Occupational Therapy Now / Actualités ergothérapiques

March/April 2001 Table of Contents

In this Article

Strategic Decision Making — Changing CAOT's role in the National Fieldwork Placement Service

Fieldwork Education Site Approval Process (FESAP)

Position Statement on Entry-Level Education

Professional Issues Forum at Conference 2001

Frequently asked questions (FAQ's) on educational qualifications in occupational therapy

Revision and Revalidation of the Profile of Occupational Therapy in Canada

Strategic Decision Making — Changing CAOT's role in the National Fieldwork Placement Service
At their November meeting, the CAOT Board of Directors directed its National Office to begin work with the Association of Canadian Occupational Therapy University Programs (ACOTUP) to phase out the CAOT Fieldwork Placement Service (FPS) by the Fall of 2002. The decision was influenced by two factors: One, the longstanding difficulties CAOT has experienced in providing a service that met everyone's needs, i.e. students, universities and fieldwork sites; and two, the strategic planning outcomes from their November meeting. The fieldwork service is significantly subsidized by CAOT membership revenues and if the Board is to support and develop other initiatives that are closer to the Association's mission and core competencies, it must spend its resources appropriately.

CAOT continues to understand the need for, and value of, a national fieldwork placement system and will work collaboratively with ACOTUP to identify an alternative method for the national coordination of fieldwork placements. In the January/ February issue of Occupational Therapy Now, the Board reported that CAOT would be working with ACOTUP regarding CAOT's role in the FPS. Since that time, CAOT has received input from ACOTUP members and responded to their concerns regarding the Board's decision. Tele-conferences were held in mid-December with ACOTUP and the University Fieldwork Clinical Coordinators (UFCC) to clarify CAOT's position and to reassure those who rely on the FPS that CAOT is committed to working collaboratively to ensure a smooth transition.

The decision to phase out this service will not effect CAOT's commitment to excellence in fieldwork opportunities and CAOT will continue to work in partnership with ACOTUP regarding the Fieldwork Evaluation Site Approval Process (FESAP) to ensure the supply of quality fieldwork placements for students.

At press time, ACOTUP and CAOT had begun to develop a working group with representation from the university program chairs, fieldwork coordinators, students, fieldwork sites and CAOT. Recommendations regarding suitable alternatives for a national FPS will be ready by January 2002 for presentation to ACOTUP. The CAOT Board is committed to the continuation of a National FPS and will revisit this issue in the Spring of 2002 if necessary.

Fieldwork Education Site Approval Process (FESAP)

These sites are approved for fieldwork education. If you are already in CAOT's data base you will be contacted for renewal when your current FESAP status expires. If you are a new site seeking approval, please contact your in-catchment, university fieldwork coordinator. Further information: 1 (800) 434-2268, ext. 241 or e-mail: fieldwork@caot.ca.

As of April 28, 2000

East Central Health District - Yorkton Regional Health Centre Yorkton, SK

Riverview Hospital Port Coquitlam, BC
Vancouver General Hospital Vancouver, BC
Vancouver Hospital - UBC Site Vancouver, BC
The Mary Pack Arthritis Program Vancouver, BC
GF Strong Rehab. Centre and George Pearson Centre Vancouver, BC
Hopital Royal Victoria - Physical Health Montreal, QC
Montreal General Hospital - Physical Health Montreal, QC
Royal Victoria Hospital (Allan Memorial Hospital) - Mental Health Montreal, QC
Sisters of Charity of Ottawa Health Services Ottawa, ON
Children's Hospital of Eastern Ontario Ottawa, ON
Ongwanada Kinsmen Rehabilitation Clinic Kingston, ON
Child Development Centre Hotel Dieu Hospital Kingston, ON
Toronto Rehabilitation Institute - University Site Toronto, ON
Toronto Rehabilitation Institute - Rumsey Site Toronto, ON
Toronto Rehabilitation Institute - Lyndhurst Centre Toronto, ON
London Health Sciences Centre University Campus London, ON
London Health Sciences Centre Victoria Campus London, ON
St. Joseph's Health Centre of London London, ON
Paramed Health Services London, ON

As of September 15, 2000

The Richmond Hospital Richmond, BC
Burnaby Mental Health Services Burnaby, BC
Centre Hospitalier Régional du Suroît Salaberry-de-Valleyfield, QC
St. Boniface General Hospital Winnipeg, MB
Rehabilitation Centre for Children Winnipeg, MB
Lakehead Psychiatric Hospital Thunder Bay, ON
The Rehabilitation Centre Ottawa, ON
Centre Communautaire de Santé Mentale Prescott-Russell Rockland, ON
William Osler Health Centre Brampton, ON
London Psychiatric Hospital London, ON
Hotel-Dieu Grace Hospital Windsor, ON
Children's Rehabilitation Centre of Essex County Windsor, ON

Sites most recently approved:

The Arthritis Society Hamilton, ON
Solutions Rehabilitation and Consulting Orillia, ON
Canadian Association of Occupational Therapists Ottawa, ON
Elgin County CCAC St. Thomas, ON

Defining Entry-Level Education for Occupational Therapists
By Donna Klaiman, CAOT Director of Education and Development

Position Statement on Entry-Level Education
The recent development of the master's entry-level occupational therapy educational programs in Canada has generated many questions, concerns and issues within the profession. In response, CAOT's Board of Directors recently approved a Position Statement on Entry-level Education of Occupational Therapists in Canada.

In this position statement, CAOT supports the development of education for students who are enrolled in entry level university occupational therapy programs. CAOT promotes the quality of educational programs through a relevant academic accreditation program. Presently, the minimum educational requirement by CAOT for entry to the profession is a baccalaureate degree in occupational therapy from a CAOT accredited program. CAOT also accepts graduates of CAOT accredited master's entry-level programs.

The position statement was developed as a result of the work of the Task Force on Education. Members of the Task Force included Maureen Coulthard, Chair; Mary Manojlovich, Vivien Hollis, Barbara Quinn, Heather Colquhoun and Jacinthe Savard.

Professional Issues Forum at Conference 2001
CAOT will also hold a Professional Issues Forum on Occupational Therapy Education at Conference 2001 in Calgary on May 25 from 10 am-noon.

The Forum will examine issues such as the implications of different educational credentials in occupational therapy on the following:

Employment opportunities, practice considerations, mobility and globalization;
CAOT: its services, programs and membership; and
Vision of the profession for the future.

Proceedings of the forum will be included as part of a larger discussion paper on Educational Qualifications in Occupational Therapy. Be sure to attend this very exciting forum in Calgary and have your opinion heard!

Frequently asked questions (FAQ's) on educational qualifications in occupational therapy

What is meant by " entry-level " education in occupational therapy?
According to CAOT, entry-level education refers to the recommended knowledge, skills and attitudes required to qualify for the profession. These are acquired by the professional candidate by successfully completing a course of studies in a CAOT accredited university occupational therapy educational program.

What is baccalaureate or bachelor's entry level education?
Baccalaureate entry level education refers to the recommended knowledge, skills and attitudes required to qualify for the profession. The professional candidate acquires these by successfully completing a course of studies in a CAOT accredited occupational therapy educational program that confers a Baccalaureate degree.

What is master's entry level education?
Master's entry level education refers to the knowledge, skills and attitudes required to qualify for the profession. The professional candidate acquires these by successfully completing a course of studies in a CAOT accredited occupational therapy educational program that confers a Master's degree.

What is post-professional education?
Post-professional education is the enhancement of entry-level education and may be acquired through the successful completion of studies offered by a wide variety of educational institutions such as university studies at the post-graduate level, as well as courses and workshops offered by professional organizations.

Revision and Revalidation of the Profile of Occupational Therapy in Canada
Maureen Coulthard chairs a Task Force responsible for the revision and revalidation of the Profile of Occupational Therapy in Canada. The project involves the identification of new competencies that have evolved since the original profile was developed in 1996 and the revision of the original list of competencies to ensure that it reflects the current practices as well as the emerging markets for occupational therapists. The project will involve broad stakeholder input with provincial representation. The methodology includes the initial review and modification of the Profile by a national working group. This will be followed by local focus group sessions to obtain stakeholder input and finally a wide-scale national survey of the CAOT membership in order to provide a validation of the new profile. Completion date is November 2001. For more information, please contact Donna Klaiman at: dklaiman@caot.ca or
1 (800) 434-2268, ext. 229.

March/April 2001 Table of Contents