Curriculum Revision: A Case Study of the Process and Product

Abstract

This paper traces the forces that stimulated a faculty to completely revise its occupational therapy curriculum. The process of the revision, which was largely adapted from a test development model, is recounted. The paper also describes the broad array of teaching/learning methodologies used. Comparative data from the American Occupational Therapy Association Certification Examination indicate that student achievement has significantly improved since the revised curriculum was implemented.