Tuning Occupational Therapy

1
Tuning Occupational Therapy

• ENOTHE-meeting
• Tuning workshop
• Sunday 25th of September

2
The Tuning Methodology

• Line 1 Generic competences
• Consultation with graduates, employers and
  academics on the importance of 30 generic
  competences and an evaluation of how well HE
  institutions develop them.
• Line 2 Subject specific competences (knowledge,
  understanding and skills)
• Mapping of subject areas and development of
  common reference points and subject specific
  competences of each of the pilot disciplines.
• Line 3 ECTS as a European credit accumulation
  system new perspectives
• Development of ECTS as a tool for programme
  design basis is student workload measured in
  time.
• Line 4 Mapping of approaches to teaching /
  learning and assessment in different countries
• Line 5 Quality enhancement
• Management Committee

3
WHY TUNING?

• The objectives
• To implement the Bologna - Prague Berlin
  Bergen process on university level
• To find ways to implement two/three cycles
• To identify common reference points from
  discipline and university perspective
• To achieve academic and professional recognition
• To develop professional profiles and comparable
  and compatible learning outcomes
• To facilitate employability by promoting
  transparency in educational structures (easily
  readable and comparable degrees)
• To develop a common language which is understood
  by all stakeholders (Higher education sector,
  employers, professional bodies)
• Management Committee

4

• Why Focus on competences?

• 1. Further transparency of professional profiles
  in study programmes and emphasis on learning
  outcomes
• 2. Shift to a more learner oriented approach to
  education
• 3. Growing demands of a lifelong learning society
  which requires more flexibility
• 4. Need for higher levels of employability and
  citizenship
• 5. Enhancement of the European dimension of
  Higher Education
• Need for a shared language for consultation with
  all stakeholders
• Management Committee

5
Tuning Working group

• April 2004-
• From COTEC
• Maria Skouroliakos, Stephanie Saenger, Sandra
  Rowan and Silvia Conçalves Martins.
• From ENOTHE
• Hanneke van Bruggen, Linda Renton, Sarah
  Kantartzis, Imke Winkelmann, Gitte Mathiasson
  Lilya Todorova (from sept 2004), Nils Erik Ness

6
Draft and Alteration

• August 2004
• Specific Competences Draft 1
• September 2004
• ENOTHE-meeting in Athens September 2004
  Discussion on Specific Competences in workings
  groups by all the participants of ENOTHE-meeting
• Alteration of Specific Competences based on
  feedback from Athens meeting.

7
Consultation

• May 2005
• Specific Competences on Tuning web for
  consultation
• April 2005
• Translation of Specific Competences Draft 2 into
  22 languages by the assistance of ENOTHE and
  COTEC members. All translations are on
  www.enothe.hva.nl
• May 2005
• Feedback on generic and specific competences from
  European OTs, teachers and students through
  online questionnaire on web

8
Results of consultation

• June 2005
• Results of questionnaire was computer analyzed by
  the University of Deusto in Bilbao
• 944 answers on specific competences
• 1450 answers on generic competences
• We have to apologise for all the difficulties of
  accessing the website/questionnaire, This was a
  big disappointment for us all and out of our
  control. This means we can question the
  representation
• Clear enough trend to have a support for the
  competences.

9
Sample distribution Specific Competences
10
Sample distribution Generic Competences
11
Results of consultation

• Specific competences
• All Specific Competences were rated higher than
  2, 4 for first cycle/bachelor (average rating)(
  Scale of importance None1, Weak2,
  Considerable3, Strong4)
• All Specific Competences were rated higher than
  3,3 for second cycle/master (average rating)
• High correlation between students, teachers and
  practitioners
• However we do not have the standard deviations
  from Bilbao

12
Occupational Therapy Specific Competences 1st
CYCLE
According to different types of respondents
Practitioners, Teachers, Students
13
Occupational Therapy Specific Competences 2nd
CYCLE
According to different types of respondents
Practitioners, Teachers, Students
14
Top ranking specific competences (first cycle)
Practitioners

• apply the appropriate steps of the occupational
  therapy process in close collaboration with (C
  14)
• client centred practice and to promote
  empowerment (C 18)
• apply and adapt the occupational therapy process
  to suit the client, the purpose of the
  intervention and the environment in which it
  takes place (C 15)
• professional reasoning (C12)
• explain the theoretical concepts underpinning
  occupational therapy (C 1)

15
Top ranking specific competences(first cycle)
Teachers

• apply the appropriate steps of the occupational
  therapy process in close collaboration with . (C
  14)
• explain the theoretical concepts underpinning
  occupational therapy, (C 1)
• client centred practice and to promote
  empowerment (C 18)
• professional reasoning (C 12)
• enable individuals/groups/organisations/communitie
  s to be engaged in occupation through health
  promotion, prevention, rehabilitation, treatment
  and coaching/training (C 10)

16
Top ranking specific competences(first cycle)
Students

• client centred practice and to promote
  empowerment ( C18)
• apply and adapt the occupational therapy process
  to suit the client, the purpose of the
  intervention and the environment in which it
  takes place (C 15)
• apply the appropriate steps of the occupational
  therapy process in close collaboration with ..(C
  14)
• enable individuals/groups/organisations/communitie
  s to be engaged in occupation through health
  promotion, prevention, rehabilitation, treatment
  and coaching/training (C 10)
• explain the theoretical concepts underpinning
  occupational therapy,.. (C 1)

17
 
Spearman correlation coefficients between 3
rankings Specific competences  
 
18
Specific competences ranked higher for second
cycle

• Specific competences related to
• Complex/synthesis of knowledge (C 8, 9, 32)
• Research and dissemination (C 35-43)
• Change agents in society, promotion of
  occupational justice (C 25, 54)
• Promotion of occupational therapy (C 25)
• Exploration of new markets (C 52)
• Management, supervision, service evaluation (C
  47, 51, 53)

19
Top ranking generic competences(first cycle)
Students

• Capacity for applying knowledge in practice
• Problem solving
• Interpersonal skills
• Teamwork
• Capacity for analysis and synthesis
• Lowest ranking
• 28. Project design and management
• Leadership
• Elementary computing skills

20
Top ranking generic competences(first cycle)
Teachers

• Capacity for applying knowledge in practice
• Capacity for analysis and synthesis
• Problem solving
• Interpersonal skills
• Grounding in basic knowledge of the profession in
  practice
• Lowest ranking
• Knowledge of second language
• Understanding of cultures and customs of other
  countries
• Elementary computing skills

21
Top ranking generic competences(first cycle)
Practitioners

• Capacity for applying knowledge in practice
• Capacity for analysis and synthesis
• Problem solving
• Grounding in basic knowledge of the profession in
  practice
• Ability to work in an interdiciplinary team
• Lowest ranking
• Knowledge of second language
• Leadership
• Elementary computing skills

22
Spearman correlation coefficients between 3
rankings Generic skills
23
Data
7 Areas 101 university depart. 16 Countries

• Business
• Geology
• History
• Mathematics
• Physics
• Education
• Chemistry

• Austria
• Belgium
• Denmark
• Finland
• France
• Germany
• Greece
• Iceland
• Ireland
• Italy
• Netherlands
• Norway
• Portugal
• Spain
• Sweden
• United Kingdon

• Total number of respondents
• 5183 Graduates
• 944 Employers
• 998 Academics

24
Fundamental Importance Weighted Ranking of the
Most Importance Competences. All Subjects
25
Development of Template

• April 2005
• Consultation with European commission/ Tuning
  team both on competences and template
• June 2005
• Template Draft 1 made by COTEC and ENOTHE group
• Mailed to all ENOTHE-members

26
Working plan 2005-06

• Alteration of template by ENOTHE and COTEC
• Expert meeting on competences Consultation by
  stakeholders (client organisations, employers,
  regulatory bodies)
• Describe competences for the third cycle
• Develop strategies to teach and learn
  competences/learning outcomes
• The final template will be the official document
  describing European occupational therapy (Tuning
  web)
• Promotion and implementation in Ankara

27
Questions for the groups

• How might the competences reflect future trend in
  occupational therapy?
• Please comment on the level descriptors
• What are your recommendations for the consultancy
  with stakeholders?
• What are your recommendations for the
  implementation of competences in curricula and
  practice?