January 1999
Table of Contents
In this Article
by Helene Polatajko, Jan Miller Polgar & Joanne Cook, University of Western Ontario
Photo Above : Year Two Students, courtesy of UWO
Last Fall, the School of Occupational Therapy at the University of Western Ontario introduced a Master’s of Clinical Sciences in Occupational Therapy—M.Cl.Sc.(O.T.), Canada’s first master’s entry level programme. In the United States entry level master’s programmes have existed since 1964 and now there are close to 70 such programmes, primarily at research intensive universities. The M.Cl.Sc. is a research-based, professional master’s programme requiring two-years of intensive, full-time study, at an advanced level, focussed on evidence-based, reflective practice. The goal is to provide a superior professional education which fosters advanced clinical reasoning and competence in scientific inquiry. Graduates will enter the profession with the competencies to be independent, evidence-based practitioners who contribute to the health and well being of their clients and communities and to the development of the profession and discipline.
In 1991, in response to actual and forecasted changes in government policies, health delivery systems, and the location, content and recipients of health care services, the School of Occupational Therapy at The University of Western Ontario began an extensive programme review. A curriculum task force was charged with identifying the long-term needs of the profession and designing a curriculum that would graduate occupational therapists who would be prepared to meet those needs. Several sub-committees on content, process, pedagogy and models were formed. Arrangements were made to secure extensive consultation with researchers in the discipline, experts in the field of health care, students, consumers and members of the professional community. A totally new curriculum (Curriculum 2000) was designed as a result of these activities.
During the consultative process the need for a second degree programme
was identified. It was determined that the breadth, depth, and level of
knowledge needed by the graduates of the future could not be achieved
in four years of undergraduate education, that a prior degree with particular
pre-requisites was essential. Strong support, particularly by the students
was voiced for the notion that the second degree should be a graduate
degree. Like others across the country, most of the students entering
occupational therapy at Western already had a degree. They felt strongly
that their education would be enriched if it was geared to the graduate
level. Thus, Curriculum 2000 was designed to meet the expectations and
requirements of graduate level professional education.
The new curriculum was reflected in the reasons current students gave
for choosing Western for occupational therapy studies, in an informal
survey. They were attracted by the second degree programme (the programme
was a second bachelor’s degree at the time of their application)
and suggested that a second degree would be more challenging academically.
They were interested in the innovative and demanding curriculum and suggested
that the pedagogical methods would help them acquire the necessary skills
for practice. Finally, the opportunity to engage in research was an attractive
feature.
Western was well positioned to implement a master’s entry level programme, with an established record of excellence in professional education, a very successful research master’s programme, an active and supportive clinical community and faculty experienced in graduate supervision. The programme proposal was received favourably by all levels of university administration and the Ontario Council of Graduate Studies which resulted in speedy approval for implementation of the programme.
Occupational therapy practice has changed. New graduates do not necessarily work in an occupational therapy department with the support of more experienced clinicians. They are expected to work independently and make sound clinical decisions that are supported by evidence. An occupational therapy curriculum must prepare the graduates to function competently in any situation. The master’s programme reflects the profession’s "coming of age," a positive step in the development of occupational therapy in Canada.
Contacts
Questions regarding Western’s new Master’s entry level programme
can be directed to:
University of Western Ontario
School of Occupational Therapy
Faculty of Health Sciences
Elborn College
London, ON. N6H 1H1
Tel. (519) 661-2175
Fax. (519) 661-3894
hkerr@julian.uwo.ca or
lhelwig@julian.uwo.ca
January 1999 Table of Contents
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