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Current Courses (entry-level MSOT program at |
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SAR-OT502
Integrative Seminar III and LIFW This is the third course in a sequence designed to
develop clinical reasoning by integrating course-related knowledge with
weekly fieldwork experiences. The course uses problem-based case scenarios
and fieldwork experiences to practice reasoning about evaluation and
intervention for persons of all ages with a variety of disabling conditions.
Students apply client-centered, occupation and evidence-based practice
concepts to their evaluation and intervention plans. |
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SAR-OT520
Evidence-Based OT Practice I The first course in a sequence designed to develop
knowledge and skills for using scientific evidence in clinical
decision-making. The course focuses particularly on analysis and application
of descriptive, relational, and qualitative research evidence. |
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SAR-OT530
Occupation-Based Practice with Groups This is a capstone course in the integrative
seminar sequence. Students engage in an intensive group leadership practicum
by co-leading an occupational therapy group in a community setting. Students
practice documentation of assessments, plans, interventions, and outcomes of
their co-led group. Current group theories, intervention methods, and
leadership considerations for occupational therapy practice are examined.
Small group supervision sections provide a forum for integrating occupational
therapy philosophy, theory, and practice with various client populations in a
variety of service delivery settings. |
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SAR-OT930-OL
Doctoral Project (online OTD
clinical doctorate program): The purpose of the doctoral project is to actualize the program's
mission by engaging the student in the preparation of a detailed plan for
clinical practice improvement. The process begins at application with the
student identifying a short-coming, gap, or specific need in his or her area
of practice that the project will address. Subsequent tasks provide the
rationale, design, and methods for the proposed response to this need. The
project outcomes include: 1. Description of a short-coming, gap or specific need in the student's area
of practice and the impact of this short-coming for the relevant client
population. 2. Implementation of a thorough literature review of existing methods and
programs to address the identified gap. The literature review forms the
justification for and foundation of the development of a new program or
approach. 3. Description of the proposed program, including the population for whom
it is appropriate and criteria for identifying appropriate clients. The
program must be congruent with the Occupational Therapy Practice Framework
and Scope of Practice. 4. Analysis of relevant policy and systems factors (e.g., payment methods;
regulations) that must be considered in the design of the proposed
innovation. The student must identify the specific factors that are relevant
and describe how these will be addressed or adhered to in the program. 5. Theoretical basis of the proposed program. The student will articulate
the theoretical basis of the proposed program along with evidence to support
its relevance and scientific soundness. 6. Evaluation Plan for the program. The proposal must include methods to
evaluate outcomes at the individual and group level. These methods must be
suited to regular implementation in the practice environment. In addition,
the proposal must describe how the outcomes data gathered would be analyzed
to guide future program revision and decision-making. |
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Past Courses (entry-level MSOT
program at |
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SAR-OT537
Occupation Based Practice II: Children and Adolescents Occupation
Based Practice II: Children and Adolescents is a lecture/lab format
course that prepares students to apply clinical reasoning and knowledge of occupation
and intervention theories to provide occupational therapy for children and
adolescents. Students will gain the
ability to administer evaluations, interpret results and observations,
document interpretations, and generate intervention plans. |
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SAR-OT529 Occupation Across the Life Course This course examines current theory and research related to development of human occupation throughout the life course. Performance of activities of daily living, work/education, play/leisure, and social participation especially as potentially affected by disease, injury, or other disorder, will serve as an organizing framework. Students are required to observe, interpret, and describe occupational function, and apply occupational therapy theories and constructs to understand human occupation. |
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SAR-OT570 Special Topics Seminar: Examining the Construct of "Social
Participation" for Children with Disabilities The
ultimate purpose of intervention for children with disabilities is social participation
in the contexts in which children live, learn and play. Although, the ideal of social participation
is commonly accepted, how we define and measure social participation is quite
complex. The purpose of this course is to examine critically (1) various
specifications of social participation for children (with and without
disabilities) found in current interdisciplinary literature; (2) how the
construct of social participation has been measured; and (3) research that
contributes to an understanding of potential influence of relationships among
child, family, and environmental factors on social participation. This course
is designed to critically evaluate the assumptions about social participation
and to identify needs for future research. |
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Dept of Occupational Therapy Boston
University | Sargent
College | OT Programs
| BU Info Center
| Directory |
July 1, 2009