Occupational Therapy

Tutor Discussions and Portfolio Work

Seminar, 0.50 ECTS

 

Course content

The students
• analyse the topics of previous semesters and their contribution to the development of occupational therapy skills.
• systematically reflect on their personal learning process and individual learning success.
• visualise their learning development.
• identify facilitating and inhibiting factors in their personal learning process.
• are supported in their skills and personality development by their personal tutors (members of teaching staff).
•enhance and improve their feedback culture.

Learning outcomes

The students can perform parts of the occupational therapy process on selected patients following prescription by a doctor. The process is carried out under supervision as part of the overall medical process in accordance with FH-MTD-AV.
The students additionally reflect on their internship under supervision both orally and in writing in a group setting or via e-learning and thus learn to cope with situations experienced as difficult. .
They use their own experiences from practical work to reflect on patterns of action and emotional states and document them in the learning portfolio. Continuous reflection leads to an individual increase in theoretical and practical competence, which is documented in the learning portfolio.
Cognitive level:
The students
• know the responsibilities of other health professions and other professions and are able to work in multiprofessional teams.
• are familiar with the documentation system of the relevant institution and can apply it under supervision.
• are familiar with models to discuss and reflect on experiences in a group .
• develop their own professional identity based on the learning portfolio in terms of issues of therapeutic practice.
• reflect on their personal learning success and identify facilitating and inhibiting factors.

Psychomotor level:
The students
• are able to apply acquired theoretical knowledge in their practical work with clients.
• can identify the physical, cognitive and affective components of action competence and external factors of the performance context in selected clients.
• are able to conduct history taking interviews and to apply established diagnostic instruments to derive restrictions in their clients‘ action competence in daily life in terms of self-care, productivity and leisure.
• are able to independently formulate client-centred goals, to develop a therapy plan and to carry out the treatment using and modifying suitable theories, practice models and methods.
• are able to carry out activity analyses by analysing demand and capacity.
• understand the effects of their occupational therapy actions, draw appropriate consequences and adjust the intervention to the situation at hand based on reflection by the instructor and taking into account clinical reasoning processes.
• are able to communicate with the clients appropriately and to provide therapy relevant information in a clear and concise manner.
• deal with clients in an appropriate manner and maintain respectful contact with them, including in terms of closeness, distance and trust building.
• reflect on occupational therapy interventions together with the instructor.
• can organise the tasks assigned to them, take on responsibility for their own learning process and use the services offered by the institution..
• develop learning objectives for their internship.
• reflect on and evaluate their personal learning success based on the learning portfolio and can derive conclusions for their own therapeutic actions.
• document the competences acquired with relation to professional practice based on their learning portfolio.
• present and reflect on the experiences gained during the internship from the perspective of professional methodology, social communication and professional ethics.
Affective level:
The students
• experience themselves in the role of therapist in individual and group settings..
• experience borderline situations in therapy with regard to their own experience and perception and can reflect on them and communicate them to others.
• experience themselves as part of an interdisciplinary team
• understand and accept different views, norms and values.
• reflect on and enhance their own action competence and the associated acquisition of competences.
• reflect on their own experiences with health and sickness.
• experience possibilities to cope with emotionally stressful situations.
• perceive group dynamic processes and phenomena.

Contribution to the acquisition of competences according to FH-MTD-AV Annex 5, 8 und 9: FMK 1-16, SKS 1-8

Recommended or required reading and other learning resources / tools


Books, journals and relevant primary literature will be announced by the lecturers at the start of the course or are included in the relevant syllabus.

Mode of delivery

Seminar

Prerequisites and co-requisites

Modules 1-25

Assessment methods and criteria

Reflection reports as part of the learning portfolio, patient reports