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- Title
Understanding Accreditation Requirement Trends of Teaching Occupation in Occupational Therapy Curricula.
- Authors
Mernar, Thomas J.; Herzberger, Leighan
- Abstract
Accreditation standards covering occupation have evolved across recent versions of the Accreditation Council for Occupational Therapy Education's (ACOTE®'s) academic B content standards. Because occupational therapy and occupational therapy assistant academic programs are required to provide evidence of compliance with each B content standard, the level of students' learning of occupation warrants attention. The revised Bloom's taxonomy offers a useful framework for examining hierarchical learning action verbs that underpin the degree of complexity of students' learning of occupation within the ACOTE standards. In this column, we provide an analysis of action verbs across ACOTE standards from 2006 to the most recent, 2018 version. The findings reveal a reduction in accreditation requirement trends covering occupation in both lower and higher order cognitive skill levels as described in the revised Bloom's taxonomy. We advocate for increased curricular content centered on the foundations of occupation so that students and future practitioners can increasingly apply, analyze, evaluate, and creatively use occupation in the classroom and in practice. The authors advocate for increased curricular content centered on the foundations of occupation so that students and future practitioners can increasingly apply, analyze, evaluate, and creatively use occupation in the classroom and in practice.
- Subjects
UNITED States; DEEP learning; ACCREDITATION; OCCUPATIONAL therapy education; TEACHING methods; CURRICULUM; COGNITION; OCCUPATIONS; OCCUPATIONAL therapy; STUDENTS; ATTENTION; BLOOM'S taxonomy
- Publication
American Journal of Occupational Therapy, 2024, Vol 78, Issue 1, p1
- ISSN
0272-9490
- Publication type
Opinion
- DOI
10.5014/ajot.2024.050342