process II
RS348
3
Critical Inquiry II
RS376
2
TOTAL CREDITS
After Semester 1 Clinical Education 1B
19
R2240
[3]
Cr 2
TOTAL CREDITS
18 (Range: 16 –18*) *Depends on whether General Education II is taken Summer Period Clinical Education II
RS3250
[7]
# Students are required to take a total of two GE subjects (one under the “Broadening” category and one “China Studies” subject). Non-local students can apply for exemption from taking the mandatory “China Studies” subject and to take one additional 2-credit “Broadening” subject as replacement. 1&2 Students may opt to take General Education in Semester 2 of Year I or Year II
17
Table 1 (cont’d) Year III - Semester I / Block I (8 weeks) Subject Title Code RS405 Critical Inquiry III (Final Project)
Cr (cont.)
Year III - Semester II / Block II (8 weeks) Subject Title Code RS405 Critical Inquiry III (Final Project)
Cr 3
OT Management in Geriatric Practice
RS427
3
Health Care Management
RS401
3
Occupational Therapy in Vocational Rehabilitation
RS460
3
Professional Elective
RS4xx
(3*)
Professional Elective
RS4xx
(3*)
Clinical Education IV
RS4260
[7]
Clinical Education III
RS4250
[7]
TOTAL CREDITS
13 (Range: 13 – 16*) *Depends on the number of electives taken
TOTAL CREDITS
16 (Range: 13 – 16*) *Depends on the number of electives taken
Professional Elective Subjects Note: 1. Students must select a minimum of 3 credits value of elective subjects in Year III. 2. Class size is limited. For further information on Professional Elective Subjects please refer to “Guidelines for the Development of Professional Elective Subjects (appendix 1). 3. According to the availability of staff and student’s preference, only limited number of occupational therapy specific electives will be run each year.
Subject Title
Enabling Occupation in Home And Community Practice Occupational Therapy in the Management of Memory
Deficits East-Meets-West in Stress Management Biological Psychology for Human Behavior OT in Primary Health Care Theories and Practices of Functional Capacity Evaluation Culturally Competent Practice in Health Care Clinical Practice in Stroke Rehabilitation
BSc (Honours) in Occupational Therapy Academic subjects (90 credits) + Clinical Education (24 credits) Total
18
Code RS428 RS451
Cr 3 3
RS452 RS455 RS456 RS457 RS458 RS459
3 3 3 3 3 3
Remarks
114
TABLE 2
CREDIT ALLOCATIONS BY REQUIRED SUBJECT CATEGORIES
Note: ** Elective Subject Category; All other subjects are ‘Compulsory’ Streams
Subject Code
Subject Title
Credit Values
Foundations for OT Practice
RS220 RS348 RS226 RS227
3 3 3
RS247 RS320
RS248
RS331 RS332
RS333
RS249
RS341
RS346
RS343 RS345 RS427 RS460
Clinical Education
RS2240 RS3250 RS4250 RS4260
Common Subjects
ABCT218 ABCT222 HSS201 RS202
RS203 RS303 RS304 RS376 RS405 RS401
Clinical Sciences for OT Practice
Applied OT in Client Practice
General Education & Language
CBS2080 ELC291 GEC GEC
OT Theory & Process I OT Theory & Process II Human Occupations Rehabilitation Psychology: Basis for Understanding Dysfunction OT Foundations in Human Performance Environmental Issues in OT Practice Sub-total Clinical Sciences in Musculoskeletal Conditions Clinical Sciences in Psychiatric Conditions Clinical Sciences in Developmental Dysfunction Clinical Sciences in Medical & Neurological Conditions Sub-total Foundation in Traditional Chinese Medicine for Occupational Therapy Practice OT for Physical Dysfunction I – Musculoskeletal Rehabilitation OT for Physical Dysfunction II Medical & Neuro-Rehabilitation OT for Developmental Dysfunction OT for Psychosocial Dysfunction OT Management in Geriatric Practice Occupational Therapy in Vocational Rehabilitation sub-total Clinical Education I A& B Clinical Education II Clinical Education III Clinical Education IV sub-total Physiology Physiology & Pharmacology in Rehabilitation Generic Anatomy Foundation Psychology for Rehabilitation Professionals Functional Anatomy Clinical Neurology & Neuroscience Critical Inquiry I Critical Inquiry II Critical Inquiry III Health Care Management Sub-total Fundamentals of Chinese Communication English for University Studies General Education – “China Studies” subject General Education – “Broadening” subject Sub-total
19
3 4 3 19 2 3 2 2 9 2 4 3 3 4 3 3 22 3 7 7 7 24 3 2 3 3 2 4 2 2 3 3 27 3 3 2 2 10
Streams
Subject Code
Subject Title
Credit Values
Professional **Electives
RS428
3
RS451
RS452 RS455 RS456 RS457
RS458
RS459
Enabling Occupation in Home And Community Practice Occupational Therapy in the Management of Memory Deficits East-Meets-West in Stress Management Biological Psychology for Human Behavior OT in Primary Health Care Theories and Practices of Functional Capacity Evaluation Culturally Competent Practice in Health Care Clinical Practice in Stroke Rehabilitation
3 3 3 3 3 3 3
sub-total
3
Total: Academic Subjects (90 credits) + Clinical Education (24 credits)
114
20
Teaching activity and assessment weighting plan 9.5
A summary of the subject hours, teaching methods and mode of assessment plan is shown in Table 3 :
Explanatory notes for the BSc (Hons) OT Programme Teaching Activities and Assessment Type Plan: a. "L" means "Lectures" b. "S" means "Seminars" c. "T" means "Tutorials" d. "P/Lab" means "Practical/Laboratory" e. "CV/FS" means "Clinical Visits/Field Study" (Forms part of student’s independent’s study hours) f. "SubT." means "Sub-total" g. "Assess.%" means "Assessment Percentage" h. "CA" means "Continuous Assessment" i. "Ex" means "Examination"
21
TABLE 3 LEVEL I SUBJECTS
TEACHING ACTIVITIES AND ASSESSMENT TYPE PLAN CREDIT VALUES
TEACHING ACTIVITIES HOURS L
S
T
P/ LAB
CV /FS
ASSESS. %
Sub T.
CA
EX
Core Occupational Therapy Subjects OT Theory & Process I
3
28
14
42
55
45
Human Occupations
3
28
28
56
60
40
Rehabilitation Psychology: Basis for Understanding Dysfunction
3
28
10
42
100
OT Foundations in Human Performance
4
28
68
100
Clinical Sciences in Musculoskeletal Conditions
2
14
28
100
Foundation in Traditional Chinese Medicine for Occupational Therapy Practice
2
14
28
100
56
60
40
42
50
50
4
28
12
14
14
Supporting Subjects 56
Functional Anatomy
2
Generic Anatomy
3
28
Physiology
3
38
4
42
60
40
Physiology & Pharmacology in Rehabilitation
2
26
2
28
60
40
Foundation Psychology for Rehabilitation Professionals
3
28
42
100
14
14
Language & General Studies English for University Studies
3
42
42
100
Fundamentals of Chinese Communication
3
42
42
60
General Education I
2
28
100
75
100 (By attendance)
28
40
Clinical Education Clinical Education IA
Credit combined with CE1B
5
22
70
LEVEL II SUBJECTS
CREDIT VALUES
TEACHING ACTIVITIES HOURS L
S
T
P/ LAB
CV/ FS
ASSESS. % Sub T.
CA
EX
56
100
42
100
34
100
28
100
56
84
60
40
6
42
60
40
56
60
40
56
60
40
42
50
50
28
100
28
100
58
100
28
100
Core Occupational Therapy Subjects Environmental Issues in OT Practice
3
28
Clinical Sciences in Psychiatric Conditions
3
28
Clinical Sciences in Developmental Dysfunction
2
18
Clinical Sciences in Medical & Neurological Conditions
2
28
OT for Physical Dysfunction I Musculoskeletal Rehabilitation
4
28
OT for Physical Dysfunction II Medical & Neuro-Rehabilitation
3
20
16
OT for Psychosocial Dysfunction
4
28
28
OT for Developmental Dysfunction
3
28
OT Theory & Process II
3
14
Critical Inquiry I
2
16
Critical Inquiry II
2
14
4
52
2
28
28 14 10
6
28 28
Supporting Subjects
Clinical Neurology & Neuroscience
General Studies General Education II Clinical Education Clinical Education IB Clinical Education II
12 14 6
3
5
105
110
100
7
7
280
287
100
23
LEVEL III SUBJECTS
CREDIT VALUES
TEACHING ACTIVITIES HOURS L
S
T
P/ LAB
CV/ FS
ASSESS. % Sub T.
CA
EX
42
60
40
42
60
40
14
28
60
40
24
42
100
24
42
100
5
42
100
6
42
100
6
42
100
8
42
70
42
100
14
100
42
100
Core Occupational Therapy Subjects OT Management in Geriatric Practice
3
14
28
Occupational Therapy in Vocational Rehabilitation
3
14
22
3
14
3
12
3
16
Professional Electives Enabling Occupation In Home And Community Practice Occupational Therapy in the Management of Memory Deficits East-Meets-West in Stress Management Biological Psychology for Human Behavior OT in Primary Health Care Theories and Practices of Functional Capacity Evaluation Culturally Competent Practice in Health Care Clinical Practice in Stroke Rehabilitation
3
6
6
37
3
16
3
12
3
12
3
16
20 24 22 26
Supporting Subject Critical Inquiry III
3
Health Care Management
3
14 20
10
12
Clinical Education Clinical Education III
7
7
280
287
100
Clinical Education IV
7
7
280
287
100
24
30
Organisation of Clinical Education 9.6
The arrangement for Clinical Education throughout the three years of the course is in terms of sequential clinical placements, Clinical Education IA & IB, II, III and IV (See Figure 6), which take place at major hospitals, rehabilitation centres and individual settings. CE IA and IB are graded together as one subject
9.7
To enhance student learning and better integration of the academic and clinical components of the curriculum, subjects are presented according to clinical condition/dysfunction and then followed by clinical placements in relevant clinical settings (See Figure 6).
9.8
The Clinical Study Manual contains pertinent information on clinical education, including philosophy, aims and objectives, integration with academic teaching, teaching-learning methods, assessment, policies and procedures, and the expected roles of the relevant parties.
25
10.
ACHIEVEMENT OF PROGRAMME AIMS AND OBJECTIVES Syllabus 10.1
The programme syllabus outlines the aims, learning outcomes, contact hours for various teaching activities, content, teaching-learning approaches, assessment, essential reading and recommended reading for each subject.
Horizontal integration and vertical development 10.2
Each subject within a group forms the content of each level of study in the programme. It is considered mandatory that a student should achieve both specified educational and vocational objectives and obtain a satisfactory result in each subject (horizontal integration) before progressing to the next higher level of study or being granted the final award, which is based on the achievement of the overall educational and vocational objectives of the course (vertical integration). The integration between various subject content areas also form the basis for integration and focus on number and types of assessments conducted throughout different levels and years of study.
Integration of theory and practice 10.3
Students enrolled into the programme will be equipped with occupational therapyrelated knowledge, skills and attitudes. They also learn to apply the knowledge when treating clients in the service delivery environment under the guidance of clinical educators and other qualified occupational therapy staff.
Levels of the integration process 10.4
The integration between academic teaching and clinical studies incorporates the following three basic levels of the integration process (Reay, 1986):Knowledge integration 10.4.1 Students acquire in the PolyU factual knowledge, e.g. anatomy, psychology and occupational therapy process, which need to be reinforced in the clinical setting. Conceptual integration 10.4.2 Students learn in the PolyU how to relate knowledge from several sources and put them together to form a coherent framework for professional practice, e.g. the concept of selecting an appropriate treatment approach for a certain patients/clients group. Then they need the chance to see how this concept is being realised in the clinical setting. Practice integration 10.4.3 Students learn how to translate knowledge, attitudes and skills into appropriate professional behaviours and practice in the clinical setting.
Integration between academic subjects and clinical studies Level I Subjects 10.5
Subjects taught include “Functional Anatomy”, “Generic Anatomy”, “Physiology”, “Physiology & Pharmacology in Rehabilitation”, “Foundation Psychology for Rehabilitation Professionals”, General Education I and II subjects. Students develop a broad perspective on a human society and an understanding of the holistic nature of a person’s health status at the level I of study. This forms the basis for the development of a holistic approach to client care. “Clinical Sciences in Musculoskeletal Conditions” is also introduced to equip students better understanding of “clinical” conditions at an early stage.
26
10.6
Through the “Human Occupations” subject, Students learn about occupations analysis (daily living tasks, work and leisure), tasks and activities analyses; occupational therapy intervention process, the developmental psychology, roles development throughout the lifespan, as well as the tasks associated / expected with different roles at different stages of human development.
10.7
In “OT Theory & Process I”, students study the historical development of the profession; its philosophical beliefs, ethical considerations; occupational therapists’ roles and functions in local clinical settings; the development of occupational therapy theories, different models of the profession and guidelines for practice, in addition to approaches, techniques and culturally relevant activities commonly employed by occupational therapists in Hong Kong.
10.8
Students studying in the “Rehabilitation Psychology: Basis for Understanding Dysfunction” subject develop communication ability, interview skills and basic counselling skills which are essential for the practice of occupational therapy in various clinical and work situations.
10.9
Through the “Foundation in Traditional Chinese Medicine for Occupational Therapy Practice” subject, students learn about the key theoretical concepts of Traditional Chinese Medicine (TCM) and gain an understanding of the applications of TCM within the Occupational Therapy context.
10.10
Through the studies of the “OT Foundations in Human Performance”, students gain knowledge of professional foundation sciences for human occupations, and skills in conducting assessments and intervention strategies specifically for dysfunction in sensory-perceptual, motor and psychosocial performance components.
Clinical Education 10.11
“Clinical Education I’ consists of CE IA and CE IB. CE IA takes place at the beginning of Year I summer vacation whilst CE IB takes place between semesters 1 and 2 of Year II. CEI A & B will be graded as one subject. (Figure 6, p.11). This subject specifically provides students with the opportunity to identify functional problems encountered by persons with disability, and to experience various roles and functions of occupational therapists, and the occupational therapy intervention process in various clinical settings through observation.
10.12
In addition, students are guided to develop appropriate professional attitudes and behaviours, especially toward establishing rapport with clients and staff of the occupational therapy unit, which form the basis for more advanced studies in Level II and III.
Level II subjects 10.13
In the subject “Critical Inquiry I”, students gain the concept of and methodology in scientific enquiry and its application to health care research, which forms the basis for the development of problem solving abilities in occupational therapy practice.
10.14
Critical Inquiry II” subject equips students with specific techniques in scientific enquiry for application to various health care research designs. This subject, together with “Critical Inquiry I”, provides a lead for the “Critical Inquiry III” and forms the basis for the further development of critical thinking ability in Level III.
10.15
In Semester 1, students gain competence in assessing, planning, implementing and evaluating occupational therapy interventions for clients, with problems associated with musculoskeletal conditions, psychiatric or psychosocial conditions and conditions on developmental disabilities through subjects: “Clinical Sciences in Psychiatric Conditions”, “OT for Psychosocial Dysfunction”, “OT for Physical Dysfunction I”, and “Clinical Sciences in Developmental Dysfunction”. They also start to build on the basis of neurological conditions through the subject: “Clinical Neurology & Neuroscience”.
27
10.16
In Semester 2, students gain competence in assessing, planning, implementing and evaluating occupational therapy interventions for clients with problems associated with medical or neurological conditions and developmental dysfunction through subjects: “Clinical Sciences in Medical-neurological Conditions”, “OT for Physical Dysfunction II-Medical & Neuro-rehabilitation” and “OT for Developmental Dysfunction”.
10.17
The subject “Environmental Issues in OT Practice” facilitates students to gain knowledge and skills in understanding and addressing issues in the physical environment that impact on patient’s/client’s reintegration into the community.
10.18
The “OT Theory and Process II” subject guides students to critically evaluate the application of various occupational therapy theories and practice models in clinical practice. This enhances students’ professional competency in assessing, planning, implementing and evaluating occupational therapy intervention programmes for clients. It also guides students to critically evaluate the service focus of occupational therapy and to contribute to the promotions of its service status in Hong Kong
Clinical Education 10.19
Clinical Education II” takes place during Year II summer vacation. This 8-week clinical placement provides students with the opportunity to participate as contributing members of a health care team and to further their experience in adopting a holistic approach to client care.
10.20
The subject also provides them with the opportunity to consolidate and apply occupational therapy knowledge, attitudes and skills learned in the PolyU to assess, plan, implement, evaluate and modify, under guidance, occupational therapy intervention programmes for clients suffering from common conditions in the fields of developmental dysfunction, physical disability, psychosocial dysfunction and/or ageing process.
Level III Subjects 10.21
The subject “OT Management in Geriatric Practice” equips students with professional knowledge and the latest therapeutic interventions in the management of common geriatric conditions such as stroke, dementia, and falls. Students are facilitated to further develop clinical reasoning skills in addressing the needs of geriatric clients from a holistic perspective.
10.22
The subject “Occupational Therapy in Vocational Rehabilitation” provides students with knowledge and skills of vocational rehabilitation to specific populations. It also guides students to evaluate practice of vocational rehabilitation in terms of its evidence base.
10.23
The subject “Health Care Management” provides students with knowledge in types of professional service and interdisciplinary practice, as well as basic managerial knowledge and skills to enable them to contribute to the planning, organising, staffing, leading and assuring the quality of service provided.
10.24
In “Critical Inquiry III”, students are expected to conduct a project, which aims to integrate their knowledge in professional practice and research, under faculty’s supervision. The format and content of the project may be varied to meet student’s learning needs and can be negotiated between student and faculty.
10.25
“Professional Elective” subjects provide options for students to advance their knowledge base and/or skills in specific areas of practice. Students can choose at least one (1) Professional Electives (or 3 credits equivalent).
28
Clinical Education 10.26 Clinical Education at Level III consists of the “Clinical Education III” and “Clinical Education IV” subjects which take place in the mid of first semester and the beginning of second semester of Level III study respectively. These two “clinical placements” provide students with the opportunity to consolidate, integrate, apply and evaluate knowledge, skills and attitudes learned in the PolyU to occupational therapy practice with emphasis on community re-integration in physical and psychosocial perspectives. 10.27
They will be guided to evaluate, with respect to management theories and techniques learned, the appropriateness of basic managerial functions for managing independent occupational therapy practice and day-to-day administration of the occupational therapy service.
10.28
They will also be assisted to evaluate various aspects of clinical programmes. Upon the completion of their Clinical Education III & IV, students will be competent and reflective occupational therapists who are self-motivated and have positive attitudes towards continuing personal growth and professional development.
Teaching and learning methods 10.29
The teaching and learning activities of the programme are coherently organised according to the nature and demands of the particular subject area, the levels of the programme, and the degree of the integration of the academic and clinical components during each of and between the three years. The general rule is that students are required to contribute 1-2 hours of self-directed study for 1 hour of teaching per week.
Group size i. The whole cohort of students, i.e. 90 will attend lectures unless otherwise stated, but the cohort will be divided into 3/4 groups of approximately 30/23 each for tutorials, practicals, seminars and laboratory work as shown in Table 3. ii.
10.30
The group size for Clinical Education at Clinical Educational Units of the Hospital Authority has been planned to be a maximum of 6 students per Clinical Educator at any one time. Student may also attend clinical setting individually or in pairs.
Throughout the three years of the programme, the following teaching methods are used: a. Lectures b. Tutorials c. Seminars d. Laboratory work e. Practicals f. Case studies g. Project work h. Clinical study i. On-line teaching/E-Learning (Refer to Appendix 2)
10.31
The above methods are employed to guide students to adopt a self-directed and deep (as opposed to surface) learning approach which facilitates their development of an analytical mind and the ability to think independently and critically, to discover facts, to perceive relationships and to draw their own conclusions of the phenomenon they observe.
10.32
The ultimate aim is to guide students in developing independence of learning skills from the very beginning to foster a desire for continued professional and personal development.
29
11.
REGULATIONS FOR ASSESSMENT, PROGRESSION AND AWARD General Assessment Regulations Introduction 11.1
The General Assessment Regulations shall govern the BSc (Hons) OT programme which lead to PolyU award. BSc (Hons) OT programme shall, in addition, have its own programme – specific regulations, formulated within the framework of the General Assessment Regulations and students shall be advised of these regulations at the commencement of an academic year.
11.2
In this programme, students progress by credit accumulation i.e. allowing credits earned by passing individual subjects to be accumulated toward the final award.
11.3
For the purpose of these Regulations, a subject is defined as a discrete section of the programme, which is assigned a separate assessment. A list of subjects, together with their credit values, is shown in Table 2.
Admission, Subject registration and related regulations
11.4
Students’ admission will be carried out only at the start of the academic year.
11.5
Students are required to progress through the programme in which they have registered in accordance with the specified pattern.
11.6
Full-time regular students are expected to complete subject registration before the commencement of each semester. When there are elective subjects in the specified pattern, students are expected to choose their electives before each semester.
Deferment of study 11.7
Deferment of study is granted exceptionally to those who have a genuine need to temporarily suspend the study or extend the maximum period of registration (Refer to Student Handbook). Approval from the Department offering the programme is required. The deferment period will not be counted towards the maximum period of registration.
Subject exemption 11.8
If a student is exempted from taking a specified subject, the credits associated with the exempted subject will not be counted towards the award requirements. It will therefore be necessary for the students to take another relevant subject in consultation with the programme leader in order to satisfy the credit requirement for the award.
Credit transfer 11.9
In the case of credit transfer, a student will be given credit for recognized previous study and the credits will be counted towards meeting the requirement of the award.
11.10 Credit transfer may be done with the grade carried or without the grade carried; the former should normally be used only when the credits to be transferred have been gained from within PolyU. 11.11
For transfer of credit from programmes offered by PolyU, normally not more than 67% of the credit requirement for the award can be transferred. The subjects must be passed, in order to be eligible for a particular award.
30
11.12
Normally, not more than 50% of the credit requirement for the award may be transferred from approved institutions outside the University. The subjects must be passed in order to be eligible for a particular award.
11.13
The validity period of credits previously earned, is 8 years after the year of attainment.
Regulations for assessment, progression and award Purpose of assessment 11.14
Assessment of learning and assessment for learning are both important for assuring the quality of student learning. Assessment of learning is to evaluate whether students have achieved the intended learning outcomes of the subjects that they have taken and have attained the overall learning outcomes of the academic programme at the end of their study at a standard appropriate to the award. Appropriate methods of assessment that align with the intended learning outcomes will be designed for this purpose. The assessment methods will also enable the teacher to differentiate students’ different levels of performance within the subject. Assessment for learning is to engage students in productive learning activities through purposefully designed assessment tasks.
11.15
The purpose of assessment within this programme is to enable students to demonstrate that they have fulfilled the objectives and intended learning outcomes of each strand of subjects and have, in the final stage, achieved the standard appropriate to degree level award. Timely feedback should be provided to students so that they are aware of their progress and attainment for the purpose of improvement.
11.16
Assessment of the student’s suitability to become a professional occupational therapist and for an award of the BSc (Hons) OT goes beyond merely ensuring that s/he has attained a level of proficiency in knowledge and competence in skills. Emphasis is particularly laid on the ability to demonstrate maturity in personality, attitudes, values and behaviours, and a capacity for further development consistent with becoming a professional occupational therapist. These characteristics are taken from established codes of ethics of the profession. Intensive weekly contacts between the supervisor and the student during clinical placements provide a very appropriate and important context for such assessment. When a problem arises, personal tutors and relevant subject teachers will be involved to work out remedial actions, if necessary.
Assessment Rationale 11.17
Assessment methods adopted in this programme are appropriate to the achievement of the subject objectives and intended learning outcomes, and ultimately, the programme aims and intended learning outcomes.
11.18
Students are required to demonstrate their knowledge and comprehension in 3 major Strands of subjects i.e. Core Subjects, Supporting Subjects and Electives Subjects. The acquisition of factual information and concepts is essential for students to analyze, assimilate and apply this knowledge to Clinical Education Subjects and Specific Occupational Therapy Subjects. Students’ grasp of concepts is assessed mainly by written papers of various types. The development of skills is assessed through the medium of practical work, reports, laboratory reports and tests.
11.19
The achievement of programme aims related to the acquisition of attributes such as independence of thought and action, and communication skills are assessed in a range of programme work modes throughout the programme, such as verbal case presentations. This is further reinforced in clinical education subjects at various levels. The intellectual skills required for a competent practitioner are assessed through project work, assignments and essays requiring background reading and analysis of literature.
31
11.20
Achievement of the programme aims relating to the development of skills of inquiry and the development of a critical and analytical approach are assessed through the clinical education subjects and Elective Subjects. The Elective Subjects also provides students with an opportunity to assess their own degree of independence and initiative displayed in conducting a pilot study.
11.21
The assessment of the programme aims and intended learning outcomes specific to the practice of occupational therapy depends on the integration of theory and practice in the application of clinical reasoning and problem solving skills.
11.22
The assessment methods adopted for clinical education subjects are designed to ensure that the student’s clinical reasoning develops as the programme progresses. As Clinical Education is an integral part of the programme, the assessment takes a holistic view of the occupational therapy process. The methods of assessment used for clinical education are described in detail in Clinical Education Manual.
11.23
The assessment weighting of each subject in this programme is not only based on the relative position within the horizontal integration and vertical development, but also intended to reflect that programme aims and objectives have been met and that studies receive an education which will prepare them for a challenging career as occupational therapists.
11.24
The weighting for each subject is also based on such factors as its relative importance, the duration of the subject, the stage of study and the teaching-learning methods used. These factors are considered concurrently, when the weighting of each subject is determined.
Methods of assessment 11.25
Throughout the programme, a subject is assessed on the basis of continuous assessment, and/or examination. A summary of methods of assessment is presented in Table 3.
11.26
Continuous assessment: i. Students in their first year spend more time in learning theory and knowledge and less time learning application; and majority of the subjects in the programme are assessed by means of continuous assessment. Continuous assessment is considered to encourage the student to work steadily and progressively throughout the semester. It is therefore essential for the achievement of horizontal integration and vertical development of subjects within each semester year and progressively through the programme. ii. Continuous assessment may be in the form of tests, assignments, laboratory work, practical work, essays, case studies, project work and field work. The format and the relative weighting allocated for each subject is specified clearly in the subject syllabi. iii. The contribution made by each student in continuous assessment involving a group effort shall be determined and assessed separately, and this can result in different grades being awarded to students in the same group
11.27
Examination: i. Examinations may take place at the end of the semester I or semester II. All examinations planned for this programme are in written form. Questions may be essay-type, short answer, multiple choice, etc., the details of which are set out in the syllabi of individual subjects. Students will be informed in advance of the format of the examination paper. ii. It will be the responsibility of each subject examiner to compile all examination question papers, which will be checked by the programme leader.
32
Timing of continuous assessment and examinations 11.28
This may take many different forms as stated above and occur at intervals throughout the year. A calendar is presented to the students at the start of the semester with the timing and nature of the assessments for each subject. One of the responsibilities of the subject examiner is to spread the programme work loading evenly throughout the semester and to maximize the advantages of this form of assessment. Students will be notified in advance of the timing the examinations / assessment.
Grading 11.29 Assessment grades shall be awarded on a criterion-reference basis. A student’s overall performance in a subject shall be assessed as follows: Grade A+
Exceptionally Outstanding
A
Outstanding
B+
Very Good
B
Good
C+
Wholly Satisfactory
C D+
Satisfactory Barely Satisfactory
D
Barely Adequate
F
Inadequate
‘F’ is a subject failure grade, whilst all others (‘D’ to “A+’) are subject passing grades. No credit will be earned if a subject is failed. 11.30
Numeral grade point is assigned to each letter grade, as follows: Grade
Grade Point
A+
4.5**
A
4
B+
3.5
B
3
C+
2.5
C
2
D+
1.5
D
1
F
0
** 11.31
The GPA is capped at 4.0.
At the end of each semester, a Grade Point Average (GPA) will be computed as follows, and based on the grade point of all the subjects:
Subject Grade Point x Subject Credit Value n GPA =
Subject Credit Value n
33
Where n = number of all subjects (inclusive of failed subjects) taken by the student up to and including the latest semester, but for subjects which have been retaken, only the grade points obtained in the final attempt will be included in the GPA calculation. In addition, the following subjects will be excluded from the GPA calculation:
Exempted subjects Ungraded subjects Incomplete subjects Subjects for which credit transfer has been approved without any grade assigned# Subjects from which a student has been allowed to(i.e. those with the grade “W”)
# Subjects taken in PolyU or elsewhere and with grade assigned, and for which credit transfer has been approved, will be included in the GPA.
Subject which has been given an “S” code i.e. absent from examination will be included in the GPA calculation and will be counted as “zero” grade point. The GPA is thus the unweighted cumulative average calculated for a student, for all relevant subjects taken from the start of the programme to a particular point of time. GPA is an indicator of overall performance. The GPA is capped at 4.0. 11.32
Any subjects passed after the graduation requirement has been met or subjects taken on top of the prescribed credit requirements for award shall not be taken into account in the grade point calculation for award classification. However, if a student attempts more elective subjects (or optional subjects) than those required for graduation in or before the semester in which he becomes eligible for award, the elective subjects (or optional subjects) with a higher grade/contribution shall be included in the grade point calculation (i.e. the excessive subjects attempted with a lower grade/contribution, including failed subjects, will be excluded).
Progression and academic probation system 11.33
Board of Examiners The Board of Examiners is appointed for each programme leading to a PolyU award. It is required to follow the PolyU’s General Assessment Regulations, and also the specific regulations approved for the programme. The Board of Examiners shall, at the end of each semester, determine whether each student is (i) (ii) (iii)
11.34
eligible for progression towards the award; or eligible for an award; or required to be deregistered from the programme .
A student will have `progressing’ status unless s/he falls within the following categories, either of which may be regarded as grounds for deregistration from the programme: (i) (ii)
(iii) (iv)
the student has exceeded the maximum period of registration, which is 6 years; OR the student’s Grade Point Average (GPA) is lower than 2.0 for two consecutive semesters and his Semester GPA in the 2nd semester is below 2.0; OR the student’s Grade Point Average (GPA) is lower than 2.0 for three consecutive semesters the student has failed consecutively in any of the clinical education subjects twice.
The Board of Examiners has the flexibility on not granting a student with repeat placement if the student has extremely poor academic and/or clinical performance before the time specified in the (ii) or (iii) stated above, or to allow a student who falls into categories (ii) or (iii) to stay on the programme and be granted with a repeat placement, despite his/her falling into the category for which a repeat placement is not granted, if there are good reasons.
34
11.35
The progress and academic probation system will work as follows: 1st semester (i) If a student has a GPA below 2.0 in a semester, he will be allowed to progress, but put on academic probation. 2nd semester (ii) If a student is able to get a GPA of 2.0 or above in the 2nd semester, the status of ‘academic probation’ will be lifted (iii) If a student who has been put on academic probation continues to have a GPA below 2.0 in the 2nd semester, but his Semester GPA is 2.0 or above, he will be allow to progress, but will continue to be put on academic probation. (iv) If a student’s GPA and Semester GPA both are below 2.0 in the 2nd semester, he will be considered for de-registration. 3rd semester (v) If a student who has been put on academic probation for two consecutive semesters has a GPA of 2.0 or above in the 3rd semester, his status of ‘academic probation’ will be lifted. (vi) If a student who has been put on academic probation for two consecutive semesters has a GPA below 2.0 in the 3rd semester, he will be considered for de-registration. A flow chart showing the progression and academic probation system is attached at Appendix 3.
Withdrawal of subjects (For details, please refer to the Student Handbook) 11.36 Students are not allowed to drop subjects after add/drop period. If student have genuine need to withdraw from the subjects after add/drop period, students should submit a written request for withdrawal of subject to the department. Such requests will only be considered if there are strong justifications and subject to the approval by the Head of Department and the Programme Leader. (Refer to the Clinical Education Manual for the management of withdrawal of clinical education subjects)
Retaking of subjects 11.37
Students may retake any subject for the purpose of improving their grade without having to seek approval, but they must retake a compulsory subject which they have failed, i.e. obtained an F grade.
11.38
Retaking of subjects is with the condition that the maximum study load of 21 credits per semester is not exceeded. Students wishing to retake passed subjects will be accorded a lower priority than those who are required to retake (due to failure in a compulsory subject) and can only do so if places are available.
11.39
The number of retakes of a subject is not restricted. Only the grade obtained in the final attempt of retaking (even if the retake grade is lower than the original grade for originally passed subject) will be included in the calculation of the Grade Point Average (GPA). If students have passed a subject but failed after retake, credits accumulated for passing the subject in a previous attempt will remain valid for satisfying the credit requirement for award. (The grades obtained in previous attempts will only be reflected in transcript of studies.)
11.40
For clinical education subjects, each clinical block may only be repeated once. A student who fails in a re-take clinical education subject may be required to withdraw from the programme.
35
11.41
In cases where a student takes another subject to replace a failed elective subject, the fail grade will be taken into account in the calculation of the GPA, despite the passing of the replacement subject.
Exceptional circumstances Absence from an assessment component 11.42
For a student who is unable to complete all the assessment components of a subject due to illness or other circumstances beyond his/her control and considered by the subject offering Department as legitimate, the Department will determine whether the student will have to complete the assessment, and if so, by what means. This late assessment shall take place at the earliest opportunity, and before the commencement of the following academic year (except that for Summer Term, which my take place within 3 weeks after the finalization of Summer Term results). If the late assessment cannot be completed before the commencement of the following academic year, the Faculty Board Chairman shall decide on an appropriate time for completion of the late assessments.
11.43
The student concerned is required to submit his/her application for late assessment in writing to the Head of Department offering the subject, within five working days from the date of the examination, together with any supporting documents (e.g. medical certificate). Approval of applications for late assessment and the means for such late assessments shall be given by the Head of Department offering the subject or the Programme Leader or the Subject Lecturer concerned.
Aegrotat award 11.44
If a student is unable to complete the requirements of the programme in question for the award due to illness or other circumstances, which are beyond his control, and considered by the Board of Examiners as legitimate, the Faculty Board will determine whether the student will be granted an aegrotat award.
11.45
A student who has been offered an aegrotat award shall have the right to opt either to accept such an award, or request to be assessed on another occasion to be stipulated by the Board of Examiners; the student’s exercise of this option shall be irrevocable.
11.46
The acceptance of an aegrotat award by a student shall disqualify him from any subsequent assessment for the same award.
11.47
An aegrotat award shall normally not be classified, and the award parchment shall not clearly state that it is an aegrotat award.
Other particular circumstances 11.48
A student’s particular circumstances may influence the procedures for assessment but not the standard of performance expected in assessment.
Participation in non-credit bearing Co-curricular activity (CCA) 11.49
PolyU aspires to develop all its students as all-round graduates with professional competence, and has identified a set of highly valued graduate attributes as the learning goals for students. While many of these graduate attributes can be developed through the curricular activities of this programme, some (including leadership, citizenship, etc.) are primarily addressed through co-curricular activities offered by faculties, departments, and various teaching and learning support units of the University. Students are encouraged to make full use of such opportunities to develop these attributes.
36
11.50
Students will be required to participate in at least 6 cumulative hours of non-credit bearing co-curricular activity to satisfy the overall requirement of general education before graduation. These co-curricular activities aim at rendering additional values, and helping students to broaden their horizons and inspiring them to actualize all-round development outside the classroom.
11.51
Activities like internship, placement, paid work, and contribution made by office-bearers in student bodies are NOT considered as CCA.
11.52
Students will be considered as having fulfilled the requirement if they have participated in co-curricular activities such as Community Service/Voluntary Work, Complementary Studies Programme, Leadership and Competence for Success Programme, Physical Education Programmes, Personal Development Programmes, Hall Education Programmes, preplacement training/career training organized by SAO, seminar and lunch talks by prominent speakers/study tour/exchange activity offered/organized by faculties/academic departments/supporting units, cultural appreciation programme, and any other activities in a variety of forms that the Departments consider essential as part of the overall requirement of general education. Students’ participation in such activities will be recorded in the Cocurricular Achievement Transcript (CAT) administered by SAO.
Participation in Work-integrated Education (WIE) 11.53
Students will be required to participate in Work-integrated Education (WIE) to satisfy the overall requirement of general education before graduation. These WIE activities aim to provide a framework for students to integrate what they have learnt in the classroom with what they will be experiencing in the real world. The format of these activities is structured clinical placements in hospitals or clinical settings or other forms that are considered by the department/faculty to be able to meet the requirement of WIE.
Graduation Requirements 11.54
A student is eligible for award if he satisfies all the conditions shown below: a) b) c) d) e)
Accumulation of 114* credits as defined in this document; and Satisfying all requirements defined in this document and as specified by the University; and Having a GPA of 2.0 or above at the end of the programme; and Having an Average Grade of ‘C’ for all Clinical Education Subjects; and Satisfying other requirements, i.e. Co-curricular Activities (CCA) and Work-integrated Education (WIE)
* Refer to page 17 – 18 for the details of the number of credits.
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Guidelines for award classification 11.55
In using the following guidelines, the Board of Examiners shall exercise its judgment in coming to its conclusions as to the award for each student, and where appropriate, may use other relevant information.
11.56
BSc (Hons) OT programme make use of a Weighted GPA as a guide for helping to determine award classifications. Weighted GPA will be computed as follows:
Subject Grade Point x Subject Credit Value x Wi n Weighted GPA = ___________________________________________ Subject Grade Value x Wi n Where Wi = weighting of between 0 – 1, to be assigned according to the level of the subject n = number of all subjects counted in GPA calculation as set out in section 11.31 The level weightings assigned will be applied across all subjects of the same level within a programme. The weighting of each level is a measure of the relevance of the level to the classification of the degree. Elective subject of the same level is given the same weighting. If a particular subject will not contribute to the award classification, it will be specified in this document that the subject will not be included in the calculation of the Weighted GPA.
Weightings Level I Level II Level III 11.57
The following are guidelines for Boards of Examiners’ reference in determining award classifications: Hons degrees 1st
2:i 2:ii 3rd
11.58
11.59
0.5 1.0 1.0
Guidelines The student’s performance /attainment is outstanding, and identifies him / her as exceptionally able in the field covered by the programme in question. The student has reached a standard of performance / attainment which is more than satisfactory but less than outstanding. The student has reached a standard of performance / attainment judged to be satisfactory, and clearly higher than the ‘essential minimum’ required for graduation. The student has attained the ‘essential minimum’ required for graduation at a standard ranging from just adequate to just satisfactory.
There is no requirement for Boards of Examiners to produce award lists, which conform to the guidelines in Sections 11.57. Under exceptional circumstances, a student who has completed an Honours degree programme, but has not attained Honours standard, may be awarded a Pass-without-Honours degree. A Pass-without-Honours degree award will be recommended only under exceptional circumstances, when the student has demonstrated a level of final attainment which is below 38
the ‘essential minimum’ required for graduation with Honours from the programme in question, but when he / she has nonetheless covered the prescribed work of the programme in an adequate fashion, while failing to show sufficient evidence of the intellectual caliber expected of Honours degree graduates. For example, if a student in an honours degree programme has a GPA of 2.0 or more, but his Weighted GPA is less than 2.0, he may be considered for a Pass-without-honours classification. Same as GPA, Weighted GPA is capped at 4.0. A Pass-without-Honours is an unclassified award, but the award parchment will not include this specification.
Checking of eligibility for graduation 11.60
The computer system will identify potential graduates by generating potential graduate lists after the end of each semester. The computer will check the following to determine students’ eligibility for graduation: (i) the compulsory subject requirements and elective subject requirements; and (ii) credits requirements for the BSc (Hons) OT; and (iii) language requirements; and (iii) general education requirements; and (iv) the minimum GPA value required for graduation
11.61
Departments will ensure that students wishing to graduate will complete all necessary subjects by the desired graduation date and will verify the eligibility of students for awards. The potential graduates identified by the computer system will be brought to the attention of Programme Leader for verification and will then be presented to BoE for determining the award classifications.
11.62
The self-paced students will be made aware that they have the primary responsibility to ensure that they meet the necessary graduation requirements within the maximum period of registration and to declare their wish to graduate at appropriate time in advance.
Subject Results 11.63
Subject Lecturers have sole responsibilities for marking students' coursework and examinations scripts, grading them, finalising the results and informing each student of his/her results, in respect of the subject they teach. In this regard, Subject Lecturers will be accountable to the Head of the subject offering Department, to ensure that the scripts are correctly marked and graded, and to avoid administrative errors at all times.
11.64
Subject Assessment Review Panel (SARP) may also be formed by the Head of the Department offering the subjects to review and finalise the subject grades for submission to the Board of Examiners. Each Department may form one Subject Assessment Review Panel to take care of all subjects it offers.
11.65
The authority for approving the overall results of students rests with the Board of Examiners (BoE).
The role of Board of Examiners and Faculty Board Role of Board of Examiners 11.66
Each programme will have a Board of Examiners which will have to meet at the end of each semester.
11.67
The Board will consider the following: (i) (ii) (iii)
problematic cases such as cases for de-registration; students’ classifications of award; and cases with extenuating circumstances
39
11.68
This Board will not attempt to change grades for any student in any subject.
11.69
The Head of the Department is to be Chairman of the Board of Examiners. The minimum number of a BoE’s membership (including the Chairman, but excluding the Secretary) should be five, and it should be composed of staff members associated with the programme/scheme concerned and some other senior staff members. The Programme Leader will be an ex-officio member of the Board. The membership should be proposed by the Head and endorsed by the Dean.
Role of Faculty Board 11.70
Faculty Board will ratify the decisions made by the Board of Examiners without duplicating the effort of the latter. It should deal with individual cases only when extenuating circumstances have played a role.
11.71
For cases outside the provision of programme requirements and University regulations, the decisions of Faculty Board (in accordance with the existing terms of reference) will be referred to Academic Regulations Committee for ratification. Faculty Board will determine the granting of aegrotat award.
11.72
The Faculty Board should be presented with statistical information on student performance in each programme.
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12.
NORMAL STUDY PATTERN 12.1
This section provides the normal study pattern of various subjects in each year of the BSc (Hons) Programme in Occupational Therapy. The BSc (Hons) programme comprises alternate university-based and clinical-based studies. Clinical Study will take place at different hospital settings, rehabilitation centres, special schools, nursing homes, and institutions for the elderly and chronic disabilities or community settings. Part of the programme will be carried out during the summer. A list of Compulsory, Electives, and General Education subjects in each stage of the BSc (Hons) programme is shown in Table below:
TABLE 4 LISTING OF COMPULSORY, ELECTIVES AND GENERAL EDUCATION SUBJECTS Year One Compulsory Subjects ABCT218 Physiology ABCT222 Physiology & Pharmacology in Rehabilitation CBS2080 Fundamentals of Chinese Communication ELC291 English for University Studies HSS201 Generic Anatomy RS203 Functional Anatomy RS202 Foundation Psychology for Rehabilitation Professionals RS220 OT Theory and Process I RS227 Rehabilitation Psychology: Basis for Understanding Dysfunction RS226 Human Occupations RS247 OT Foundations in Human Performance RS249 Foundation in Traditional Chinese Medicine for Occupational Therapy Practice RS248 Clinical Sciences in Musculoskeletal Conditions RS2240 Clinical Education IA
Year Two Compulsory Subjects RS304 Critical Inquiry I RS376 Critical Inquiry II RS303 Clinical Neurology & Neuroscience RS320 Environmental Issues in Occupational Therapy Practice RS331 Clinical Sciences in Psychiatric Conditions RS332 Clinical Sciences in Developmental Dysfunction RS333 Clinical Sciences in Medical & Neurological Conditions RS341 OT for Physical Dysfunction I – Musculoskeletal Rehabilitation RS345 OT for Psychosocial Dysfunction RS343 OT for Developmental Dysfunction RS346 OT for Physical Dysfunction II – Medical & Neuro. Rehabilitation RS348 OT Theory and Process II RS2240 Clinical Education IB RS3250 Clinical Education II
Year Three Compulsory Subjects RS401 Health Care Management RS405 Critical Inquiry III RS427 OT Management in Geriatric Practice RS460 Occupational Therapy in Vocational Rehabilitation RS4250 Clinical Education III RS4260 Clinical Education IV
41
Elective Subjects (professional electives, a minimum of 1 subject out of the following) RS428 Enabling Occupation in Home And Community Practice RS451 Occupational Therapy in the Management of Memory Deficits RS452 East-Meets-West in Stress Management RS455 Biological Psychology for Human Behavior RS456 OT in Primary Health Care RS457 Theories and Practices of Functional Capacity Evaluation RS458 Culturally Competent Practice in Health Care RS459 Clinical Practice in Stroke Rehabilitation
General Education Subjects Students are also required to take 2 subjects in the area of General Education for the programme.
13.
SYLLABUS 13.1
Details of the syllabi showing subject title, credit value, subject contact hours, learning approach, objectives, intended learning outcomes, content, assessment method and references for the programme are shown in each stage of the programme are shown in each stage of the programme outline booklets.
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14.
DEPARTMENTAL POLICY / GUIDELINES ON STUDENT MISCONDUCT The Department of Rehabilitation Sciences takes a strong stand against student misconduct. The following policy / guidelines provide guidance to both students and staff in dealing with student misconduct. 14.1
14.2
The Department expects the following conduct from students: 14.1.1
To abide by the University's expectation of student conduct (refer to PolyU Student Hand Book)
14.1.2
To attend classes regularly and punctually, and behave appropriately in classes at all times.
14.1.3
To practice ethical-decision-making.
14.1.4
To act honestly in examinations (written and practical), tests, assignments, reports and projects.
14.1.5
To avoid plagiarism.
Academic misconduct include (the list is not exhaustive) 14.2.1
Plagiarism, which means, "to take (words, ideas, etc.) from someone else's work and use them in one's own work without admitting one has done so".1 It includes inappropriate paraphrasing, building on someone's ideas without citation, copying from another source without citing (on purpose or by accident).2 The PolyU Student Handbook emphasizes that plagiarism includes intent to plagiarize and that this intent will be assumed.3
14.2.2 Cheating, which may include handing in someone else's paper as your own, borrowing or stealing a paper with or without the knowledge of the other student; hiring someone to write your paper; sharing an assignment or report when individual work is required; impersonating another student or cheating during examinations (written and/or practical), or tests (written and/or practical) . 14.2.3 Submitting the same piece of work twice without prior approval. 14.2.4 Helping another student in wrongful acts. 14.3
Penalty - Student Handbook Disciplinary action against any misconduct may include: reprimand fine suspension from use of PolyU’s facilities for a specified period suspension of studies for a specified period expulsion for a specified period or indefinitely any other penalties as considered appropriate.
14.4
Penalty for academic offences - RS Dept: The minimum penalty for any misconduct is a note in the student record and the maximum penalty is expulsion from the programme. For plagiarism or cheating in academic work, the penalties are:
43
14.4.1
1st offence of academic misconduct The student will receive a failing grade on the component of assessment or in the subject in which the misconduct was identified. The subject leader will notify the programme leader and a permanent record of this event will be placed in the student's file. The programme leader will notify the Head of Department, and send a warning letter to the student.
14.1.2 2nd offence of academic misconduct The case will be referred to the Student Discipline Committee for investigation and decision. If the student is found guilty of the alleged offence, penalties considered appropriate by the Student Discipline Committee may be imposed, depending on the seriousness of the case.3 The penalty may result in suspension or expulsion. 14.5
Guidelines to staff Staff will:
14.6
14.5.1
provide students with opportunities to understand the nature and penalty of academic misconduct, and how to avoid committing the offences;
14.5.2
provide written instructions and guidelines to students on conduct during examinations and tests (written and/or practical);
14.5.3
provide written instructions and guidelines to students on assignment and report writing, including how to avoid plagiarism;
14.5.4
for suspected and/or proven plagiarism cases, interview and caution students; take necessary actions; adopt an educational approach; inform programme leader.
References: Student Handbook, The Hong Kong Polytechnic University. (See “Conduct and Disciplines – Academic Studies”).
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REFERENCES American Occupational Therapy Association (1994). Uniform terminology for occupational therapy - Third edition, American Journal of Occupational Therapy, 48, 1047-1059. American Occupational Therapy Association(2002). Occupational Therapy practice framework: Domain and Process. American Journal of Occupational Therapy. 56, 609-639 American Occupational Therapy Association) (2008). Occupational therapy practice framework: Domain and Process (2nd ed.). American Journal of Occupational Therapy, 62(6), 625-683. Carlson, M.E. and Clark, F.A. (1991). The Search For Useful Methodologies in Occupational Science. American Journal of Occupational Therapy, 45, p.235-241. Christiansen, C. (1991). Occupational therapy - Intervention for life performance. In C. Christiansen & C. Baum (Eds.), Occupational therapy: Overcoming Human performance deficits, (pp. 2-39). Thorofare, N.J.: Slack. Chapparo, C., & Ranka, J. (1997). Occupational Performance Model - Australia: Monograph 1. Sydney: Occupational Performance Network. Longman Dictionary of Contemporary English.. (1987). Harlow, Essex: Longman, p.748. McCall, M.A., & Pranger, T. (1994). Theory and practice in the occupational therapy guidelines for client-centred practice. Canadian Journal of Occupational Therapy, 61, 250-259. Nelson, D.L. (1988). Occupation : Form and performance. American Journal of Occupational Therapy, 42, p.633641. Pedretti, L. W. (1996). Occupational therapy: Practice skills for physical dysfunction. Baltimore: Mosby. Reay, R. (1986). Bridging the Gap : A Model for Integrating Theory and Practice. British Journal of Social Work, 16, p.49-64. Rogers, J.C. (1983). Clinical reasoning: the ethics, science and art. American Journal of Occupational Therapy, 37, p.601-616. Rogers, J.C. (1988). Clinical reasoning: The ethics, science, and art. In C.S. Robertson (Ed.), Mental health focus, (pp.1-51 - 1-65). Rockville, MD: American Occupational Therapy Association. Sinclair, K.A., & Chow, S.M. (1986). The problem asset oriented occupational therapy record: An application of occupational therapy to record keeping. Journal of the Hong Kong Association of Occupational Therapists, 2(1), 13-17. University of Southern California, Department of Occupational Therapy. (1989). Proposal for a Ph. D. programme in occupational science. Unpublished manuscript. Yau, M.K. (1995). Community mental health: Does occupational therapy have a unique role in the interdisciplinary environment? Australian Occupational Therapy Journal, 42,129-132. Yau, M.K. (1996). The role of occupational therapy. Internet Home Page of the Hong Kong Association of Occupational Therapists. Yerxa, E.J. (1988). Oversimplification: The hobgoblin of theory and practice in occupational therapy. Canadian Journal of Occupational Therapy. 55, p.5-6. Yerxa, E.J., Clark, F., Frank, G., Jackson, J., Parham, D., Pierce, D. & Zemke, R. (1989). An introduction to occupational science, a foundation for occupational therapy in the 21st century. Occupational Therapy in Health Care, 6, p.1-17.
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Bibliography Purtilo, R. (1999). Ethical Dimensions in the Health Professions. 3rd Edition. Ch.6. Philadelphia: Saunders. University of Northern British Columbia. Web source: http://www.unbc.ca/lsc/handouts/writing.html Websites for information on academic writing: http://edc.polyu.edu.hk/PSP/student.htm http://www.writing.utoronto.ca/advice/using-sources/how-not-to-plagiarize http://www.plagiarism.org/ http://plagarism.com http://www.northwestern.edu/uacc/plagiar.html http://owl.english.purdue.edu/ http://www.powa.org/ http://www.unbc.ca/lsc/handouts/writing.html
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Appendix 1
Guidelines for the Development of Professional Elective Subjects In the final year of the education programme, students make their own selections from a range of subjects, identified as Professional Electives. The Professional Elective Series is developed to mirror continuing education opportunities available to these future professionals. Proposed elective subjects should allow the student to achieve one or more of the following global objectives: Global Objectives: Proposed Elective Subjects Upon choosing a professional elective, the student will be able to: 1. 2. 3. 4.
demonstrate a deeper understanding of a specific topic area, which may relate to his/his future practice. extend his/her knowledge base and/or skill-level in an identified area of clinical practice. participate in the process of critical inquiry, in part or in total. apply critical inquiry skills to a specific area/topic under supervision.
Information / Guidelines Concerning Professional Electives: 1.
Electives common to PT and OT must be conducted in the second semester/block of Year 3 (i.e., the last 7 weeks of the University term).
2.
The list of available professional electives must be provided and discussed with students in their second year of study.
3.
Faculty members can propose electives for either semester/block in the third year (first block = 8 weeks; second block = 8 weeks). In addition to developing the Subject Description Form, the number of students and any particular enrollment criteria must be specified.
4.
Students enroll for a minimum of 1 elective from the given list in Year 3. With prior approval from the Programme Leader, students may opt to take relevant subject of equivalent credits run by other departments within or outside of the University.
5.
The learning experiences in professional electives are different or ‘extra’ in comparison to those offered in the programme’s compulsory subjects (i.e., an extension of what is required for entry-level into professional practice).
6.
A range of interactive and/or independent teaching & learning formats may be used. Total contact hours are to be equivalent to 3 credits. The contact hours of the proposed subject must be allocated based on the Department’s credit-to-hours of study conversion formula, based on 14 weeks of study (1:1 lecture/tutorial/seminar; 1:2 laboratory or field work. 1:3 clinical/community attachments).
47
Appendix 2
Operational Definition Of Teaching & Learning Methods Used In The Bachelor Of Science Degree (Honours) In Occupational Therapy
Lecture Process of instruction where the lecturer uses mainly verbal information which may be supplemented by the used of teaching aids to impart knowledge to students. Tutorial Process of instruction where the lecturer acts as an adviser to small number of students who discuss and evaluate portions of subject matter of mutual interest with a view to increasing the depth of understanding. Seminar Meeting of students engaged in an advanced specific study for discussing a problem of mutual interest along with the lecturer. Lecturer-led-practical Procedure where the lecturer demonstrates how to operate equipment or implement a technique, which the students practise afterwards under supervision. Project work Procedure carried out by students in solving a problem in its natural setting. It includes planning, collection and organization of data and the process results in a definite piece of work. The lecturer guides the students to consider the most appropriate approach and the students take up the responsibility of carrying out the work in details. Clinical visit Student’ visit to a clinical setting led by a lecturer in order to learn, by observation and or participation, about the nature of setting. Patients, functions of occupational therapist and those of other workers. On-line Teaching/E-learning The use of technology provides a range of possible learning experience which is difficult to achieve in the faceto-face classroom. There is a wide range of activities of different levels of sophistication, ranging from as simple as e-mail question and answers, online module or online forums to highly sophisticated simulations.
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Appendix 3
Progression and Academic Probation System Grade Point Average of students
1st Semester
GPA of 2.0 or above
GPA below 2.0
Progression, but on academic probation
2nd Semester
GPA below 2.0
Semester GPA of 2.0 or above Progression, but on academic probation
3rd Semester
GPA of 2.0 or above
'Academic probation' lifted and progression
Progression
GPA of 2.0 or above
Semester GPA below 2.0
'Academic probation' lifted and progression
De-registration
GPA below 2.0
De-registration
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Appendix 4
Curriculum Map This curriculum map gives a holistic view of the degree to which each intended learning outcomes will be taught and assessed in BSc (Hons) in Occupational Therapy programme The indicators (I, R, A) show the treatment of the programme intended learning outcomes in a subject: I R A
(Introduced) (Reinforced) (Assessed)
That the learning leading to the particular intended outcome is introduced in that subject. That the learning leading to the particular intended outcome is reinforced/emphasised in that subject. That the performance which demonstrates the particular intended outcome is assessed in that subject Professional Elective Subjects
OT Core Subjects Year One
R R R A A A
I
I R A
R
I R A
R A
R
I R R R A A A
RS459
R A
RS458 RS457 RS456
R A
RS455
R A
RS452 RS451 RS428 RS4260
A
R
RS401
I R
RS4250
I R R A A
I R A
RS460
I
RS427
I
RS405
I A
RS3250
I
I
RS376
I
RS348
I
R R A A
RS346
I
I
RS343
I A
I R
Year Three
RS333
A
I A
RS320
R A
RS2240B
I
RS345
A
I
RS341
I
RS332
I
RS331
A
RS304
R R
RS303
RS248
I
RS2240A
RS247
A
RS249
RS227
Identify patients’/clients functional problem resulting from development dysfunction, physical dysfunction,
RS226
2
Demonstrate the understanding and integration of the current biological, behavioural social and clinical sciences for occupational therapy practice with due reference to the holistic approach in health care issues.
RS220
1
RS203
50
Learning Outcomes
RS202
Programme Intended
Year Two
R R R R R R R R A A A A A A A A
R
I R R R I R R A R R A A R A A A
Professional Elective Subjects
OT Core Subjects Year One
Year Three
I
RS459
R A
RS458 RS457 RS456
I
RS455
RS4250
R
RS452 RS451 RS428 RS4260
RS460
I
RS401
RS427
I R A
RS405
RS348
A
RS3250
RS346
I R A
RS376
RS343
RS333
R A
RS320
RS341
I
RS2240B
RS332
I
RS345
RS331
RS304
RS303
RS2240A
RS249
RS248
I
RS247
I
RS227
RS220
I
RS226
RS203
Learning Outcomes
RS202
Programme Intended
Year Two
psychosocial dysfunction and /or ageing process , plan, and provide quality and evidence-based OT programmes to help them fulfil own life roles and function independently in the community. 3 51 4
5
Contribute to the planning, organising, managing, leading and assuring the quality of services of an occupational therapy unit. Understanding the local and international health and labour policies and trend, identify market needs for OT services, and engage in service development and public education for Hong Kong and mainland China.
Effectively use English/Chinese (verbal
I
I
I
I
I
I
A
I
I
I
I
I
I
R
I
I
I
I
I R A
R
A A R
I
R R A
R A
I R
R
R A
R
I R R A
I
R
I
R A
R A
R R R A A A
R I
R
R A R R A A
A
A
I R R R R A A A A
R R A A R
R R A
I A R R I A
R R R A A
Professional Elective Subjects
OT Core Subjects Year One
I
I
I
I
A
I
I
I
I
R
R
I
I
R
R
I
R A
R
R A
R
A
A
I R A
R
R A
I R
I A
R
R
R A
R A
R R R A A A
R
R A
R R A
R R R A A A
R R A
RS459
R
RS458 RS457 RS456
A
RS455
RS452 RS451 RS428 RS4260
RS401
RS4250
RS460
RS427
RS405
RS3250
RS376
Continue ongoing and professional development through participation in professional conferences, workshops, postgraduate studies so as to keep abreast of local and internal professional and technological developments in particular the field of rehabilitation.
RS348
52 7
Effectively use interpersonal skills to enhance treatment process and reduce misunderstanding and conflict among peers, patients, care-givers and team members.
RS346
6
Year Three RS343
and written) to communicate and interact effectively with clients, care-givers, peers, colleagues and other health care professionals with clarity and sensitivity in professional manner.
RS333
RS320
RS2240B
RS345
RS341
RS332
RS331
RS304
RS303
RS2240A
RS249
RS248
RS247
RS227
RS226
RS220
RS203
Learning Outcomes
RS202
Programme Intended
Year Two
R A
A
R A
R R R R A A A
R R I R A
Professional Elective Subjects
OT Core Subjects Year One
I
I R
R
I R A
R A
R A
R R R A A
I R
R
R
R
R R A
R
A
R R A A
R R A
R
R
I
RS459
R
R
RS458 RS457 RS456
I
R A
RS455
I
A
RS452 RS451 RS428 RS4260
I
I R A
RS401
R A
RS4250
R
R A
RS460
I
I
R A
RS427
R
I
R
RS405
I
I
A
RS3250
I
I
I R A
RS376
I
RS348
R
RS346
I
Year Three RS343
I
I
RS333
I
RS320
RS2240B
RS345
RS341
I
RS332
RS331
RS304
RS303
RS2240A
RS249
RS248
RS247
Act as responsible citizens fulfilling social and civic duties to promote quality of life among people with disabilities in Hong Kong and China.
RS227
53 10
Translate ethical principles into responsible and accountable behaviour and exhibit appropriate personal and professional conduct.
RS226
9
Demonstrate leadership skills in student organizations, social functions, outside visits to demonstrate the leadership.
RS220
8
RS203
Learning Outcomes
RS202
Programme Intended
Year Two
R A A
I R R A A A
R R R R A
![Bachelor of Science with Honours [BSc (Hons)] Occupational Therapy](https://kipdf.com/img/300x300/bachelor-of-science-with-honours-bsc-hons-occupati_5ab091641723dd329c635e3f.jpg)
