Genetics in occupational therapy education: a survey of professional entry-level programs.
OBJECTIVE
Advances in genetics indicate a need for occupational therapists to develop literacy and skills in genetics as it relates to lifestyle and occupation. The purpose of this study is to identify genetics content areas taught, instructional methods used, and the importance of teaching genetics at the entry-level in occupational therapy curricula.


METHODS
A questionnaire was sent to all entry-level occupational therapy educational programs (N=157). Structured mailing and follow-up were used.


RESULTS
The response rate was 63.9%. Most respondents (47%) rate teaching genetics as "moderately important." Genetics content is predominately taught at the introductory or knowledge level rather than at the integration and application level. Respondents indicate a lack of time and space for genetics content and of faculty interest and expertise.


CONCLUSIONS
As occupational therapy practice evolves to include new genetics, curriculum change will need to be implemented. Development of teaching materials and methods addressing genetics is recommended.
Kanny
Elizabeth M
EM
Division of Occupational Therapy, Department of Rehabilitation Medicine, Box 356490, University of Washington, Seattle, Washington 98195, USA. ekanny@u.washington.edu
Smith
Rebecca
R
Dudgeon
Brian J
BJ
D003479:Curriculum; D005823:Genetics / Q000193:education*; D006801:Humans; D009788:Occupational Therapy / Q000193:education*