A Curriculum Based on Systems Theory

Abstract

This paper describes an entry-level curriculum based on systems theory that was designed to promote integrated thinking and a shared image of practice among all of the members of an educational community that included students, faculty, and clinicians. Initiated in 1983, the program integrates occupational therapy theory, critical thinking, and knowledge about person-environmental transactions with traditional medical, biological, psychological, and sociological course work to create a unique educational experience. The curriculum model is based on a spiral learning process that encourages integrated thinking. Furthermore, all concepts are systematically tied to the occupation core, the central theme of the program. Fieldwork is used to reinforce ideas presented in the classroom and features discrete learning experiences where students demonstrate their integration of knowledge and skills. In an evaluation of the program, responses from 78 clinician, 51 alumni, and 132 student questionnaires; feedback from 132 fieldwork supervisors; and longitudinal data from 33 alumni confirmed that graduates are critical thinkers who appreciate the diverse needs of clients while demonstrating an appreciation for the curative effect of meaningful, goal-directed activities.

A complexity science approach to occupation: Moving beyond the individual

“…Additionally, two new models with a basis in general systems theory emerged as part of the second wave: the USC Model of Human Subsystems that Influence Occupation (F. Clark et al, 1991) and the Ecology of Human Performance (Dunn, Brown, & McGuigan, 1994). The influence of systems theory concepts was also evident within the development of occupational therapy curricula (Schemm, Corcoran, Kolodner, & Schaaf, 1993;Wood et al, 2000).…”

Development of critical thinking in occupational therapy students

“…Another occupational therapy programme specifically designed to foster critical thinking skills is located at Thomas Jefferson University in Philadelphia (Schemm et al, 1993). Developing a curriculum founded on systems theory, the goal of this programme is to teach students to 'think critically and analytically about the occupational nature of humans .…”

“…Critical thinking skills are being incorporated into models of the 'ideal' practitioner in a variety of disciplines, including occupational therapy (Schemm et al, 1993), as well as being an explicit expectation of accrediting bodies for health professionals. For example, the National League of Nurses has listed critical thinking as a required outcome in the educational curriculum for re-accreditation (Rane-Szostak and Robertson, 1996).…”

Education not training: the challenge of developing professional autonomy

“…That these aims for development are best achieved through a liberal arts foundation and graduate-level professional education is confirmed by authors then and since (Clark et al, 1985;Danka, 1993;McColl and Pranger, 1994). In describing their rationale for developing a curriculum based on systems theory, as advocated by Reilly (1969), Schemm et al (1993) acknowledged the importance of a liberal arts foundation for educating occupational therapists (Yerxa and Sharrott, 1986). The literature on clinical reasoning in occupational therapy (for example, Mattingly and Fleming, 1994;Robertson, 1996) is also predicated on the assumption that occupational therapy graduates need to be reflective practitioners (Schön, 1983;Parham, 1987), educated to think independently, rather than trained to be technicians.…”