Occupational Therapy

Preparatory BAC Seminar

Seminar, 2.00 ECTS

 

Course content

The students
• learn creative approaches to the writing process.
• are familiar with the linguistic requirements of a Bachelor's thesis.
• are able to write a concept/outline for the topic of the Bachelor’s thesis.
• repeat and consolidate the formal requirements of academic writing and apply these to their own Bachelor's thesis.
• learn to convey the results of their research to a specialist audience using different presentation techniques.
• receive scientific support throughout the planning process and in writing the synopsis.
• are supported in analysing, delimiting and substantiating a topic relating to a research questions relevant to occupational therapy.
• receive support in developing a structure for their Bachelor’s thesis.
• identify study designs and projects that require the submission of an ethics application.
• are familiar with the requirements for ethics applications.
• write an ethics application, if necessary, with assistance.
• write a synopsis outlining the research question together with the associated hypotheses, the objective, the state of the science and the background, the methodological approach and the relevant literature.

Learning outcomes

The students compare action fields of occupational therapy in different countries, taking special account of the different socio-economic conditions and health policy frameworks. They acquire intercultural skills and knowledge through cross-border and cross-institutional exchange and also improve their professional foreign language skills. In this module the students apply principles of scientific work to a specific example and plan their Bachelor’s thesis both in terms of content and methodological implementation. They receive support in the writing process, in scientifically correct planning and in writing a synopsis.
Cognitive level:
The students
• realise the significance of international exchange with colleagues for research and practice in their profession.
• hone their critical thinking skills by dealing with different approaches to science, professional culture and health policy.
• expand their foreign language skills, especially in oral and written communication.
• are familiar with the correct structure of an academic paper.
• distinguish between different types of problems.
• distinguish between different methodological approaches to writing an academic paper.
• apply existing knowledge in a new context.
Psychomotor level:
The students
• are able to formulate a research question relevant to occupational therapy using an appropriate hypothesis.
• are able to research current scientific findings in the national and international context.
• can determine evidence and quality of the research literature reviewed.
• consolidate their skills in research, analysis and synthesis of professional information for specific topics or EBP steps through exchange with colleagues from other countries.
• acquire and expand key qualifications for their future career as occupational therapists such as cooperation and communication skills, understanding of other cultures and perspectives and problem solving skills.
• use modern media and methods of e-learning.
• are able to formulate a research question relevant to occupational therapy using an appropriate hypothesis.
• are able to develop a concept for answering a relevant professional question.
• are able to research current scientific findings in the national and international context in detail.
Affective level:
The students
• experience collaboration with and open-mindedness to people from different cultural backgrounds.
• acquire a willingness to accept other professional or personal perspectives and behaviours.
• experience themselves in the role of an occupational therapist preparing a research theme according to evidence-based principles.
• experience professional and personal enrichment through international exchange.
• experience themselves in the role of an occupational therapist planning a research theme according to evidence-based principles.
Contribution to the acquisition of competences according to FH-MTD-AV Annex 5, 8 and 9: SKS1-8, WK1-2

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

 Lecture, work in small groups, e-learning

Prerequisites and co-requisites

Modules 1-22

Assessment methods and criteria

 Written exam - synopsis