From Student to Practitioner: Educational Preparation and Certification



From Student to Practitioner


Educational Preparation and Certification



Objectives


After completing this chapter, the reader will be able to do the following:


• Describe the accreditation process for OT educational programs


• Identify the three categories of OT personnel


• Delineate the educational and professional requirements for each personnel category


• Describe the purpose of Level I and Level II fieldwork experiences


• Describe the Doctor of Occupational Therapy (OTD) and the Doctor of Philosophy (PhD)



Key Terms



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The personnel who deliver occupational therapy services to consumers can be divided into three categories that vary in the type and amount of training they receive and the duties they perform. The most highly trained at the professional level is the occupational therapist (OT). The occupational therapy assistant (OTA) is trained at the technical level and works under the supervision of the OT. A third category of worker, the occupational therapy aide, does not receive specialized training before working in the field; rather, occupational therapy aides receive on-the-job training. In this chapter, the focus is on the educational preparation and certification process for the OT and the OTA.


Consistent with the terminology used by the American Occupational Therapy Association (AOTA), the term occupational therapy personnel is used when referring to any personnel (including OT students and aides) who deliver occupational therapy services. The term occupational therapy practitioner refers to any individual who is “initially certified to practice as either an OT or an OTA, or licensed or regulated by a state, district, commonwealth, or territory of the United States to practice as an OT or OTA and who has not had that certification, license, or regulation revoked due to disciplinary action.”5 When it is necessary to distinguish between the three categories of personnel, the respective titles are used.



Accreditation of Educational Programs


The Accreditation Council for Occupational Therapy Education (ACOTE) of the AOTA regulates entry-level education for both OT and OTA programs in the United States. Since 1935, AOTA sets standards for educational programs. The standards are reviewed and revised every 5 years by various constituency groups, educational program directors, and the public at large. The latest revision of the standards for occupational therapy Master’s degree programs and OTA programs was completed in 2006. These standards are published in the Standards for an Accredited Educational Program for the Occupational Therapist1 (Box 5-1) and in the Standards for an Accredited Educational Program for the Occupational Therapy Assistant2 (Box 5-2).



Box 5-1   OT Standards


(Effective 1/1/08)


Preamble


The rapidly changing and dynamic nature of contemporary health and human service delivery systems requires the entry-level occupational therapist to possess basic skills as a direct care provider, consultant, educator, manager, researcher, and advocate for the profession and the consumer.


A contemporary entry-level occupational therapist must:



• Have acquired, as a foundation for professional study, a breadth and depth of knowledge in the liberal arts and sciences and an understanding of issues related to diversity.


• Be educated as a generalist with a broad exposure to the delivery models and systems used in settings where occupational therapy is currently practiced and where it is emerging as a service.


• Have achieved entry-level competence through a combination of academic and fieldwork education.


• Be prepared to articulate and apply occupational therapy theory, evidence-based evaluations, and interventions to achieve expected outcomes as related to occupation.


• Be prepared to be a lifelong learner and keep current with evidence-based professional practice.


• Uphold the ethical standards, values, and attitudes of the occupational therapy profession.


• Understand the distinct roles and responsibilities of the OT and OTA in the supervisory process.


• Be prepared to advocate as a professional, for the occupational therapy services offered and for the recipients of those services.


• Be prepared to be an effective consumer of the latest research and knowledge bases that support practice and contribute to the growth and dissemination of research and knowledge.


Accreditation Council for Occupational Therapy Education of the American Occupational Therapy Association. Standards for a Master’s degree educational program for the occupational therapist, Am J Occup Ther 61:652-661, 2007.



Box 5-2   OTA Standards


(Effective 1/1/08)


Preamble


The rapidly changing and dynamic nature of contemporary health and human service delivery systems requires the entry-level occupational therapy assistant to possess basic skills as a direct care provider, educator, and advocate for the profession and the consumer.


A contemporary entry-level occupational therapy assistant must:



• Have acquired an educational foundation in the liberal arts and sciences, including a focus on issues related to diversity.


• Be educated as a generalist, with a broad exposure to the delivery models and systems used in settings where occupational therapy is currently practiced and where it is emerging as a service.


• Have achieved entry-level competence through a combination of academic and fieldwork education.


• Be prepared to articulate and apply occupational therapy principles and intervention tools to achieve expected outcomes as related to occupation.


• Be prepared to be a lifelong learner and keep current with best practice.


• Uphold the ethical standards, values, and attitudes of the occupational therapy profession.


• Understand the distinct roles and responsibilities of the OT and OTA in the supervisory process.


• Be prepared to advocate as a professional, for the services offered, and for the recipients of those services.


Accreditation Council for Occupational Therapy Education of the American Occupational Therapy Association. Accreditation standards for an educational program for the occupational therapy assistant, Am J Occup Ther 61:62-671, 2007.


ACOTE evaluates each educational program’s compliance with the standards as part of the accreditation process. Each program must follow ACOTE procedures to become accredited and to maintain accreditation. For example, institutions must inform ACOTE of their intention to begin a new program, and they must build a curriculum around the standards. Initial accreditation requires a review of the program design and an on-site inspection after at least 1 year of operation. After passing these requirements, the program becomes fully accredited and is then reviewed on a regular basis. To maintain accreditation, programs must complete a “Report of Self-Study” and undergo a site visit before the end of the period in which accreditation was awarded. The review board has the power to grant or withhold approval.


Accreditation of an occupational therapy educational program means that the minimal educational standards recommended by the profession have been met and the school has received formal approval by ACOTE. This approval ensures that graduates of an accredited program meet minimal entry-level standards and that they are qualified to take the national certification examination. As of 2010, there were 153 accredited occupational therapy programs and 160 accredited OTA programs in the United States and Puerto Rico.3 A current listing of all programs can be found at AOTA’s website, www.aota.org.


In selecting a school, prospective students are advised to seek information about the accreditation status, success of program graduates on the national certification examination, job placement rates, mission statement, and philosophy, as well as the emphasis of its educational program.

Related posts:

  1. Current Issues and Emerging Practice Areas
  2. Models of Practice and Frames of Reference
  3. Service Management Functions
  4. Intervention Modalities

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Apr 8, 2017 | Posted by in MEDICAL ASSISSTANT | Comments Off on From Student to Practitioner: Educational Preparation and Certification

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