Occupational Therapy (OT)

This course introduces Critical Disability Studies theories, frameworks, and ideas. Critical Disability Studies is a critical interdisciplinary field of study that is dedicated to the study of disability as a social, political, cultural, and historical phenomenon. Critical Disability Studies critiques ableism in culture and society and equips learners with tools to think about disability differently. The course particularly focuses on the relevance of Critical Disability Studies for current and future healthcare professionals, and the implications of Critical Disability Studies for current healthcare systems. Topics addressed will include the social model of disability, Mad Studies, the neurodiversity paradigm, the Disability Rights movement, accessibility, eugenics, and more. This is an interdisciplinary elective course that is open to graduate students in any program at Jefferson. Course materials will be multimedia and will include academic texts in addition to films, blogs, and social media. Learners will experiment with creating accessibility in the classroom and in their course assignments. The synchronous class discussions will serve as an opportunity to discuss disability studies concepts, learn from peers, and practice creating collective access. The course is designed with transformative learning principles in mind and aims to enable students to be agents of change in addressing ableism in their professions and communities

In this course students explore and apply contemporary practice concepts, language, and models to the practice of occupational therapy. Through a series of learning activities, students develop digital age information literacy to support scholarship and clinical reasoning development.

This course helps students to become skillful consumers of research for the purposes of evidence-building and assessing outcomes of occupational therapy. Students are introduced to the research perspective and evidence-based practice as a basis for professional competence. Utilizing the critical appraisal process, students critique and analyze the literature to answer clinical practice questions. Course experiences include examining the basic research elements of single subject, experimental, quasi-experimental and qualitative research studies; considering ethical issues of research; developing and answering complex clinical questions; and planning, presenting and disseminating research findings.

This course introduces the student to the specialization field of neuro-rehabilitation. A review of neuro-anatomy and neuro-pathology will re-introduce the students to the structure and function of the brain and spinal cord. Students will participate in active learning experiences, including participation in neuroscience brain laboratory activities; computer based learning activities, and case study analysis, to integrate knowledge of neuroscience as a foundation for neuro-rehabilitation. key concepts of neuro-plasticity are emphasized and evidence-based interventions are presented.

In this course students will refine their skills for asking clinical questions, searching for, and critically appraising available evidence in order to form conclusions regarding best practice. Through in-depth exploration of the research process including an evaluation of research methodologies associated with hierarchies of evidence, students will formulate and answer questions about their own clinical practice.

In this course students will explore the dynamics involved with forming collaborative partnerships, working in teams, and expanding one's professional network. Through course readings, activities, and assignments completed in the student's work environment, students will develop skills in teamwork, consensus building, conflict management, negotiation, and consultation.

In this course students will explore leadership theories and the practice philosophies that are central to leadership effectiveness. Tools and strategies for evaluating and assessing leadership development, including personal leadership style and strengths, as well as best practices for developing leadership skills will be reviewed. Students will create a personal leadership development plan directed toward leadership and advocacy within their own practice settings or areas of interest.

This course provides an overview of the foundations and application of educational theory in teaching the adult learner. Teaching is considered for academic, practice, and continuing education environments. Evidence is considered from a variety of sources to develop effective educational processes and evaluation strategies. Students acquire knowledge and skills to apply scholarly evidence and knowledge of educational theory in a variety of environments with diverse adult learners.

This course provides an overview of theories and practices related to the use of current and emerging teaching and learning technologies. Students explore a variety of educational and instructional technologies. Educators in clinical, academic, professional, community, and other settings will gain skills in choosing appropriate technology supported by best pedagogical practices to enhance learning. Contextual issues such as financial, political, cultural, and access will be explored with consideration of the impact on availability and evaluation of instructional technologies. With the rapid rate of change in technology, strategies for considering and anticipating future technologies will be examined.

This seminar supports the student's independent exploration of topics related to clinical research, program development and/or evaluation. Students will augment their knowledge and skills in a particular topic area by exploring the literature, interviewing experts, and/or engaging in research and development activities. The actual content and method will be directed by the student and approved by the instructor. Students will demonstrate a series of competencies in an area of interest as the primary outcome of this course.