Mapping an Australian Occupational Therapy curriculum: Linking intended learning outcomes with entry‐level competency standards

• Published in: Australian occupational therapy journal Vol. 65; no. 1; pp. 35 - 44
• Main Authors: Sellar, Ben, Murray, Carolyn M., Stanley, Mandy, Stewart, Hugh, Hipp, Helene, Gilbert‐Hunt, Susan
• Format: Journal Article
• Language: English
• Published: Australia Wiley Subscription Services, Inc 01.02.2018
• Subjects: Academic staff; Competence; Competency based learning; Curricula; Discrepancies; education; Educational programs; graduate; Mapping; Occupational therapy; practice; professional; Professional attitudes; Quality control; competence; practice; education; graduate; professional
• ISSN: 0045-0766; 1440-1630
• DOI: 10.1111/1440-1630.12430

Background Curriculum mapping involves systematic charting of programme content against professional competencies. This process can reveal strengths, gaps and redundancies within educational programmes. Methods Curriculum mapping occurred using intended learning (ILOs) as documented in individual courses and linking them to units and elements within the occupational therapy minimum competency standards (ACSOT) and Miller's Framework of competency. Five occupational therapy academics and two impartial research assistants identified links between ILOs and units and elements of the ACSOT. Analysis of each course in the curriculum was completed by two reviewers. A systematic protocol was developed that enabled a transparent process and resolution of discrepancies between reviewers. Results There were many links (47% of total) between the documented curriculum and ACSOT Unit 1 Professional attitudes and behaviours. The other six units of the ACSOT had between 5% (Unit 7) and 16% links (Unit 3). No links were made between ILOs and the elements of evaluation (4.4), cessation (3.7) and quality assurance of services (7.3). Difficulties mapping ILOs to units and elements revealed inconsistencies in specificity and language in the ILOs and also ambiguities and gaps within the standards themselves. Mapping against Miller's framework showed a steady increase in performance expectations of students across the four years levels. Conclusion Curriculum mapping is recommended for critical reflection about content of occupational therapy programmes and to review pedagogical approaches. This process revealed strengths and weaknesses of the occupational therapy curriculum being mapped but also revealed insight into the current ACSOT that may inform future iterations.