Examining occupational therapy education through faculty engagement in curriculum mapping and pedagogical reflection.
This article discusses a 1-yr evaluation study of a master of science in occupational therapy program to examine curriculum content and pedagogical practices as a way to gauge program preparedness to move to a clinical doctorate. Faculty members participated in a multitiered qualitative study that included curriculum mapping, semistructured individual interviewing, and iterative group analysis. Findings indicate that curriculum mapping and authentic dialogue helped the program formulate a more streamlined and integrated curriculum with increased faculty collaboration. Curriculum mapping and collaborative pedagogical reflection are valuable evaluation strategies for examining preparedness to offer a clinical doctorate, enhancing a self-study process, and providing information for ongoing formative curriculum review.
Cheryl MacNeil, PhD, is Associate Professor, Occupational Therapy Department, The Sage Colleges, 65 1st Street, Troy, NY 12180; macnec@sage.edu.
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Theresa Hand, OTD, OTR/L, CHT, is Associate Professor, Chair, and Program Director, Occupational Therapy Department, The Sage Colleges, Troy, NY.
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