- Program Overview
The Master of Science program in Occupational Therapy (MSc(OT)) is a full-time two year course-based Master’s degree. The program prepares students to be eligible to practice as occupational therapists, and meets professional accreditation and practice standards.
The minimum expectations will be for the completion of all course work across two extended study years:
* September to July (Year 1)
* September to September (Year 2).
Year 1 introduces students to the fundamentals of contemporary Canadian occupational therapy practice, and provides an overview of occupational therapy theories and processes.
Year 2 provides opportunities for developing more complex skills and preparing for entry to practice as a conscious, autonomous professional. Throughout the program, students will gain experience with many client populations and multiple settings.
Click here for the OT Program Handbook
- Course Listing & Curriculum Design
Click here for the course listing located within the McMaster Graduate Calendar.
The curriculum is offered as a full-time, two-year, entry level master's program. The curriculum is divided into five university based terms of study with four practica courses integrated throughout the 24 month period.
Each term has a particular focus and is organized to integrate our educational and professional conceptual frameworks.
- Educational and Professional Conceptual Frameworks
Educational and Professional Conceptual Frameworks
The McMaster Occupational Therapy Program is based on conceptual frameworks grounded in the professional practice of occupational therapists (professional conceptual frameworks), and educational preparation of health professionals (educational conceptual frameworks). The conceptual frameworks are integrated into a single model, fondly referred to as the Steps and Pillars.
Steps: Professional Conceptual Framework
The steps of the conceptual frameworks illustrate the major foci of the program in terms of professional conceptual models. These include theories, models, frameworks and bodies of knowledge that students need to understand and be able to apply upon graduation. The foundational step is a focus on philosophy of health which includes definitions and determinants of health. It also includes foundational information about factors that contribute to health, including biological sciences (anatomy, physiology) and social sciences (psychology, sociology). The second step focuses on concepts of occupation, which refer to the theories and approaches to practice to help us understand the occupational issues experienced by clients. Occupation is a central concept in occupational therapy that “…refers to groups of activities and tasks of everyday life, named, organized and given value and meaning by individuals and a culture. The third step further assists students to consider how to view or consider occupation and occupational issues through various lenses. The McMaster Lens for Occupational Therapy is introduced early in the program, and helps students consider the many layers through which we can consider a client or population to understand occupation and how occupational therapists can provide services. For example, clients can be viewed through a developmental lens by asking questions about what are typical occupations for someone at that age and stage of life. The top step is called Process frameworks and refers to the models that help guide occupational therapists in their interactions with clients from referral to discharge. The most common process frameworks are the Occupational Performance Process Model (OPPM), and the Canadian Practice Process Framework (CPPF).
The final aspect of the Steps to consider is the carpet which lays across the top of the steps. The design on the carpet represents the Profile of Occupational Therapy Practice in Canada (“OT Profile”) (CAOT, 2012). Within the OT Profile, a model of essential competencies for the occupational therapy profession is depicted (see image below). The seven key areas of competency have been identified within our educational program as key learning outcomes.
The Pillars: Educational Conceptual Frameworks
The pillars of the Steps and Pillars model are reflections of the educational philosophies, theories and approaches that are drawn upon in the Occupational Therapy Program. There are five distinct pillars, although they are highly inter-connected. Each is described briefly here:
1. Self-directed learning (SDL), as outlined by Knowles (1975), clearly assigns the major responsibility for learning to the student. Within the framework provided by the goals and objectives of the program, students should be able to determine their own learning goals, how best to achieve their objectives, how to select learning resources, and how to measure their own progress. Faculty facilitate learning by asking questions, stimulating critical thinking, challenging the students' point of view, providing feedback, and evaluating student performance. Students are encouraged to think and discover during the process of gaining new knowledge, and not simply memorize facts. Self-directed learning is a component of life-long learning, which is now a clear expectation for all occupational therapists as practitioners within a regulated health profession. Self-directed learning provides students with the essential skills needed to work within changing practice contexts.
2. Problem-based learning (PBL), as a conceptual framework, contends that knowledge is best remembered in the context in which it is learned, and that acquisition and integration of new knowledge requires activation of prior knowledge. In contrast to the common approach of using a problem for application after learning has taken place, problem-based learning requires that the learner encounter a problem first as the initial stimulus for learning. The learner thus becomes actively involved in the learning process, can shape it to meet personal needs based on prior knowledge and experience, can engage in independent study appropriate to his/her unique learning style, and can integrate information from many sources, including student peers, into a conceptual framework for use in dealing with future problems.
Small group learning is a natural extension of problem-based learning. To maximize small group learning, we believe it is important to bring students from various educational and work experience backgrounds together so that the heterogeneity of the group itself becomes a valuable learning resource. The transfer of knowledge is enhanced through the use of problems that encourage students to not only learn content, but also to develop strategies to recognize the ‘analogy' or ‘principle' that can then be transferred to new problems and contexts.
3. Inter-Professional Education is an emerging approach to professional preparation of health professional students. IPE is defined as “occasions when two or more professions learn with, from and about each other to improve collaboration and quality of care” (The Center for Advancement of Interprofessional Education (CAIPE), 1997). The occupational therapy program offers opportunities for students to achieve inter-professional competencies through the formal curriculum. Student occupational therapists are also encouraged to further their development of these competencies through offerings within the Faculty of Health Sciences. The Faculty of Health Sciences at McMaster University has developed PIPER (Program of Interprofessional Education and Research) to encourage students to develop strong collaborative and team skills for future practice. Our occupational therapy program has firmly placed interprofessional education as a mandated activity for all students. The PIPER model provides students with four IPE competencies and three levels of activities from which they may choose to meet the mandatory requirements.
4. Experiential Learning is another important pillar of the McMaster Occupational Therapy Program. Students are engaged in numerous “hands on” learning experiences throughout their education. This includes classroom and community-based sessions that are part of university-based terms; in addition, clinical education offers rich experiential learning opportunities over 28 weeks of practica experience in four different settings. An important component of experiential learning is reflection; it is only through reflection on what was done, accomplished, observed or learned that a student can more readily generalize and build on the learning. Throughout university-based and practica courses, students are expected to engage in reflections which support them to consolidate and generalize their development as professionals.
5. The final pillar of the educational conceptual framework is Inquiry Based Learning, which is a student-centred, active learning approach focusing on questioning, critical thinking and problem solving. Although it shares features with problem-based learning, the approach is most often used in the McMaster Occupational Therapy Program in large-group classes. Students are engaged in learning that may begin with lecture or presentation by faculty, but readily moves into group discussions, team-based learning, or student presentations to support competency development.
Courses offered in the McMaster Occupational Therapy program frequently draw on many of the principles and approaches of the pillars simultaneously. Therefore, in the Steps and Pillars Model, the threads that spiral around the pillars represent each of the various courses in which students enrol. The courses bring together the competencies from the OT Profile and the other components of the Professional Conceptual Framework, draw on the educational conceptual frameworks of the pillars, to ensure that by the time they graduate, students have become competent entry-level occupational therapists. The arrow at the top of the model indicates that graduates are ready to take the competencies and strategies as life long learners with them as they graduate and enter practice.
Click here to view the Process Frameworks Presentation; an overview of the Occupational Performance Process Model (OPPM) and the Canadian Practice Process Framework (CPPF).
If you would like transcripts of the videos found within the process frameworks presentation, please contact firstname.lastname@example.org.
- Methods of Evaluation
Methods of Evaluation
Student performance is evaluated on a regular basis throughout the MSc (OT) Program using a variety of evaluation tools that are consistent with professional and educational conceptual frameworks that guide the program.
The evaluation process can be formative or summative, and as such, it provides valuable feedback to students to enhance their learning. Evaluations are also used to assure faculty, students, clients, and society that graduates possess the required knowledge, skills, and professional behaviours to function as competent professionals. Evaluation presents a challenge for any curriculum. As no single evaluation method can assess all domains of learning or competence, and students have varying strengths and approaches to learn and demonstrate their learning, various methods are used to evaluate students’ progress and achievements. The choice of the evaluation tool is based on its educational value (e.g., formative or summative), its measurement properties (e.g., reliability, validity, generalizability), and its feasibility (e.g., time needed, resources required, costs).
Some of the student evaluation tools used in the OT Program are described below:
Tutorial performance of the group as a whole and of each of its members (including the tutor) is evaluated on a regular basis throughout each term. The final student mark is based on knowledge, use of learning resources, group participation and facilitation, clinical reasoning, critical appraisal skills, and evaluation skills (i.e., self-assessment, peer-assessment, and tutor evaluation).
Written exams provide opportunities to demonstrate their understanding of foundational knowledge and/or clinical reasoning and use various formats including multiple choice, short or long answer formats. They may also include timed exercises that involve documentation of clinical observations or interactions.
Essays are used to evaluate knowledge, critical appraisal skills, critical thinking, analysis, and synthesis skills. The essay demonstrates a student’s understanding of principles or relationships, and fosters independent thinking and learning. Furthermore, it is used to develop and evaluate writing skills. Essays are assessed on content, organization, style, and mechanics. A problem write-up which focuses on a particular case scenario/client problem is a variation of the traditional essay, as are clinical or consultative reports.
Direct Observation techniques are used primarily to evaluate technical, behavioural and/or clinical skills. This type of practical examination might be used to evaluate interviewing skills, assessment techniques, and/or use of therapeutic interventions. Direct observation is frequently used in clinical practica as well.
Oral presentations are also used throughout the Program. A health care professional must be articulate, able to defend an opinion or position, and able to present information and ideas in an organized and clear manner. To help the students develop these skills, individual and group presentations are used as evaluation components in most terms. Poster or podium presentations are used to present results of students' evidence-based practice projects.
Practicum Evaluation: The Competency Based Fieldwork Evaluation for OccupationalTherapists (CBFE-OT) (Bossers, et al., 2007) is used to evaluate student performance during all practica experiences and guides remedial work. The use of the CBFE-OT which incorporates both visual analogue scale (VAS) and student learning objectives, reinforces the student’s role as an active participant in the process of learning rather than a passive recipient. In the professional preparation setting, the CBFE-OT allows the student to meet the Program objectives and also to pursue individual objectives. CBFE-OT is a document drawn up by the student and negotiated and approved by the practice preceptor or faculty member. It specifies seven essential competencies, what the student will learn, how this will be accomplished, within what time frame, and what specific evaluation criteria will be used for each objective. The CBFE-OT reconciles the "imposed" requirements of the Program with the learner's own personal goals and objectives. It enables the student to individualize his/her own way of achieving personal learning objectives, and to measure the progress towards achieving them. Objective measurement of the attainment of essential competencies through the integration of skills, knowledge and professional behaviours is also guided by the competencies from the Profile of Occupational Therapists in Canada.