Graduate-Entry Master's Degrees: Launchpad for Occupational Therapy in this Millennium?
Notice bibliographique
Résumé
Trends in occupational therapy education worldwide are towards the increasing educational preparation of graduates. Initially, entry into the occupational therapy profession was gained via a brief course, followed by a diploma, and then later with a bachelor's degree. Most recently, graduate-entry master's degree programmes have been introduced as an alternative entry into the profession. With the introduction of four graduate-entry master's degree programmes in Canada and Australia and one in the United Kingdom since September 1998, and the planned introduction of other programmes in these countries, it is timely to review the history and context of the graduate-entry programmes. The imperatives leading to the introduction of graduate-entry master's degree programmes include the increased qualification base of applicants, the need for practitioners to be evidence based and the concurrent so-called qualification creep of other health professions. The data from the first two cohorts of Australian students who commenced the graduate-entry Master of Occupational Therapy Studies programme at the University of Queensland are presented. Some similarities between these Australian students and the Canadian students are noted. The benefit of master's degree entry programmes to the profession is seen as an increased pool of highly skilled practitioners who will contribute to the research base of the profession. Conclusion Graduate-entry master's degree programmes have received an impetus from the international trends to increase the educational levels of health practitioners and for universities to adapt to global changes. Preliminary examination of the student profiles suggests a richness of experience in students coming into these university courses. The availability of such programmes has permitted more qualified and mature-aged students to enter the profession. These students have chosen a career path consistent with their values, competencies and goals. The availability of applicants with suitable pre-existing qualifications and attributes has benefits for the profession. Curricula need to accommodate and further develop these competencies and to prepare graduates for increasingly diverse areas of practice. The introduction of these programmes has created the opportunity to produce occupational therapists with research capabilities that can strengthen the practice base of the profession. These positive indicators need careful monitoring to ensure that the potential becomes a reality for the profession. It is contended that graduates from graduate-entry master's degree programmes in occupational therapy will be better equipped to meet the professional challenges of the 21st century. They will bring to the profession a solid grounding in liberal arts or science. They will be able to embrace rapidly the tradition of the scientist-practitioner (Polatajko and MacKinnon 1987). It will be interesting and important to follow the trajectories of these graduates beyond lift-off! It is suggested that a longitudinal study which tracks their career progression, career choice and research productivity be undertaken.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,004 | 0,001 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,001 | 0,000 |
| Bibliométrie | 0,001 | 0,001 |
| Études des sciences et des technologies | 0,001 | 0,000 |
| Communication savante | 0,000 | 0,001 |
| Science ouverte | 0,001 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,004 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».