Week |
Subject |
Related Preparation |
1) |
Problem-based learning methods |
1. ENOTHE, Occupational Therapy Education in Europe: PBL Stories & Signposts towards a problem based learning oriented curriculum, Amsterdam 2004. |
2) |
Problem-based learning methods |
1. ENOTHE, Occupational Therapy Education in Europe: PBL Stories & Signposts towards a problem based learning oriented curriculum, Amsterdam 2004. |
3) |
Pediatric case study |
1. ENOTHE, Occupational Therapy Education in Europe: PBL Stories & Signposts towards a problem based learning oriented curriculum, Amsterdam 2004. |
4) |
Pediatric case study |
1. ENOTHE, Occupational Therapy Education in Europe: PBL Stories & Signposts towards a problem based learning oriented curriculum, Amsterdam 2004. |
5) |
Pediatric case study |
1. ENOTHE, Occupational Therapy Education in Europe: PBL Stories & Signposts towards a problem based learning oriented curriculum, Amsterdam 2004. |
6) |
Geriatric case study |
1. ENOTHE, Occupational Therapy Education in Europe: PBL Stories & Signposts towards a problem based learning oriented curriculum, Amsterdam 2004. |
7) |
Geriatric case study |
1. ENOTHE, Occupational Therapy Education in Europe: PBL Stories & Signposts towards a problem based learning oriented curriculum, Amsterdam 2004. |
8) |
Geriatric case study |
1. ENOTHE, Occupational Therapy Education in Europe: PBL Stories & Signposts towards a problem based learning oriented curriculum, Amsterdam 2004. |
9) |
Neuromuscular case study |
1. ENOTHE, Occupational Therapy Education in Europe: PBL Stories & Signposts towards a problem based learning oriented curriculum, Amsterdam 2004. |
10) |
Neuromuscular case study |
1. ENOTHE, Occupational Therapy Education in Europe: PBL Stories & Signposts towards a problem based learning oriented curriculum, Amsterdam 2004. |
11) |
Neuromuscular case study |
1. ENOTHE, Occupational Therapy Education in Europe: PBL Stories & Signposts towards a problem based learning oriented curriculum, Amsterdam 2004. |
12) |
Neuromuscular case study |
1. ENOTHE, Occupational Therapy Education in Europe: PBL Stories & Signposts towards a problem based learning oriented curriculum, Amsterdam 2004. |
13) |
Case study in the disabled |
1. ENOTHE, Occupational Therapy Education in Europe: PBL Stories & Signposts towards a problem based learning oriented curriculum, Amsterdam 2004. |
14) |
Case study in the disabled |
1. ENOTHE, Occupational Therapy Education in Europe: PBL Stories & Signposts towards a problem based learning oriented curriculum, Amsterdam 2004. |
15) |
Case study in the disabled |
1. ENOTHE, Occupational Therapy Education in Europe: PBL Stories & Signposts towards a problem based learning oriented curriculum, Amsterdam 2004. |
16) |
Final exam
|
1. ENOTHE, Occupational Therapy Education in Europe: PBL Stories & Signposts towards a problem based learning oriented curriculum, Amsterdam 2004. |
|
Program Outcomes |
Level of Contribution |
1) |
Has the basic medical knowledge required for evaluations and interventions in the field of ergotherapy. |
1 |
2) |
Biopsychosocially evaluates the needs of the person, plans and conducts occupational therapy interventions. |
5 |
3) |
Makes occupational therapy applications in order to achieve the most independent level in life activities within the skill and possibilities of the person. |
5 |
4) |
It carries out its professional practices within an ethical framework. |
3 |
5) |
It makes necessary home, work and social environment arrangements for the independence of the person. |
5 |
6) |
It evaluates the person as person-centered and plans her/his interventions accordingly. |
5 |
7) |
It works to eliminate the obstacles related to the adaptation of the person to business life and social life. |
5 |
8) |
It works in harmony with the multidisciplinary team and makes applications related to occupational therapy. |
4 |
9) |
Follows scientific developments related to ergotherapy, constantly updates their knowledge and is open to lifelong learning. |
3 |
10) |
Contributes to social arrangements by collaborating with individuals, communities and stakeholders. |
3 |
11) |
It respects people's physical, social, cultural and economic differences. |
3 |
12) |
Participates in professional, scientific and social meetings, takes an active role in the development and promotion of the occupational therapy profession. |
3 |
13) |
Has the ability to develop and execute projects related to occupational therapy field. |
3 |
14) |
She/he knows English enough to follow scientific publications. |
1 |
15) |
As an occupational therapist, she/he takes responsibility for all her treatments and studies. |
3 |