Program Review Report

Transcription

1 Program Review Report Occupational Therapy College of Health and Urban Affairs March 12, 2003

2 2 TABLE OF CONTENTS PAGE I. Environmental Scan 3 II. Strengths and Weaknesses 5 III. Description and Program Vision 8 IV. Mission 10 V. Program Benchmarking 10 VI. Accomplishment of Program Goals, Outcomes and Results 12 A. Department Goals and Outputs/Outcomes 12 B. Instruction and Learning Enrollment, graduation, retention, degree awarded Student learning outcomes by degree level or major 13 C. Research Externally funded contract and grant expenditures 14 D. Public and Professional Service 14 VII. Curriculum Review 15 A. Breadth of Coverage 15 B. Rationale 17 C. Currency and Relevance 18 VIII. Resources and Support Services 19 A. Faculty 20 B. Space 20 C. Clinical Affiliations 20 D. Library 20 E. Technology 21 F. Human Resources Support 21 IX. Opportunities and Barriers 21 A. Opportunities for the Achievement of Department s Future Goals Objectives and Expected Outcomes 21 B. Barriers That Will Hinder the Department s Ability to Achieve Future Goals Objectives, and Expected Outcomes 22 X. Department Recommendations 23 XI. Cost Estimate 24 A. Cost-to-Continue 24 B. Aspirational Investment 25 XII. Conclusions 26 XIII. References 27 Appendix A Department Indicators 28 Appendix B Faculty Profiles 33 Appendix C Student Learning Outcomes 43

3 3 I. Environmental Scan DEPARTMENT OF OCCUPATIONAL THERAPY PROGRAM REVIEW Self-Study 2003 Healthy People 2010 (Department of Health and Human Services, (2001) estimates that 54 million persons in the United States, or nearly 20 percent of the population, currently live with disabilities (pg. 8). Disability rates have increased in children under the age of 18 resulting in significant limitations in activity for these individuals. The number of adults aged 65 years and older who experience some type of disability grew from 26.9 million in 1982 to 34.1 million in Individuals with a disability which results in activity limitations often experience environmental barriers that limit their ability to participate in life activities. They may experience anxiety, depression, pain, and other stresses as a result of the activity limitations. Individuals with a disability continue to be an underserved group and experience disadvantages in health and well-being compared to the general population (pg 9). The focus on activity limitations and the ability to participate as a result of disease and disability have been at the core of occupational therapy since its founding as a profession in In health care today, reimbursement by third party payers is increasingly being based on functional outcomes and the ability of the individual to participate in life activities. This presents opportunities for occupational therapy in terms of practice and outcomes research. The Balanced Budget Act (BBA) of 1997 imposed significant changes in Medicare reimbursement for occupational, physical and speech therapy services. These changes in reimbursement for rehabilitation services in acute care hospitals, rehabilitation hospitals, skilled nursing facilities, home health services, and outpatient therapy had a very negative effect on the job market. These types of facilities are the major employers of occupational therapists in Florida and nationally. As a result, following the implementation of the BBA, there was a significant decline in the job market for occupational therapists. Job layoffs, hiring freezes, and reduction of hours for professional staff were common. In conjunction with the declining job market we experienced a significant drop in the number of students applying to both the undergraduate and the graduate programs. As a result of the drop in applications, we admitted students to the program with lower GPAs. In 1997 the lowest GPA was In 2001 the lowest GPA was 2.31 (departmental data). Florida International University s (FIU) Millennium Strategic Planning: External Scans document (pg.7) identifies the problem of students from the Miami-Dade County School System as being under prepared for college level work. Since the majority of our students come to us from local community colleges we are being impacted in the program. When the job market was booming we were attracting the "cream of the crop" to our program. As the job market declined so did student GPAs. This was also a national trend, with some programs reporting as much as a 50% drop in qualified applicants. In 1997, we admitted 20 well-qualified graduate students to the Certificate/ MS track. In 1998 we admitted 15 and in 1999 we admitted 7. Ten were admitted in 2000 and in 2001, and seven were admitted in In response to the decreasing number of graduate students applying to the program we increased the number of undergraduate students admitted to the BS program. In 1997, 49 undergraduates were admitted into the occupational therapy program. Fifty-three were

4 admitted in 1998 and in 1999, 60 were admitted. In 2000 and 2001, 61 were admitted, and 63 students were admitted into the undergraduate occupational therapy program in In 1999, the American Occupational Therapy Association Representative Assembly passed the resolution supporting post baccalaureate entry level education for occupational therapy. In Fall of 2004 the Department of Occupational Therapy at FIU will no longer admit an undergraduate class. The only degree offered will be the Master of Science in Occupational Therapy. These two external environmental influences, i.e., (1) the national requirement mandating a master s degree for entry into the profession, and (2) the BBA of 1997, and the resulting economic changes have influenced the department in several ways. First, to offset the trend of decreased graduate enrollment, the Department of Occupational Therapy at FIU admitted higher numbers of undergraduate students for the last five years (from 40 to 63). Second, to attract bachelor level registered occupational therapists to the MS graduate program we successfully worked to put the 36 required credits online. We were one of the first units at FIU to offer an online graduate program and it was accomplished with minimal resources and no additional faculty. The Department of Occupational Therapy at FIU was the first program in the country to offer a complete online master s degree program for certified bachelors level. Our surveys of BS level occupational therapists indicate that they want courses that offer a specialty in a practice area. This is our current curriculum initiative with the online program. Nationally, the decreased employment trend is beginning to reverse. There is a much more robust job market surfacing and graduate enrollments are beginning to increase. According to the Occupational Outlook Handbook Edition ( employment of occupational therapists is expected to increase faster than the average for all occupations through Faster than the average is operationally defined as 21 percent to 35 percent increase in the number of job openings. There will be a need for 96,000 occupational therapists in 2008 which translates to 25,000 additional occupational therapists being needed to meet the nation's need. The demand for occupational therapists should continue to rise as a result of growth in the number of individuals with disabilities or limited function requiring therapy services. The baby-boom generation s movement into middle age, a period when the incidence of heart attack and stroke increases, will increase the demand for therapeutic services. The rapidly growing population 75 years of age and above, also will demand additional services. Medical advances now enable more patients with critical problems to survive. These patients may need extensive therapy. Hospitals will continue to employ a large number of occupational therapists to provide therapy services to acutely ill patients. Hospitals will also need occupational therapists to staff their outpatient rehabilitation programs. Employment growth in schools will result from expansion of the school-age population and extended services for disabled students. (pp ) This academic year ( ), the Department of Occupational Therapy at FIU is receiving a significant increase in the number of inquiries and applications to the undergraduate and the master s program. This is due to two factors: (1) the improved employment outlook for occupational therapists, and (2) our increased marketing of the MS program. The Department of Occupational Therapy is, therefore, projecting a larger cohort of graduate students entering Fall, 2003 than in the past four years. Our recently completed 10 year graduate enrollment projection data projects that by the year we will have a professional entry level MS graduate enrollment of 115 students.

5 5 The vast majority of our undergraduates are Florida residents. In 2000, 100% of the B.S. graduates from the Department of Occupational Therapy were Florida residents; 95% were Florida residents in In 2002, 92.6% of the B.S. graduates were Florida residents These data indicate that the department has met, and in fact has exceeded, the University s goal of 10% or less of graduates being out-of-state and international. II. Strengths and Weaknesses Strengths The Department of Occupational Therapy at FIU offers a health program that is well respected and highly regarded within the professional community, locally and nationally. The faculty have identified eleven areas of strength. (1) The department was awarded the maximum ten year re-accreditation status by the Accreditation Council for Occupational Therapy (ACOTE) in Spring, 2002 with no deficiencies. (2) Another strength of the department is the curriculum design. In 2000 the new national educational standards for occupational therapy education programs went into effect. The new standards reflect the move to the professional entry level MS degree. We very successfully met the new standards even within our BS program. The faculty worked hard on the integration of the mission, philosophy and curriculum design in implementing the new curricula. We took time and care to define and refine the new curricula with emphasis on concern for academic excellence, service to the community, research and the development of knowledge, and the development of multicultural competence in our students. (3) The faculty in the Department of Occupational Therapy have clinical and academic expertise in the areas of psychiatry and mental health practice, geriatrics, physical disabilities, and pediatrics. From their professional experiences faculty can address professional practice in a variety of settings such as the community, home health, private practice, institutional as well as in- and out-patient settings and school systems. (4) The department is well positioned for our upcoming transition to the professional entry level MS degree. For the academic year there are 5.5 regular faculty and 2 visiting faculty. Three regular faculty (Hills, Kaplan, Scott) are tenured and have PhDs. Dr. Abdel -Moty has an OTD (doctorate in occupational therapy) degree. Regarding the two visiting clinical faculty, Andersen has an EdD and Sheffey has the OTD. Clinical Assistant Professor Bloch is completing her dissertation (see Appendix B). (5) The Department of Occupational Therapy has had high undergraduate graduation and retention rates across all student types. Across all student types, the Department of Occupational Therapy has an average retention rate of 93% and a graduation rate of 92%. Retention and graduation data are presented in Appendix A, Table 1. (6) The department has strong ties with the community through our clinical education/fieldwork. We are able to offer our students a variety of practice settings. As a result our graduates are employed at a myriad of facilities and provide expert and competent occupational therapy services to throughout South Florida and the state. (7) The current faculty is composed of tenured, and clinical faculty. This is a strength because it allows for differentiated faculty assignments in teaching and research. Faculty can focus efforts in their areas of strength. Five faculty have received TIP awards which is evidence of our excellence in teaching. Table 1 reflects our strength and focus on teaching. Between the undergraduate and the graduate program, 93.80% of the fundable student credit hours were taught by regular Department of Occupational Therapy faculty and only 6.20% by adjuncts.

6 6 Table 1: Percent of Undergraduate/ Graduate Hours Taught by Faculty Level Year-Average Undergraduate Faculty 75.69% 72.95% 74.09% 74.20% Adjuncts 2.01% 8.77% 7.81% 6.20% Graduate Faculty 22.30% 18.28% 18.10% 19.60% Totals % % Source: OIR: AEC(Departmental Indicators), rev. 3/27/02 (8) An additional strength is the department s location in a school and a college of diverse disciplines The Department of Occupational Therapy is in the School of Health, along with the Departments of Communication Sciences and Disorders, Dietetics and Nutrition, Physical Therapy, and Public Health. Similarly, the School of Health is housed in the College of Health and Urban Affairs, along with the Schools of Nursing, Social Work, and Policy and Management. This configuration is new and interdisciplinary opportunities are developing. (9) The technological skill of the faculty in the Department of Occupational Therapy is another strength. The entire faculty has been trained to use Web-CT and use it to post course material to augment their teaching. We continue to put courses completely on-line. This positions us well to meet FIU s strategic theme of Learning Opportunities (Millennium Strategic Planning: Strategic Themes). We are working to provide professional education via distance education in occupational therapy. (10) The University facilities The Department of Occupational Therapy moved into the new Health and Life Sciences Building on October 16, Moving into a new facility with the potential for a clinic has enhanced the environment for students, faculty, and staff. Weaknesses There are four concerns: enrollment; student pass rate on the national certification examination; program identity within the University; and, research productivity. (1) As previously stated, there is concern about improving enrollment in the graduate program. Accordingly, the Department expresses concern about the quality of the students in the graduate and undergraduate programs. As mentioned previously, with a declining job market, fewer applications to the occupational therapy programs, and the need to keep up FTEs, the department accepted students with lower qualifications than had been accepted in the recent past. (2) At the completion of students matriculation, they qualify to sit for the national Occupational Therapy Certification Examination, administered by the National Board for Certification in Occupational Therapy (NBCOT). In we began to see a decline in the pass rate for the examination as shown in Table 2. While this is a matter of concern, this is also a national trend. During the on-site accreditation visit, the site visitors from the ACOTE informed the department that since a recent change in the format of the examination (i.e., a change in the types of examination questions and the examination becoming computer administered), the national pass rate has lowered.

7 7 This may also be reflecting to some extent the lower entering grade point averages (GPAs) of our BS students. Table 3 shows the change in both the average entering GPA for each year and the number of students admitted with a GPA below 3.0. Certification exam results began to drop in This corresponded to the lower GPAs of entering students in the year 99. From 99 on we have an increasing number of undergraduate students with GPAs below 3.0. Table 2: Certification Exam Results Exam 0/99 3/00 9/00 3/01 7/01 9/01 3/02 7/02 9/02 Date # Students # Passing 100% 91% 81% 77% 75% 66.8% 75% 60% 71.43% %Passing National Pass Rate 95% 89% 83% 88% 86% 81.79% 87% 82.9% 81.64% Program Mean % Score National Mean % Score Source: Professional Examination Services Table 3: Change in Entering Grade Point Average Date # Students Average GPA # GPAs below (10%) Source: Departmental Data (3) Concern about program identity refers to the mission and values of the department, and moreover, how the department s mission and values relate to the University s. The mission and values of the Department of Occupational Therapy at Florida International University focus on superior teaching for the purpose of preparing highly competent occupational therapists. Given that the mission and values of the University are for FIU to be a top, public, urban, research university, the faculty have the concern about whether the University will value the department s uniqueness. (4) The fourth concern is limited research productivity. While there is currently no funded research in the department, there has been movement in a positive direction. Although we have had $686,610 funded in training grants from , faculty are now pursuing funding with a research focus. During , three federal grants were submitted, two of them with a focus on outcomes research. The consultation Project for Assistive Technology via Telehealth (C-PATT) is a model demonstration project (four years, total 696,399) investigating the use of telehealth for interdisciplinary assistive technology consultations in the rural areas of Florida. This project includes outcomes research on a variety of measures. Interdisciplinary Education and Practice in a Community Based Program for Underserved Children (three years, total 303,590) providing occupational therapy, physical therapy,

8 8 dietetics and nutrition, and speech language pathology services for underserved children in Dade county. This project also includes outcomes research and if funded, will help to establish valuable community ties. The third is a training grant for minority institutions. This program will provide students with expertise in pediatrics, assistive technology, and provision of consultation via telehealth (four years, $660,4494) for occupational therapy students. While the research focus with grant is minimal, the application was prepared with the intent of using the traineeships to recruit graduate students into our programs. As opportunities arise for new faculty positions, it will be important to decide whether research, teaching, or clinical faculty should be recruited. Currently, there are three tenured faculty, three clinical faculty, and two visiting faculty (Appendix B). The department will be conducting a faculty search during Spring, 2003 for a tenure earning faculty member with an established research record or potential for research productivity. While the department s mission will continue to be scholarly teaching, there is recognition that there needs to be funded research within the department. III. Description and Program Vision Description The Department of Occupational Therapy at Florida International University is the only publicly funded occupational therapy department in South Florida. The other publicly funded OT programs are at Gulf Coast University in Fort Myers, University of Florida in Gainesville and Florida A & M in Tallahassee. Barry University in Miami, Nova Southeastern University in Davie, Florida and the University of St. Augustine for Health Sciences in St. Augustine also offer degrees in occupational therapy (see Table 4). These programs are located in private institutions. Table 4: Florida Occupational Therapy Programs and Degrees Offered Program Professional Entry Level MS Post Professional MS Entry Level Doctoral Post Professional PhD Florida International Yes Yes No No University Miami University of Florida Yes Yes No Yes ( Rehab Science) Gainesville Florida Agricultural & Mechanical University, No No No No Tallahassee Florida Gulf Coast Yes No No No Fort Myers Nova Southeastern Fort Lauderdale Yes No Yes (OTD, PhD) Yes (OTD, PhD) Barry University Yes No No No Miami University of St. Augustine For Health Sciences Yes No Yes (OTD) Yes (OTD) St. Augustine Source: Departmental Data : Benchmarking Currently, the department offers two degree programs: the baccalaureate and the master s. We have both the professional entry level MS and the post professional MS. The undergraduate program admitted

9 9 its first class in September, 1973 with four students and was initially accredited in In 1987 the department initiated the Master of Science degree. Initially this degree was available only to students who already held a BS in Occupational Therapy. In 1989 the professional entry level track was added to the MS degree program. The students in this program receive a Certificate in Occupational Therapy on the way to the MS degree. We now admit an undergraduate class of 60 students in the Fall. In the Fall of 2003 we will admit our last baccalaureate class. The occupational therapy baccalaureate program has a capped enrollment and courses are offered in sequence. Beginning in 2007, no individual will be allowed to take the national certification examination, administered by the National Certification Board of Occupational Therapy (NCBOT) without a master s degree. Certification by NCBOT is required in Florida for licensure, without which, no individual is allowed to practice as an occupational therapist. There is a national requirement for academic programs to end undergraduate admissions and to phase out their B.S. programs. At FIU, as of Fall 2004 all occupational therapy students will be admitted into the MS program. Undergraduate students at FIU may complete their B.S. degree in the Interdisciplinary Health Sciences program in the School of Health on the occupational therapy academic track. If they are coming from another program or school they will need to complete prerequisite courses. The department has recognized the growing importance of information and communication technology's role in education. We continue to develop on-line courses to enhance our ability to deliver education in this manner. FIU's, Millennium Strategic Planning: External Scan document, cites the high development and use of information and communication technology as a mega driving force (pg 2). In the Occupational Therapy Department we are preparing the faculty and students to meet this challenge in the teaching-learning environment. We currently have developed 15 fully on-line or web assisted courses. Students in the B.S. and M.S. program are involved with WebCT or web assisted courses within the curriculum. As of Spring, 2003, there are five regular full-time faculty and one part-time faculty member assigned to the program. Three of these six faculty members are tenured (Dr.Hills, Dr.Kaplan, Dr.Scott) and three are in clinical faculty positions (Dr.Abdel-Moty, Bloch, and Shaffner). We also have two visiting clinical faculty, Dr. Andersen and Dr. Sheffey (see Appendix B, Faculty Profiles). Vision Statement The shared vision of the Department of Occupational Therapy is to be recognized as a major provider of quality professional and post professional graduate occupational therapy education. The scope of this vision over the next five years includes: The provision of master s level occupational therapy education to students entering occupational therapy at the professional entry level. The advancement of graduate level education for post professional occupational therapy practitioners through our current on line MS program. The development of an innovative M.S. professional entry level program utilizing the power of technology and distance education combined with on campus classes. A focus on the provision of M.S. level occupational therapy education not only in South Florida but also throughout the United States and internationally through continued development and promotion of the on-line MS program.

10 10 Our shared expanded vision over the next ten years is the establishment of an applied research program which will enhance the provision of quality education and professional practice in occupational therapy. The scope of this expanded vision requires: The hiring of faculty with proven research productivity and focus that merge and support the goals of the Department, College, and University. Increased support for occupational therapy faculty development activities in research and scholarly activities. A focus on scholarly research and grant activity, both interdisciplinary and intradisciplinary, that will enhance our educational programs, contribute to the knowledge base of occupational therapy and provide additional financial support to graduate students. IV. Mission The mission of Florida International University s Department of Occupational Therapy is to establish excellence and leadership in occupational therapy education and practice, generate and disperse knowledge through research and scholarly activities, and provide service to an ethnically and culturally diverse community. This mission reflects the University s mission to meet the educational and support needs of a diverse student population and provide opportunities for minority and non-traditional students. The Occupational Therapy Department seeks to accomplish its mission through the recruitment, development, and retention of high quality faculty, and by producing an environment that stimulates the highest quality of learning and professional development. The department s approach to teaching and learning includes comprehensive efforts to produce independently thinking, culturally sensitive, clinically competent practitioners able to meet client needs within the context of an interdisciplinary team and a changing health care environment. The department is committed to promoting excellence in practice by cultivating commitment to lifelong learning and service to the professional community; expanding and validating the knowledge base of the profession through applied research; and taking a proactive stance in promoting wellness and meeting the evolving health needs of the community. V. Program Benchmarking Discussion of Comparison with Benchmarking Universities Other than FIU, three SUS Universities offer degrees in Occupational Therapy, University of Florida (UF), Florida Gulf Coast University (FGCU), and Florida A&M University (FAMU). These three schools are used for the SUS University comparisons. In South Florida, two private universities, Nova Southeastern (NSU) and Barry offer Occupational Therapy Degrees. Information was available from NSU but not from Barry, NSU is used as the fourth Florida University. Only three Universities listed as benchmark Universities offer degrees in Occupational Therapy, they include the University of Illinois Chicago (UIC), Wayne State University, and Temple University. The Universities used for benchmarking differ in two important ways. First is the presence or absence of a medical school. Only FAMU and FGCU do not have medical schools. The second difference is the transition to the MS degree. As stated previously in this document, to maintain program accreditation, and qualify for licensure, all students must be graduated at the Masters level by Programs that have terminated the undergraduate degree are UF, UIC, Temple, FGCU and NSU. FIU and

11 11 Wayne State University admit the final undergraduate class in and FAMU will admit students into the BS degree for the academic year. The FIU program is outstanding in that we have by far the lowest relative operating budget ($187/student compared to $733-$1630/student), double and triple the student faculty ratio (FIU 1:25 comparison programs 1:4.5-13), and second in degrees awarded (68) only to UF (74). Table 5: Benchmarking with SUS and Carnegie Doctoral Universities Headcount Degrees # of Faculty Faculty Operating School Enrollments Awarded /Student Ratio Budget ## FIU BS MS - 47 UF BS - 96 MS - 46 FGCU BS - 23 MS - * Budget $ per headcount External Funding :25 $35,636 $187. $384, :13 # $1,243, :4.5 $37,500 $1630. $410,000 for post baccalaureate OT, PT, RT development :8 $60,000 $ FAMU BS - 41 MS - ** NSU MOT :7 $87,980 $1599. # $286,000 UIC MS :5 # $1,000,000 Wayne BS :4.5 # State MOT - *** Temple BS :7 $51,794 $733. # Not MOT - 31 available MS - 31 * - first cohort entering 2004 ** - MS degree proposed, anticipate first class 2006 *** - planning to convert to MOT # - has medical school ## - excluding salaries and wages Of particular note regarding FIU as a minority designated university is the fact that out of the 151 accredited occupational therapy programs in the United States our OT department is one of sixteen located in a minority institution.

12 VI. Accomplishment of Program Goals, Outcomes and Results A. Department Goals and Outputs/ Outcomes: 12 The following goals are a priority of the department. They support our shared vision which is to ensure the growth of the Occupational Therapy Department at Florida International University. We believe they reflect the University s Health Strategic Theme and the Information Strategic Theme (Millennium Strategic Planning: Strategic Themes). Goal I: Meet department s enrollment targets for the MS programs. Outputs Outcomes Recommendations 1. Increase recruitment efforts 1.Fall 2002 we exceeded SCH targets (115%). 2.Dr. Kaplan is going into local clinics to recruit OTRs to MS program. 3.We are working closely with CHUA Continue with current plan. 2. Transition to MS graduate program only 3. Continue to develop on-line MS courses recruiter. Attending all advising sessions 1.We will admit last BS class Fall Transition Fall Make curriculum changes as indicated 1.Currently 36 credits on-line Curriculum revision remains the major focus Continue on-line course development for electives/tracks Goal II: Establish an applied research program (long range goal) Outputs Outcomes Recommendations 1. Initiate a national faculty search faculty search was unsuccessful Conduct another search in Ensure that incentives are in place to attract a tenured or tenure earning applicant with research capabilities Goal III: Development of Certificate Programs that can be completed on-line or as part of the MS degree. Outputs Outcomes Recommendations 1.Partnership established with the Center on Aging for a Gerontology Certificate. 3 online courses now available Finalize putting3 OT Aging courses online by Spring Develop Early Intervention Certificate In curriculum planning stage May require more faculty resources. We now have only one permanent faculty with the expertise in pediatrics and one visiting. B. Instruction and Learning: 1. Enrollment, graduation, retention, degrees awarded. Table 6 presents the headcount enrollment data for the B.S. and M.S. programs, from

13 Table 6: Graduate and Undergraduate Headcount Fall 99 Fall 00 Fall 01 Fall'02 4 Yr. Avg. B.S. Total B.S. OT B.S. Pre OT M.S. Total Dept. Total Source: OIR:AEC (Departmental Indicators, 3/27/02) Departmental Data Associated with the decline in the number of masters students has been a decline in the number of MS degrees awarded. The headcount enrollment of 47 for 2001 contrasts with the number of degrees awarded (8) in Table 6. This discrepancy is due to students who have completed the Certificate in Occupational Therapy but who have not completed thesis or thesis project and continue to enroll in thesis or project sections. It also includes Post Professional students who may be taking only 1 course per term. Our current 2002 graduate FTE for Fall and Spring is 54.5 Table 7: Degrees Awarded Department of Occupational Therapy: Graduate and Undergraduate Yr. Avg. B.S M.S Department Total Source: OIR:AEC (Departmental Indicators, 3/27/02) Departmental Data Graduation Rate for Master s Students The three year graduation rate for master s students is 30% (Appendix A, Table 2 ) while the average retention rate is 63%. The low graduation rate is indicative of the number of master s students who remain in the program but have not completed their thesis or project and continue to register. This problem will be solved when all students are required to complete the MS before they qualify to sit for the certification examination and apply for licensure 2. Student learning outcomes In our curriculum design we have incorporated the goal of graduating students who are able to think critically, communicate effectively, exhibit confidence and pride in their knowledge of occupational therapy, assume responsibility for self-directed and lifelong learning and to understand the impact of cultural differences on practice. One of the measures which we use to assess these goals is the students' performance in level II fieldwork. Our target has been that 98% of the BS students will meet or exceed passing criterion scores on the American Occupational Therapy Association's Fieldwork Evaluation of the Occupational Therapist. For AY and AY we met that target with an overall pass rate of 99%. For these same academic years 100% of the students in the MS program met or exceeded the target criterion scores. Another measure of student learning outcomes is the result of the OTR Certification Examination. Our standard has been that 90% of the students (graduate and undergraduate) would receive a passing

14 14 score on the exam as first time exam takers (Table 2, pg5). As previously discussed in the section on Program Weaknesses we have seen a decline in scores. This is an outcome that we will be revising. In Fall of 2001 a survey was sent to OT graduates one year post graduation to assess their preparation at FIU and the OT program for practice. Results indicated that 80% would recommend the program to others, 80% were either completely or generally satisfied with program, 86% felt they were well prepared with their foundational courses, 83% felt well prepared in their theoretical courses, 62% felt they were well prepared to evaluate patients, 59% felt they were well prepared for treatment planning, 78% felt well prepared in their knowledge of service delivery, 42% felt well prepared for management activities, 60% were well prepared to use research and 91% felt well prepared in their ethical responsibilities. Complete student learning goals, objectives, outcomes and results are reported in Appendix C: Institutional Effectiveness Student Learning Outcomes for for the B.S. and M.S. programs. C. Research/Scholarly Activities During the past two academic years, the Department of Occupational Therapy has been awarded $386,610 from the U.S. Department of Health and Human Services for Disadvantaged Student Scholarships. Susan Kaplan was awarded $96,073 for , and was awarded two grants in , for $214,075 and $76,462. Dr. Patricia Scott was selected as a Research Fellow by The Center for Outcomes Research and Education. Her first area of research concerns the Americans With Disabilities Act (ADA) and mental disability. Her second area of research is in the area of organ transplantation and occupational role performance. Table 4 in Appendix A provides data on faculty scholarly activities from Externally funded contract and grant expenditures Table 8: Contract and Grant Funds Department of Occupational Therapy Contracts & Yr. Average Grants Federal $100,000 $100,000 $96, , ,652 Source: Departmental Data D. Public and Professional Service An overall profile of the faculty s participation in service is reflected in Table 3, Appendix A. Faculty member have been involved in local, national and international professional service activities. Examples of the service activities of the department are presented below: Alma Abdel-Moty, Clinical Assistant Professor, has been a consultant to the Council of Higher Education, San Juan, Puerto Rico. During summer of 2002, Dr. Abdel-Moty was a site visitor for the occupational therapy program at the University of Puerto Rico. During the 2002 annual AOTA conference, she was a conference volunteer. Susan Kaplan, Associate Professor, has been editor or co-editor of the journal, Occupational Therapy in Health Care, since She reviews manuscripts in the following capacities: book reviewer, American Journal of Occupational Therapy; manuscript reviewer, Slack Publishers; and, conference manuscript reviewer for the American Occupational Therapy Association (AOTA).

15 15 Pamela Shaffner, Clinical Associate Professor, is a reviewer for the AOTA national journal for the section, The Issue Is. Patricia Scott, Associate Professor, is chair of the Department of Occupational Therapy. At the university, Dr. Scott is chair of the CHUA Faculty Assembly. For FIU Spring, 2002 Commencement, Dr. Scott delivered the Faculty Address to the Graduates. For the AOTA, Dr. Scott served on the local conference committee, being chair of the Hospitality Committee. She is on the editorial board of Occupational Therapy in Health Care. Locally, Dr. Scott is a mentor trainer for the South Florida Transplant Foundation. She was a moderator and presenter at the South Florida Transplant Association annual forum on Issues in Transplantation. In 1995 Dr. Hills received a Fulbright Fellowship to Iceland for the purpose of establishing the first OT program in Iceland. She was very successful in this mission. Seven Icelandic occupational therapists completed our MS program and went on to function as faculty for the new program. Elise Bloch, Clinical assistant Professor, has served as a proposal reviewer for the American Occupational Therapy Association national conference. She also has presented inservice education to local Broward County preschools. Dr. Lori Andersen, Visiting Clinical Assistant Professor since 2000, serves at the national level as the consultant to AOTA on continuing competence and as a reviewer of conference proposals. At the state level she serviced as Vice President of the Florida Occupational Therapy Association. Students in the Student Occupational Therapy Association (SOTA) have volunteered at the Women and Kid s Place, working with children and women who are homeless. The SOTA is rated number 4 out of 115 student service organizations as one of the most active student organizations at FIU. Additionally, Pi Theta Epsilon (PTE) is ranked fourth among FIU's honor societies. VII. Curriculum Review A. Breadth of Coverage The occupational therapy curriculum has been sequenced in order to first expose the student to normal human adaptation and processes throughout much of their first year of study. In the second year, concepts of dysfunction and the requisite remediation are studied. The First Year: In their first year, students study Human Anatomy and Neuroscience where they learn the normal anatomical and neurological structures. Kinesiology is a logical extension of anatomy, and here students learn about normal movement processes. Occupational Development Throughout the Lifespan I and II introduces normal cases with no pathology present. This two part sequence addresses the importance of activity throughout the lifespan. Students learn to appreciate what is normal in terms of occupational roles, developmental activities, and occupational performance. Foundations of Occupational Therapy provides the student with the overall purpose and scope of the profession. Here, students learn the major theories of practice, the historical foundations of the profession, and develop a foundation of clinical reasoning through which to apply theory. Therapeutic Skills in Occupational Therapy I and II is a two part sequence which focuses on individual, family, and group dynamics, and the relationship of these to therapeutic intervention. Students will explore the importance of the use of self, interviewing techniques, observation skills, and the use of small crafts. PART II is taken in the second year of study and builds on the information presented in part I. It

16 focuses on designing and running group treatment activities and on selecting and adapting treatment activities for specific client cases. 16 Evaluation and Research I introduces the student to the research arena. In this course students are introduced to the concepts of evaluation and testing in occupational therapy and develop skills necessary to be a research consumer. Mechanisms of Disease is the only course in the first year that focuses on the abnormal. This course sets the stage for much of therapeutic intervention by giving the student a basis for disease processes and their resulting pathological changes. During the summer between their first and second years, students attend a one month, full time Level I Fieldwork. This is primarily an observation experience where students begin to see the range of disabilities and conditions that are seen in typical occupational therapy practice areas. Differences between the Undergraduate and Professional Masters during the first year: C C C Graduate level courses are introduced into the curriculum, beginning in the first Fall term. The graduate students are involved in a different type of Level I fieldwork in the summer term following year I. While this experience has some of the same attributes as the undergraduate experience (i.e.: observation of OT practice), students will rotate through several different settings, and will focus on researchable questions that are encountered in practice. Students in the Professional Masters program do not take the undergraduate Evaluation and Research I course. Instead they take a more demanding course sequence, OTH 6265 and OTH 5760 in their second year. This course sequence is designed to move the student along effectively in the thesis process. The Second Year: Content in the second year of the professional program focuses on dysfunction and occupational therapy intervention. Building upon the firm basis of health and normalcy that was explored in their first year of the program, students now begin to develop an understanding of dysfunction and disability, and how these entities affect the occupational function and roles of the client. For example, in Neuromotor Approaches to Occupational Therapy I and II, students explore the symptoms, signs, and problems of clients with central nervous system dysfunction through the use of case studies. Therapeutic intervention activities, including evaluation and treatment planning, incorporate the student's knowledge of health and wellness, disability, and occupational therapy intervention within a critical thinking/clinical reasoning environment. Similarly, in Biomechanical Approaches to Occupational Therapy I and II students develop critical thinking/clinical reasoning skills for occupational therapy intervention with clients who have disabilities or injuries of the biomechanical type. As in the Neuromotor courses, case studies are used to elucidate major points and to assist the student in the clinical reasoning process. In the two part course, Neuropsychiatric and Cognitive Approaches in Occupational Therapy I and II, the student explores a variety of bio-psycho-social approaches. Once again, the case analysis approach is used so that students can begin to appreciate the entire continuum of occupational intervention.

17 In their last semester, students take a Professional Issues course which provides them with the essential information on organization and administration. This course is attended in the last semester of the program as it is felt that students can better acknowledge the wide array of organizational and administrative issues. Also, in their last semester, students take Evaluation and Research II. Since we believe that one of the ways that the professional will grow and gain validation is through research, students must be acclimated into this area, and have more exposure than simply as a consumer of research. In this course students are ultimately responsible for the development of a clinical research proposal. Level II Fieldwork: Level II Fieldwork experiences are taken after the completion of the professional level course work. Differences between the Undergraduate and Professional Master's groups during the second year: 17 C C C The major difference in this year has to do with the incorporation of the graduate level research and measurement courses (OTH 5760 and OTH 6265). Students in the Professional Masters program begin to plan their thesis projects in OTH 6265, and continue their thesis work in OTH During the second semester of this year, the students also begin to enroll in thesis credit and work closely with a thesis committee chairperson. The students in the Professional Masters program do not take the undergraduate Evaluation and Research II class. After completion of the first Level II fieldwork, students in the Professional Masters program return to campus for the first semester of the third year. In this semester they take only graduate course work and continue to work on their thesis projects. Students in the Professional Masters program finish their Level II fieldwork in the Spring term of their third year. At this point they should be nearing completion of their thesis projects. B. Rationale The occupational therapy curriculum has been sequenced in order to first expose the student to normal occupation and adaptation processes throughout much of their first year of study. In the second year, concepts of dysfunction and the requisite remediation are studied. Following completion of their academic work students complete six months of fieldwork in selected practice areas and facilities. Upon successful completion of all academic and fieldwork requirements, they are eligible to take the National Certification Examination and to apply for licensure. The goal of the Department of Occupational Therapy at Florida International University is to graduate students who: Think Critically Communicate Effectively Exhibit Confidence and Pride in Their Knowledge of Occupational Therapy. Assume Responsibility for Self-Directed and Lifelong Learning Understand the Impact of Cultural Differences on Practice

18 C. Currency and Relevance 18 Punwar (2000) discusses current educational trends in occupational therapy. These include the move to the master's degree as the entry-level qualification for OT. The establishment of new standards for OT educational programs reflects the increase in the knowledge base and the new roles and independence that our students will be expected to demonstrate. The occupational therapy curriculum at FIU is reflective of these trends. Our 2002 reaccredidation was based on the new educational standards and we received an outstanding report. We are well prepared to transition the undergraduate program to the professional level MS degree. A major practice trend has been the renewed focus on occupation as the essence of occupational therapy by our most esteemed scholars and researchers. The ability of individuals to engage in occupation is a focus of the World Health Organizations (WHO) new International Classification of Functioning, Disability and Health (ICIDH). It strongly supports the major tenets of occupational therapy. The content domains listed below have been identified by the faculty as central to occupational therapy curriculum and practice. They also reflect the intent of the WHO s ICIDH classification system. These content domains are fundamental to our curriculum design and are based heavily upon concepts from current theorists and researchers in occupational therapy. Content Domains OCCUPATION An understanding of human occupation is an essential foundation for understanding and practicing occupational therapy. Students must be able to define occupation and its many dimensions. They need to understand the complexity of occupation and its relationship to health and well-being. ADAPTATION Adaptation is the ability to adjust and cope with the problems and challenges of everyday living. It allows individuals to address obstacles and derive satisfaction and mastery over environmental demands and expectations. Adaptive responses are actively created by the individual and support survival and self-actualization. Adaptation is a process that occurs continuously throughout the lifespan, and is activated when the desire to perform an activity is blocked by personal or environmental limitations. Adaptation is self-reinforcing. Mastery over environmental demands motivates the individual to take on even greater challenges. Students in the occupational program will not only learn about these concepts, they will experience them. ENVIRONMENT The environment provides a context in which persons engage in occupation. Occupation is the vehicle by which individuals interact with the environment. Through occupation the individual has the opportunity to adapt to challenges and master demands. The individual who perceives that he has control over the environment can address obstacles and derive satisfaction from their life roles. Environment can be defined as those contexts and situations which occur outside the individual and elicit responses from him or her. Aspects of the environment include physical, social, cultural, economic, political and attitudinal world.

19 19 HOLISM To develop an understanding of how occupation impacts an individual, it is not enough to focus on particular body part of age range or ethnic group. Students must recognize and respect each client as an individual whose health and well-being is uniquely affected by the dynamic interaction of all aspects of the individual s life and environment. SCIENTIFIC PROCESS Students have a strong foundation in the liberal arts, basic sciences and normal human growth and development to be able to understand the dimensions of human performance. The occupational therapy process is strongly based on the following: 1. assessment of occupational performance 2. diagnostic reasoning problem identification and prioritization 3. clinical reasoning decision making for practice, treatment decisions 4. outcome measurement. Skills of observation, scientific inquiry, critical reasoning, and problem solving are crucial professional behaviors and must be cultivated early and supported throughout the curriculum. In keeping with good scientific practice, it is also crucial that students become competent and critical consumers of research. Students must recognize early that research drives practice. VIII. Resources and Support Services A. Faculty Faculty profiles from are provided in Appendix B. For the academic year , there are 7.5 faculty: Gail Hills, OTR, Ph.D., Professor (.50 FTE) Susan Kaplan, OTR,Ph.D., Associate Professor Patricia Scott, OTR, MPH, Ph.D., Associate Professor Pamela Shaffner,OTR, M.S. Clinical Associate Professor Alma Abdel-Moty, OTR, MS, OTD. Clinical Assistant Professor Elise Bloch, OTR, BCP, M.S., Clinical Assistant Professor Agnes Sheffey, OTR, M.S., OTD, Visiting Clinical Assistant Professor Lori Andersen,OTR, Ed.D., Visiting Clinical Associate Professor For the academic year , there are three adjunct faculty in the department. The adjunct faculty are all practicing clinicians. Tania Diaz - Fernandez, OTR, MS (Fall, 2002) Hilda Rosado- Bachelor, OTR, MS Carol Lambdin, OTR, MS

20 20 For Fall 2002 and Spring 2003 we have four graduate teaching assistants. The number is 50% lower than Fall 2001 (8) and Spring 2002 (8). This year, , students seeking GA positions in the School of Health must also meet the qualifications for work study students. B. Space The faculty in the Department of Occupational Therapy have offices in the new Health and Life Sciences Building. Faculty and staff moved into the HLS Building during the week of October 14, The department has five laboratories for clinical instruction. The laboratories are housed in the Owa Ehan Building, specifically OE 105, OE 107, OE 109, OE 110, and OE 128. OE 105 can accommodate 20 students as a lab or a classroom. This room is used primarily as a simulated pediatric clinic, complete with vestibular equipment, floor mats, developmental assessments, therapeutic equipment, ramps, child size furniture, developmental toys, positioning devices, and inflatable. OE 107 can accommodate 20 students as a lab and 20 students as a classroom. Specific equipment housed in this lab are work evaluation equipment and vocational tests, pull-down film screen, blackout shades, BTE work simulator. The primary purpose of this lab is evaluations for adult clients. OE 109 can accommodate 20 students. Equipment in this lab includes craft media materials, and physical disabilities evaluation and therapeutic equipment. OE 110 functions as a classroom and as a lab. Equipment in this lab includes a mat, washer, dryer, refrigerator, stove, sink, prosthetic supplies, wheelchairs, deltoid aid, mobility aids, activities of daily living (ADL) aids, and other physical disability equipment. OE 128 is a kinesiology lab that is used by the Department of Occupational Therapy and the Department of Physical Therapy. Equipment consists of stationary plinths and portable plinths, two skeletons, a bone box, and several muscle and orthopedic mock-ups. This lab accommodates students. Students in the Department of Occupational Therapy have access to the School of Health computer lab, which is in OE 112. This facility has 30 computers and several printers. C. Clinical Affiliations Clinical internships are an integral part of the occupational therapy curriculum. All students participate in the experiences in clinical settings such as hospitals, mental health centers, rehabilitation settings, private clinics, day care centers, and public school systems. The opportunities offered for clinical education are considered a strength of the occupational therapy curriculum. There are 318 facilities in the state of Florida that serve as clinical affiliates, with 99 of these in Miami. There are 99 facilities outside of Florida that also serve as clinical affiliates for the Department of Occupational Therapy. Clinical affiliates are selected based on a) the reputation of the facility, b) expertise of the practitioners, c) standing within the community, and d) willingness to contribute to the education of our students. The affiliates are monitored through personal communication and student evaluations of the site. Site visits are also made. The outcomes are evaluated again through personal communication with the supervisors at the site and feedback obtained from the students. D. Library The FIU Libraries have more than 1.6 million volumes, 275 databases, and more than 9,000 current periodical subscriptions, 3,000 of which are available full-text on-line. To assist students and