UNIVERSITY OF THE WITWATERSRAND, JOHANNESBURG

Undergraduate Course Outline

The BSc. OT (Witwatersrand) is a four year Honours equivalent degree, containing the two major subjects of Science of Occupation and Occupational Therapy. Subjects covered in each year of study are as follows:

Science of Occupation:

"The science of occupation is defined as a basic science devoted to the study of the human as an occupational being. As a basic science it is free to pursue the widest and deepest questions concerning human beings as actors who adapt to the challenges of their environments via the use of skills and capacities organised or categorized as occupation".
Yerxa (1993)

The science of occupation (also known as occupational science) is a basic science which analyzes the occupations of human beings and the various factors that influence those occupations. It explores:

  • the human need to be occupied
  • the purpose of occupation in survival and health
  • the effects of occupation or occupational deprivation
  • the reason that humans strive for occupational competence and mastery
  • the factors that prevent or enhance occupational performance
  • the social, cultural, economic, demographic and political factors which affect
    occupation
  • the ways in which occupation satisfies biological, physical, emotional and socio-
    cultural needs
  • the role of and necessity for occupation in the development of human capacities
  • the point at which occupation becomes dysfunctional, the causes of this and the
    implications for health and wellness of individuals

Occupational Therapy:

The subject of Occupational Therapy is the study of how to remediate occupational performance that is disturbed or disrupted in some way. It is thus intrinsically linked to the science of occupation.

First Year

  • Science of Occupation I (full course)
  • Psychology I (full course)
  • Biology (full course)
  • Physics (half-course)
  • Chemistry (half-course)
  • Human Behavioural Science (half-course)

Second Year

  • Occupational Therapy I (full course)
  • Anatomy for Therapists (full course)
  • Physiology and Medical Biochemistry (full course)
  • Medical Ethics (attendance course)

Third Year

  • Science of Occupation II (full course)
  • Occupational Therapy II applied to Physical Conditions (half course)
  • Occupational Therapy Applied to Psychiatric Conditions (half course)
  • Medicine and Surgery for Therapists (full course)
  • Psychiatry (full course)
  • Psychology II (full course)

Fourth Year

  • Science of Occupation III (full course)
  • Occupational Therapy III
    - A: Applied to Physical Conditions (full course)
    - B: Applied to Psychiatric Conditions (full course)

The educational methodology to be used in the undergraduate course is a hybrid version of problem based learning strategy which is outcomes driven. A This approach will be limited to the occupational therapy components of the course until such time as the resources are available to have a fully integrated problem based curriculum.

The department will further use the developing body of knowledge within the Science of Occupation to inform and direct the practice of occupational therapy with a strong focus on the application of Occupational Therapy theories and methodologies to the unique context of South African.

The department aims through its educational strategy to train generalist occupational therapists who are:

A A A A A A A A A A A A Life long learners,
A A A A A A A A A A A A Critical and creative thinkers,
A A A A A A A A A A A A Team players who are culturally sensitive and are able to work competently in groups,
A A A A A A A A A A A A Client centred,
A A A A A A A A A A A A Able to communicate effectively considering the background of those with whom they work,
A A A A A A A A A A A A Able to solve complex problems by engaging stakeholders in the process,
A A A A A A A A A A A A Able to collect, analyse and critically evaluate information in their search for the evidence to defend and support their practice.

In developing and reviewing the curriculum we will engage with our partners to ensure that the educational content is appropriate, current and will enable competence at the work entry level.

The department will strive to develop a learning environment that is encouraging, supportive and sensitive to learner?s individual needs. The development of knowledge and skill will be enhanced by the providing of skilled educators and appropriate teaching space and resources and educational technology. A Affective learning, including the development of professional and ethical behaviour, will developed by making these issues overt in the curriculum and providing effective role models. A Appropriate strategies and support will be provided to compensate for compassion fatigue and the stress of dealing with illness and disability.

A