1. Educational Strategies Findings: 3 themes emerged
Health Professions Education Health Education and Leadership Zimbabwe (HEALZ) Occupational science curriculum for UZ BSc Occupational Therapy program Munambah NE; Nhunzvi C; Marimbe B; Rapport MJ & Chiwaridzo M. University of Zimbabwe, College of Health Sciences
Directions for HEALZ Scholars:
This poster template can serve as a guide as you develop your own poster. You may adapt it to suit your needs: You may move or resize text blocks or add new text blocks when appropriate. You are encouraged to add visuals. Consider charts, diagrams, or photographs.
Regardless of the format, your poster should include the following information:
-a summary of the key literature relevant to your work
-Needs assessment – a brief description of methods and results (demonstrated need for your curriculum)
-the goals and objectives of your curriculum
-a description of the curriculum, how and when it will be taught and any pertinent details like a schedule
-how you plan to assess your learners achievement of goals and objectives
-how you plan to evaluate your curriculum
Remember that your poster should demonstrate that your project is feasible, aligned, and complete … Please refer to the HEALZ Project Quality Rubric for more guidance.
Background
Curriculum
Goal:
To produce a competent OT as informed by occupational science to provide Occupation-based practice to meet the health and social needs of clients, in Zimbabwe and abroad.
Educational Strategies
The health and social care needs are met in an occupationally just society (1).
In Zimbabwe, formal occupational science curriculum need to inform research, training and practice.
The benefits of occupational science in OT include the provision of language, stimulation of occupation-based practice, broadening areas of practice, provision of a theoretical interface platform, revealing of new research directions and pressure for practice development across system levels and practice sectors (2).
Objectives:
At the end of this of the training, Occupational Therapy students should:
Demonstrate an understanding of occupational science, as applied in occupational therapy.
Identify occupational needs of individual/groups they serve.
Develop appropriate occupation-based programs in line with the identified occupational needs.
Implement an occupation-based programme for a given individual/group.
Conduct scientific research from an occupational perspective.
Needs Assessment
A qualitative design using the case study approach was employed.
Purposive sampling with maximum variation - ensured rich information generation.
In-depth interviews and FGDs were audio recorded, transcribed verbatim and thematic analysis applied.
Findings: 3 themes emerged
Educational Strategies
Assessments
Practice learning 
Case scenarios and presentations
Lectures 
Tests, written assignments
Problem based learning 
Practice, case studies
Dialogue
Team ratings
Team based learning 
Team projects – evaluation
Evaluation plan
Evaluation Questions
Outcomes
Sample
Responsible
Summative Evaluation
To what extend are the OT graduates well prepared and informed by OS for OT practice
Students report being well prepared in sought competencies
Student cohorts beginning August 2016
Program coordinator
Students pass their respective courses
Division of OT Evaluation Committee
Formative Evaluation
To what extend are the students satisfied with demonstration of an understanding of OS as it informs OT practice
BSc OT students report adequate understanding of OS and demonstrate this in OT practice
Students at the end of OS course 1
What are faculty perceptions regarding implementation of OS curriculum
Reported satisfaction with ability to implement and evaluate OS curriculum
OT lecturers and clinical educators
References
World Federation of Occupational Therapy (2012).
Crouch, R., & Alers, V. (Eds.). (2014). Occupational therapy in psychiatry and mental health. John Wiley & Sons.