The Philosophical Base of Occupational Therapy (2017) identifies the fundamental belief that occupations hold therapeutic value. The use of occupation, particularly meaningful occupations, is critical for promoting the health of individuals, groups, communities, and populations. LMU OTD integrates this belief within its own philosophy of learning and curriculum design. In an effort to prepare practitioners to address occupational needs, students are provided opportunities to recognize the influence of diverse occupational contexts, personal factors, and the environment.
Consistent with the Philosophy of Occupational Therapy Education (2018), LMU OTD recognizes the impact of the learning context and the teaching-learning process on students. The curriculum is intentional in its design to promote clinical reasoning, critical thinking, and evidence-based practice throughout all didactic and experiential components. Students gain an understanding of theory, client-centered practice, and collaborative care as they develop their professional skills and identity. The majority of the OTD program is delivered mostly in a face-to-face format. All courses are delivered through the university LMS. The student to faculty ratio in lecture is 60:1. The student to faculty ratio in labs is 15:1.
The teaching-learning process for LMU OTD is supported by opportunities for active learning, self-reflection, and lifelong learning (AOTA, 2018). As a guide for curricular design, the program utilizes L. Dee Fink's approach to significant learning experiences (2013) to facilitate students' personal growth and understanding of occupational therapy. Using a learner-centered focus, LMU OTD recognizes that learning has occurred when there is a change in the learner (Fink, 2013). This is facilitated through the use of Fink's Taxonomy of Significant Learning which includes foundational knowledge, application, integration, human dimension, caring, and learning how to learn. Rather than serving as a traditional hierarchy, the taxonomy emphasizes interaction of all categories in achieving significant learning. Faculty recognize each of these categories in the creation of significant learning experiences.
American Occupational Therapy Association. (2017). Philosophical base of occupational therapy. American Journal of Occupational Therapy, 71(Suppl. 2), 7112410045. https://doi.org/10.5014/ajot.2017.716S06
American Occupational Therapy Association. (2018). Philosophy of occupational therapy education. American Journal of Occupational Therapy, 72(Suppl. 2), 7212410070. https://doi.org/10.5014/ajot.2018.72S201
Fink, L.D. (2013). Creating significant learning experiences: An integrated approach to designing college courses. Jossey Bass.