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

Occupational Therapy Curriculum Design Framework

Intended for occupational therapy and occupational therapy assistant educators, the Occupational Therapy Curriculum Design Framework presents a practical approach to designing occupational therapy curricula with attention to influential factors that should be considered throughout the process. The framework provides an overarching view of occupational therapy curriculum design that can be adapted to a faculty’s vision for their particular institution. Although the unique features of a curriculum will vary from institution to institution, foundational core elements should be present in all curricula. With this in mind, faculty should be deliberate, reflective, and organized when crafting their own occupational therapy curriculum. This framework offers reflection questions, resources, and curriculum examples that may be applied to occupational therapy curricula at all degree levels. This framework does not dictate program content or implementation and is not intended to be used as a guide to ensure compliance with accreditation standards.

Changes in the learning styles and approaches of students following incorporation of drawing during cadaveric dissection

The teaching of anatomy is challenging due to the constraints of material and personnel resources. Research has established that the learning preferences of students are malleable and determined by the requirements of the course. Further, drawing has been reported to aid learning in anatomy by facilitating problem solving and reducing the cognitive overload in students. Considering these issues, the aims of the study were to investigate (a) if positive changes occur in the learning styles and approaches following the incorporation of drawing during cadaveric dissection, and (b) whether they are associated with improved learning outcomes. One cohort of students in an anatomy course received training in creating scientific drawings from dissected human cadavers, while two cohorts of students did not receive such training. The learning preferences of students and their final examination grades were assessed at the commencement and conclusion of the course. Majority of student who had training in drawing transitioned from being bimodal, to trimodal or quadrimodal learners. This was associated with efficient learning approaches and a significant (p < .05) improvement in learning outcomes in these students. There were no changes in any parameters in students who had not received training in drawing. Therefore, the modulation of learning preferences of students through drawing is a pragmatic approach in anatomy teaching.