Abstract
There is a need for a formal curriculum evaluation of the OT program in Haiti for future reapproval by the World Federation of Occupational Therapists (WFOT). This project aimed to develop an overall framework for curriculum evaluation using WFOT’s standards and curriculum-evaluation tools to evaluate courses within the program. The four components of this project include: a WFOT knowledge, skills, and attitudes (KSA) table; a program document review; and a faculty and student survey.
Primary Author and Speaker: Diana Honorat
The purpose of this project is to create and pilot curriculum evaluation tools for an occupational therapy program in Haiti in order to meet the re-accreditation standards of the World Federation of Occupational Therapists.
The Faculte des Sciences de Rehabilitation de Leogane (FSRL) occupational therapy program at the Episcopal University of Haiti (UNEPH) is a four-year, bachelor’s degree program. FSRL commenced in 2015 and will be graduating its first cohort in December 2019. As a new program, there is a need to evaluate the courses for their effectiveness to adjust the coursework to meet the needs of the students within their context. It is also necessary to assess the overall curriculum for improvement and re-accreditation purposes. There is currently no method of curriculum evaluation for the occupational therapy program in Haiti.
The project’s design was conducted via survey and document review. The evaluator conducted the document review. The survey for faculty and student survey followed a Likert scale approach. Quantitative and qualitative data was gathered from the process. This design helped to answer relevant questions pertaining to the following: Is the curriculum meeting the World Federation of Occupational Therapist’s Knowledge, Skills and Attitudes standards? How is the curriculum meeting the needs of the students per objectives and contexts?
Student surveys were translated to French. The faculty completed the survey online, and the students completed their survey on paper via distribution by the Dean. Completed surveys were scanned and emailed to the evaluator with an assigned security code. Once the survey data was utilized, they were properly disposed of. All identities remained anonymous.
A document review of the FSRL curriculum was completed to determine whether course objectives met WFOT competencies. Faculty and student surveys were based on a recently completed course at FSRL. A WFOT Knowledge, Skills and Attitudes (KSA) Standards table was created from the Minimum Standards documents. General competency statements were changed into measurable competencies—creating a numbering system. The complete table composed of five main sections listed alphabetically from A-E. Each section had a knowledge, skills and attitudes sub-component. The document review process reviewed each course offered in semesters three through eight to determine whether each course objective met or partially met a WFOT competency.
Feedback from the students and faculty surveys were positive. All felt that there was a need for the course in the occupational therapy program. Many students felt more confident in their clinical decision making skills and how to conduct evidence-based clinical research. Faculty and students reported a need for more time in the course. Some students reported on the need to take a prerequisite course to better prepare for the research component of the course. Faculty agreed that outcomes of students’ assessments adequately indicated an increase in students’ knowledge and skills.
The WFOT KSA competency table applies to any international occupational therapy programs seeking WFOT approval and can serve as a referenced guide. FSRL developed a strong set of curriculum objectives that exceeded the standards of WFOT. Courses such as Logical Thinking/Clinical Decision Making and Evidence-Based Practice are specific to the needs of the country and were listed as required courses, although they are not part of the WFOT standards. It is recommended that the Evidence-Based Practice objectives from FSRL be presented and included in the Minimum Standards document. WFOT should have a section on evidence-based practice to meet the competency for using evidence to ensure best practice.
Rohwer, A., Schoonees, A., & Young, T. (2014). Methods used and lessons learnt in conducting document reviews of medical and allied health curricula – a key step in curriculum evaluation. BMC Medical Education, 14(1). doi:10.1186/1472-6920-14-236.
Tupe, D. A., Kern, S. B., Salvant, S., & Talero, P. (2015). Building international sustainable partnerships in occupational therapy: A case study. Occupational Therapy International, 22(3), 131-140. doi:10.1002/oti.1407
World Federation of Occupational Therapists (WFOT) (2016a). Minimum standards for the education of occupational therapists revised 2016. The Council of the World Federation CURRICULUM EVALUATION OF FSRL 44 of Occupational Therapists