THE HONG KONG POLYTECHNIC UNIVERSITY

DEPARTMENT OF REHABILITATION SCIENCES

BSc (Hons) in Occupational Therapy

(2012 Intake)

OUR VISION:

We strive for excellence in education, research and consultancy that enhances self-maintenance,

leisure and work for people with disabilities and facilitate their social participation, their

families and communities within an Asian context. We believe this to include strategies to

eliminate or minimize disability and handicap, health promotion and disability prevention. We

aim to be internationally recognized as the preferred occupational therapy programme in Asia,

leading the way to culturally appropriate application of our professional knowledge.

OUR MISSION:

To provide undergraduate, post-graduate and continuing education programmes that are

based on theories of occupation, client-centred practice and equalization of opportunities

for all members of the community. Our graduates will be committed to life-long learning,

the education of their clients, the public and the next generation of therapists.

To actively nurture a culture of scholarship, open inquiry, research, and partnership

through linkages with people with disabilities, clinical colleagues and the international

community.

To promote equality of access to our University for all students and to become known as a

Preferred University for students with disabilities.

To contribute to the future direction of rehabilitation services, policies and innovations in

Hong Kong.

To identify areas of need and develop speciality services within the Rehabilitation Clinic

that will serve the Hong Kong community.

To strengthen formal and informal links with colleagues and organizations in China to

support the development of services for people with disabilities and the occupational

therapy profession including clinical service, education and research.

This Definitive Programme Document for the 3-year BSc (Hons) in Occupational Therapy Programme

is

subject to review and changes which the Department of Rehabilitation Sciences can decide to make from

time to time. Students will be informed of the changes as and when appropriate.

TABLE OF CONTENTS

PART A

SECTION TOPIC PAGE

1. Programme Information .......................................................................................................... 1

2. Host Department & Mission Statement .................................................................................. 1

3. Pattern of Attendance .............................................................................................................. 1

4. Aims and Intended Learning Outcomes (ILOs) of the Programme ........................................ 2

5. Mode of Study ......................................................................................................................... 4

6. Entrance Requirement ............................................................................................................. 4

7. Conceptual Framework of the Programme ............................................................................. 4

8. Mode of Assessment ............................................................................................................. 16

9. Programme Structure and Curriculum .................................................................................. 16

10. Achievement of Programme Aims and Objectives ............................................................... 26

11. Regulation for Assessment, Progression and Award ............................................................ 30

12. Normal Study Pattern ............................................................................................................ 41

13. Syllabus ................................................................................................................................. 42

14. Department Policy / Guidelines on Student Misconduct ...................................................... 43

References ......................................................................................................................................... 45

Figures

1 Occupational Performance Frame of Reference-

American Occupational Therapy Association....................................................................... 6

2 Occupational Therapy: The Person-Environment-Occupation Model of Occupational

Performance .......................................................................................................................... 7

3 Model of Occupational Process Model ................................................................................. 8

4 Occupational Performance Changes with Time throughout Life Span ................................ 9

5 Domain of Occupational Therapy…………………………………………………………. 10

6 Programme Sequence within the University Calendar ......................................................... 11

Tables

1 Programme Progression Pattern ............................................................................................ 17

2 Credit Allocation by Subject Streams / Categories ............................................................... 19

3 Teaching Activity and Assessment Type Plan ...................................................................... 22

4 Listing of Subjects in the BSc (Hons) OT Programme ......................................................... 40

Appendices

1 Guidelines: Development of Professional Elective Subjects ................................................ 47

2 Operational Definition of Teaching & Learning Methods .................................................... 48

3 Progression and Academic Probation System ....................................................................... 49

4. Curriculum Map .................................................................................................................... 50

1

1. PROGRAMME INFORMATION

1.1 Programme Title: Bachelor of Science (Honours) Degree in Occupational

Therapy

1.2 Mode of attendance: Full-time

1.3 Normal Duration: 3 years (including summer clinical placement in Year I & II)

(Maximum 6 years)

1.4 Credit Value: 114 credits* (90 academic credits, 24 clinical education credits)

1.5 Award: Bachelor of Science (Honours) Degree in Occupational

Therapy

2. HOST DEPARTMENT

2.1 Department of Rehabilitation Sciences

2.2 Mission Statement

The Department’s mission is to provide high quality education to our students in a caring manner, so

that our graduates in either Physiotherapy or Occupational Therapy will become competent and

humane practitioners, who are able to communicate effectively with diverse clienteles and related

professionals, practise ethically in a variety of clinical settings, and function credibly as valued

members of multidisciplinary research teams. Cognisant of their professional roles, our graduates will

be committed to life-long learning and the education of the clients, the public and the next generation

of therapists.

Through vigorous training of our post-graduate students and research pursuits done in collaboration

with the professional and scientific communities at local and international levels, we are further

dedicated to the development of a credible scientific base that will underpin the practices of both

occupational and physiotherapy. In serving the broader Hong Kong community and beyond, we shall

provide competent consultancy in a cost effective and friendly manner. We aim to make a difference

to the community we serve. (Department of Rehabilitation Sciences, The Hong Kong Polytechnic

University, 1997, p.2).

3. PATTERN OF ATTENDANCE

3.1 The programme is structured to allow for alternating periods of academic and clinical studies so

that knowledge and skills acquired in the Hong Kong Polytechnic University will be applied and

evaluated in tandem with the development of skills in practice. The relationship between clinical

studies and academic work is based on a cyclic series of theoretical and practical exposure.

3.2 Students are given the flexibility as appropriate to achieving the programme objectives within the

recommended progression pattern for the educational programme.

3.3 Within the credit-based system, students are not necessarily required to move through the

programme by year or in cohorts, provided they can complete the degree award requirements

within the maximum completion time and specified validation period for credits. (6 years)

* Refer to page 17 – 18 for the details of the number of credits

2

4. AIMS AND INTENDED LEARNING OUTCOMES (ILOs) OF THE PROGRAMME

4.1 This programme has been planned to produce competent practitioners in occupational therapy

who are capable of continuing professional and personal development to meet specific needs of

Hong Kong.

4.2 The programme aims to:

i. equip students with the specific knowledge and skills that are required for competent

practice of occupational therapy at the beginning level;

ii. develop students' understanding of the holistic nature of a person's health status and its

implications on the delivery of health care service with emphasis on rehabilitation and

well being;

iii. develop students' analytical thinking, problem solving, interpersonal and

communication skills;

iv. develop students' ability to integrate knowledge, skills and attitudes to practice

competently as occupational therapists;

v. foster students' development of professional identity and accountability; and,

vi. develop students' skills in self-directed learning and positive attitudes towards

continuing professional and personal development.

4.3 Intended Programme Outcomes (ILOs):

4.3.1 Professional/academic knowledge and skills

On successful completion of the Bsc (Hons) Occupational Therapy Programme, a student will be

able to:

i. Demonstrate the understanding and integration of the current biological, behavioural,

social and clinical sciences for occupational therapy practice with due reference to the

holistic approach in health care issues.

ii. Identify patients’/clients functional problem resulting from development dysfunction,

physical dysfunction, psychosocial dysfunction and /or ageing process , plan, and

provide quality and evidence-based OT programmes to help them fulfil own life roles

and function independently in the community.

iii. Contribute to the planning, organising, managing, leading and assuring the quality of

services of an occupational therapy unit.

iv. Understanding the local and international health and labour policies and trend, identify

market needs for OT services, and engage in service development and public education

for Hong Kong and mainland China.

v. Effectively use English/Chinese (verbal and written) to communicate and interact

effectively with clients, care-givers, peers, colleagues and other health care

professionals with clarity and sensitivity in professional manner.

vi. Effectively use interpersonal skills to enhance treatment process and reduce mis-

understanding and conflict among peers, patients, care-givers and team members.

vii. Continue ongoing and professional development through participation in professional

conferences, workshops, postgraduate studies so as to keep abreast of local and internal

professional and technological developments in particular the field of rehabilitation.

3

4.3.2 Attributes for all-roundedness

On successful completion of the BSc (Hons) Occupational Therapy Programme, a student will

be able to:

i. Demonstrate leadership skills in student organizations, social functions, outside visits to

demonstrate the leadership.

ii. Translate ethical principles into responsible and accountable behaviour and exhibit

appropriate personal and professional conduct.

iii. Act as responsible citizens fulfilling social and civic duties to promote quality of life

among people with disabilities in Hong Kong and China.

4.4 Curriculum Mapping

A curriculum map is presented in Appendix 4. This helps to clarify learning goals for students

and give them an overall picture of the programme intended outcomes. It also enables students to

learn about the opportunities available in the programme through which they can develop

academically, professionally and personally, so that they can better manage their learning. It is

important to emphasize that students are expected to be active and motivated learner towards the

achievement of these learning outcomes as listed in Section 4.3.

4

5. MODE OF STUDY

5.1 This is a 3-year full-time (or equivalent) programme comprising of 90* credits for the academic

component in the Hong Kong Polytechnic University and 24 credits for the clinical education

component, which occurs in clinical settings in Hong Kong or in mainland China.

5.2 Students will be arranged to have clinical attachments, which is spread across the academic terms

and over the summer vacation period to achieve the integration of academic knowledge and

clinical practice.

5.3 There are 3 major strands of subjects for the undergraduate programme, i.e. core programme

subjects, supporting subjects and elective subjects. Students are required to complete all the

prescribed core programme subjects and supporting subjects. However, for the electives,

students may take subjects offered within the department or faculty, or across other faculties,

provided the subjects are deemed to be relevant for the programme and the total credit points are

not less than prescribed for the programme.

* Refer to page 17 – 18 for the details of the number of credits.

6. ENTRANCE REQUIREMENTS

6.1 Applicants will be required to have satisfied the following:

i. HKALE Grade E in Chinese Literature, or HKALE (AS-Level) Grade E in Chinese

Language & Culture, or HKCEE Grade D in a Language other than Chinese and English:

AND

ii. HKALE (AS-Level) Grade E in Use of English; AND

iii. HKALE Grade E in two other subjects, or HKALE Grade E in one other subject and HKALE

(AS-Level) Grade E in two other subjects; AND

iv. HKCEE Grade E or above in five subjects (for attempts of English Language and Chinese

Language in 2007 and after, at least Level 2 is requested.) including Mathematics, Chemistry,

Physics, Engineering Science, Biology or Human Biology, which may be attained at multiple

sittings; OR

v. other qualifications deemed by The Hong Kong Polytechnic University to be acceptable

6.2 Applicants must be able to communicate effectively in Cantonese/Putonghua and English.

7. CONCEPTUAL FRAMEWORK OF THE PROGRAMME

Introduction

7.1 Yerxa et al (1989) have advocated the development of a systematised body of knowledge of

occupation in order to support and enrich therapeutic practice (Nelson, 1988; Yerxa, 1988; USC,

1989: Yerxa et al., 1989). However, debate currently exists on the soundness of this emerging

discipline of occupational science, which is based on two research paradigms (Carlson & Clark,

1991);

Paradigm 1

7.2 Paradigm 1 in which emphasis is placed on the discovery of abstract, generalizable, preferably

cause-effect laws through objective observation on the part of the therapist, and

5

Paradigm 2

7.3 Paradigm 2 represents a different, more holistic methodological approach. It is aimed at

providing an understanding of how people make sense of their lives in the midst of the fluid

complexities that characterise social situations.

7.4 The success (or lack of success) of the implementation of the new paradigm will depend upon

the extent to which occupational therapy educators can develop the correct dynamic values and

competencies, guide their values and commitments in the discussion of concepts and present a

clear perception of the characteristics of the innovation and its effect upon the educational and

organisational climate. It is the belief of the staff of the Occupational Therapy Section, the

Department of Rehabilitation Sciences, that the honours curriculum should also reflect the

beliefs, domains of concern, characteristics and process of occupational therapy.

7.5 In 1973, the American Occupational Therapy Association published “The Roles and Functions

of Occupational Therapy Personnel”, in which occupational performance, the performance

skills, and the performance components were defined. The purpose was to describe the areas of

expertise of the occupational therapist and the areas of concern within the profession. In 1974,

the concept of the Occupational Performance frame of reference appeared in “A Curriculum

Guide for Occupational Therapy Educators” published by the American Occupational Therapy

Association (see Figure 1) (AOTA Curriculum Guide 1974, cited in Pedretti, 1985, p.1). This

concept of the Occupational Performance frame of reference was generated from professional

conceptualizations of practice and described as a frame of reference for practice and a model for

education. This concept of the occupational performance frame of reference was further

developed from current Canadian guidelines for occupational therapy practice and approaches

for client-centred practice to reflect occupational performance as the product of a dynamic,

interwoven relationship that exists among people, their occupations and roles, and the

environments or contexts in which they live, work and play (Law, Baptiste et al., 1994,

Figures 2 & 4).

7.6 The recent publication of Occupational Therapy Practice Framework: Domain and Process by

the American Occupational Therapy Association (2002&2008), does not only reflect the

occupational performance focus of occupational therapy practice, but provides uniform

terminology and language for this viable and dynamic profession. (Figure 5)

7.7 In Hong Kong, a basic case study format and recording system for occupational therapy was

developed in 1985 to reflect the Occupational Performance frame of reference by the

Occupational Therapy section of the Hong Kong Polytechnic and reported on by Sinclair and

Chow (1986). It has been used, with updates and modification, in Applied Occupational

Therapy subjects and in Clinical Education since that time. The curriculum was subsequently

revised and updated in 2003.

Philosophical Base

7.8 A basic concept of modern health care is the holistic approach to resolve clients' problems

resulting from impairment caused by developmental deficits, the ageing process, physical injury,

and psychological or social dysfunction. The occupational therapist's concern is for the health

and function of each individual within his or her own environment. Occupational therapists work

with humans as whole beings and are committed to providing opportunities for development and

maintenance of the highest potential in the biological, psychological, social and cultural

dimensions of each individual and participation in society.

7.9 Occupational Performance refers to the ability to perform those tasks that make it possible to

carry out occupational roles in a satisfying manner that is appropriate to the individual’s

developmental stage, culture, and environment. Occupational performance areas include self-

care, productivity and play/leisure. Occupational roles are the life roles that the individual holds

in the society. These may include roles such as preschooler, student, parent, homemaker,

employee, volunteer, or retired worker. (Pedretti, 1995, p.3). Participation may be accomplished

through environmental modification.

10

-

1

0

-

6

Figure 1 OCCUPATIONAL PERFORMANCE MODEL Based on Uniform terminology for O.T., AJOT, 48:1047-1994, cited in Pedretti, 1996

PERFORMANCE

CONTEXTS

Temporal/

Environment

ADL WORK/

PRODUCTIVE

ACTIVITIES

PLAY/

LEISURE

PERFORMANCE COMPONENTS

SENSORI-

MOTOR

COGNITIVE/

COGNITIVE

INTEGRATION

PSYCHOSOCIAL/

PSYCHOLOGICAL

OCCUPATIONAL PERFORMANCE

Figure 2 OCCUPATIONAL THERAPY: THE PERSON-

ENVIRONMENT-OCCUPATION MODEL

OF OCCUPATIONAL PERFORMANCE

Law, Baptiste et al., 1994

7

8

ENVIRONMENT

SOCIAL

PHYSICAL

SELF-CARE LEISURE

PRODUCTIVITY

Spiritual Physical

INDIVIDUAL

Socio-cultural Mental

Figure 3 MODEL OF OCCUPATIONAL PERFORMANCE

From Occupational Therapy Guidelines for Client-centred Practice, Health Canada, 1991, cited in

McCall & Pranger, 1994, p.252

Figure 4 OCCUPATIONAL PERFORMANCE CHANGES WITH TIME

THROUGHOUT LIFE SPAN

9

Law, Baptiste et al., 1994

Figure 5 DOMAIN OF OCCUPATIONAL THERAPY

This figure represents the domain of occupational therapy and is included to allow readers to visualize the entire domain with all of its various

aspects. No aspect is intended to be perceived as more important than another.

ENGAGEMENT IN OCCUPATION TO SUPPORT PARTICIPATION IN CONTEXT OR CONTEXTS

Performance in Areas of Occupation

Activities of Daily Living (ADL)* Instrumental Activities of Daily Living (IADL)

Education Work Play

Leisure Social Participation

Performance Skills

Motor Skills

Process Skills Communication/Interaction Skills

Performance Patterns

Habits

Routines Roles

Context

Cultural

Physical Social

Personal Spiritual Temporal

Virtual

Activity Demands

Objects Used and Their Properties

Space Demands Social Demands

Sequencing and Timing Required Actions

Required Body Functions Required Body Structures

Client Factors

Body Functions

Body Structures

* Also referred to as basic activities of daily living (BADL) or personal activities of daily living (PADL)

10

American Occupational Therapy Association (2002). Occupational Therapy practice framework: Domain and Process. American Journal of Occupational Therapy. 56, 609-639

11

Figure 6 ORGANIZATION OF ACADEMIC & CLINICAL EDUCATION – BSC (HONS) IN OCCUPATIONAL THERAPY September to mid January January to mid May Mid May to July

1

st Semester (Week 1 – 18)

(Christmas and New Year holdiday) 2

nd Semester (Week 19 – 37)

(Chinese New Year Holiday) Summer term

(Week 38-47)

Year 1

University Teaching (14 weeks)

Generic Anatomy

Functional Anatomy

Fundamentals of Chinese Communication

Foundation Psychology for Rehabilitation

Professionals

OT Theory & Process I

Physiology

e

x

a

m

e

x

a

m

exam/

exam

result

process

ing

University Teaching (14 weeks)

English for University Studies

Human Occupations

Physiology & Pharmacology in Rehabilitation

Rehabilitation Psychology: Basis for Understanding

Dysfunction

OT Foundations in Human Performance

Clinical Sciences in Musculoskeletal Conditions

Foundation in Traditional Chinese Medicine for

Occupational Therapy Practice

e

x

a

m

e

x

a

m

CEIA

2wks

Year 2

University Teaching (14 weeks)

Clinical Neurology & Neuroscience

Clinical Sciences in Psychiatric Conditions

Clinical Sciences in Developmental

Dysfunction

Critical Inquiry I

OT for Physical Dysfunction I -

Musculoskeletal Rehabilitation

OT for Psychosocial Dysfunction

CEIB

(3 wks)

University Teaching (14 weeks)

Clinical Sciences in Medical & Neurological Conditions

Critical Inquiry II

Environmental Issues in OT Practice

OT for Developmental Dysfunction

OT for Physical Dysfunction II -Medical & Neuro-

rehabilitation

OT Theory & Process II

e

x

a

m

e

x

a

m

exam

/exam

result

pro

cessing

CEII (8 wks)

e

x

a

m

exam

/exam

result

pro

cessing

Year 3

University Teaching (8 weeks)

Critical Inquiry III

OT Management in Geriatric

Practice

OT in Vocational Rehabilitation,

Professional elective

CEIII

(8 wks)

exam

/exam

result

process

ing

CEIV

(8 wks)

University Teaching (8 weeks)

Critical Inquiry III

Health Care Management

Professional elective

e

x

a

m

exam

/exam

result

pro

cessing

“exam” = examination

“CE” = Clinical Education

12

7.10 Study of Foundations in Human Performance is required for successful engagement in

occupational performance. The individual’s ability to engage in occupational performance must

be considered in the performance contexts of life roles, life space influences, (including physical,

social and cultural environments), developmental age, chronological age and health status.

7.11 There is an interactive relationship among occupational performance areas, performance

components, and performance contexts environment. For a person to lead a productive life,

function in performance areas is the ultimate concern of occupational therapy, with performance

components considered as they relate to participation in performance areas. Performance areas

and performance components are always viewed within performance contexts. Performance

contexts are taken into consideration when determining function and dysfunction relative to

performance areas and performance components, and in planning intervention. (AOTA, 1994).

7.12 Human life includes a process of continuous adaptation. Adaptation is a change in function that

promotes survival, productive living and self-actualisation. Biological, psychological, and

environmental factors may interrupt the adaptation process at any time throughout the life cycle.

Dysfunction may occur when adaptation is impaired.

7.13 Occupational therapy is based on the belief that performance of purposeful activity (occupation)

will promote learning, adaptation and change. Occupational therapists facilitate the active

participation of the client in occupation for the purpose of improving performance within the

environment to lead a productive life.

7.14 Occupational therapists identify the client's life roles and determine the ways in which these roles

have been disrupted by disability or dysfunction at home, in the community, or at work; whether

participating in family life, earning a living or playing. Ways are sought to modify factors, which

impede function so that performance may be restored or enhanced. Treatment is directed towards

those performances essential to the individual's everyday life and toward an improved lifestyle

within the client's own life-roles, circumstances and environment.

7.15 Occupational therapists provide opportunities for the individual to master those activities and

tasks essential to roles in daily living tasks, work and leisure/play. The primary focus is the

development of adaptive skills and habits, social effectiveness within life roles, and physical

abilities. The occupational therapist facilitates the client's participation in selected tasks,

modifying or selecting appropriate environment in order to integrate, reinforce and enhance

newly learned behaviours.

Definition of Occupational Therapy

7.16 Based on the above philosophical base, occupational therapy is, therefore, defined as,

the design and use of therapeutic activities (occupations) to increase functional ability in

performing in daily living tasks, work, and leisure; to enhance development; and to prevent

disability. It may include adaptation of tasks and environment to achieve optimal functioning,

to enhance quality of life, and finally for the individual to lead a productive living in his/her

community.

7.17 The goal of occupational therapy is, through the use of occupation, or purposeful and goal

directed activity, to prevent, remediate, or reduce dysfunction in relation to the life tasks, (self-

care, productivity, play/leisure), and to promote maximum adaptation and function or

environmental change for the individual to lead a productive life, i.e. to meet his/her own needs

in the living environment, and to be a contributing member of the society. When the

independent functioning of an individual is disrupted by illness, injury, psychosocial problem,

or developmental deficit, improvement measures will begin at the client’s level of receptiveness

to learning and provide for practice over a period of time. Compensation or environmental

adaptation provides alternative options. Within an institution or in the community, occupational

therapists work with the individual, caregiver and other professional disciplines to characterise

the nature of the problem, develop an intervention plan, and deliver services (Christiansen,

1991; Yau, 1995 & 1996)

13

Relevance of Philosophical Base to Educational Aims

7.18 It is desirable to adhere to the Department’s mission to achieve the provision of quality

programmes of professional education, by which to serve the Hong Kong community and

contribute to its health, well-being, prosperity and to the development of health care and

rehabilitation

7.19 The Department’s objectives are: to structure the programme based on well-grounded

occupational therapy theory and to design the contents to reflect the latest developments in

the profession; to integrate the academic and clinical aspects of the programme with

changing practices in the health, educational and political arenas; and, to meet student,

professional and community needs for quality education of occupational therapists to meet

international standards;

7.20 With the foreseeable changing pattern of health care delivery changing as we enter the new

millenium, the qualifying therapist faces a changing and developing role in which initial

professional education must be a preparation. Education must inculcate a capacity to reason and

to act in situations which may change as treatment progresses. It must also allow for the

development of professional objectivity which will permit critical evaluation of the results of

practice, and emergence of the maturity, imagination and flexibility needed to make useful

innovation and autonomous decisions.

7.21 As health care professionals, occupational therapists work closely with other multi-disciplinary

team colleagues such as nurses, physiotherapists, speech therapists and social workers in

resolving client's problems. This demands not only personal competencies in professional skills,

but also an appreciation of the work of others and willingness to communicate and co-operate in

contributing a particular expertise.

7.22 The occupational therapist's professional role involves not only treating, but also motivating and

teaching. In additional the occupational therapist is, increasingly, a source of information, a co-

ordinator of resources, and a manager. It is necessary to take circumstances as well as disease

processes and disability into account; these aspects are important to the therapist in selecting

from, and developing therapy based on a wide variety of approaches, activities and techniques.

7.23 An occupational therapist needs to be adaptable and prepared to solve problems in client care,

administration, research, education, and professional activities. A problem-solving process, the

therapist seeks to find the best, most appropriate means of helping those individuals requiring

occupational therapy intervention to reach their highest potential for function in their own roles

within their own environments.

7.24 Clinical reasoning (clinical judgement) may be viewed as a skill that consists of reducing the

ambiguities inherent in clinical practice to manageable risks and by so doing, enabling the

formulation of prudent decisions. In each clinical transaction, the therapist is challenged to

apply theories and techniques of occupational therapy to a particular client or group.

7.25 Clinical problems are not neat but present uncertainties. In handling the uncertainties, the

therapists rely on their accumulated experience, conceptual and fundamental heuristics,

intuition, and insight to "apply their knowledge" and make clinical judgements (Rogers, 1985).

Clinical reasoning requires a practitioner to be in a fluid state of exploration ready to question

that which seems immutable, and open to new ideas that may revolutionise what appears to be

logically consistent. The quality of reasoning is directly related to the quality of practice. The

ability to make well-reasoned decisions signifies excellence (Rogers, 1988)

7.26 In order to produce a competent beginning occupational therapist, a curriculum design must

delineate competencies and professional roles. This is reflected in the aims of the BSc (Hons)

programme. The philosophical base of occupational therapy provides guidance for education

and practice and for development through research.

14

Occupational Therapy Practice in Hong Kong

7.27 In Hong Kong, occupational therapists have to assess and treat their patients/clients in the

context of a highly urbanised and industrialised society. With the recent decline in the

manufacturing sector, there is an increase proportion of work force is now concentrated on the

servicing and building industries. Ninety-eight percent of its population (about 6.5 million) are

Chinese, most of whom are residing in either congested high rise buildings or temporary

housing. Living in a society with limited welfare service, they are busily engaged in economic

pursuits. Also, they are demanding increasingly for improved quality of life and consequently,

quality of total health care services.

7.28 In this highly industrialised society with high work and traffic accidents, high socio-economic,

and life stresses, there is a high incidence of physical disabilities and mental disorders, in

addition to the occurrence of developmental disabilities and ever increasing ageing population.

A comprehensive rehabilitation service for persons with disabilities is, therefore, deemed

necessary. As a profession in the rehabilitation service, occupational therapy aims at restoration

of these persons to the fullest physical, mental, social, vocational and economic productivity.

7.29 Injuries/accidents prevention and health and wellness promotion through the use of goal-

directed and purposeful activities, e.g., stress management, relaxation therapy and ergonomic

design of workstation and home environment, among the well population is another emerging

scope of practice for the profession in Hong Kong.

Summary of the Occupational Therapy Services in Hong Kong

7.30 Occupational therapists work in a variety of settings ranging from hospitals, clinics,

rehabilitation centres, day activities centres, sheltered workshops, homes for the aged, child

assessment centres, special pre-school training centres, special schools, vocational training

institutes, community rehabilitation services to clients' home, treating persons with functional

problems as a result of developmental dysfunction, ageing process, physical injury or illness,

psychological and/or social disability.

Common Diagnostic Groups treated by Occupational therapists in Hong Kong

7.31 Common diagnostic groups of patients/clients for each of the following fields are:-

i. Paediatric Conditions - mental handicap, Down syndrome, autism, developmental delay,

specific learning disabilities, and cerebral palsy

ii. Physical Conditions - musculoskeletal injuries, head injuries, hand injuries, spinal cord

injuries, hemiplegia, rheumatoid arthritis, repetitive strain injuries, cardiopulmonary diseases

and other chronic illnesses

iii. Psychosocial Conditions - schizophrenia, mood disorders, anxiety neurosis, mentally

handicapped and alcoholism and life-stress, substance abuse, adjustment disorder

iv. Geriatric Conditions - cerebral vascular accidents, parkinsonism, dementia, organic brain

disorders fracture neck of femur and arthritis

Occupational Therapy activities relevant to the Socio-cultural context of Hong Kong

7.32 In general, the goal of occupational therapy is to prevent, remediate, or reduce dysfunction

relating to occupational performance and the occupational context. In addressing occupational

performance needs, therapists work with the individual and other professional disciplines to

characterise the nature of the problem, develop an intervention plan, and deliver services. The

success of intervention strategies must be determined through continuous evaluation, of client’s

capability in his/her physical, social and cultural contexts, and within his/her developmental

stage and expected life roles, during the intervention process. (Christiansen, 1991)

15

7.33 The above background has implications on Hong Kong occupational therapists' effort to adapt

tasks or environment to suit their patients'/clients' needs. A range of culturally relevant activities,

in addition to other activities, are used by occupational therapists to help patients/clients develop

an adaptive cycle of interaction with the environment.

7.34 Examples of these culturally relevant activities in the self maintenance aspect are to teach the

person with disability to use chopsticks and rice bowl, and to wash body from a bucket or plastic

basin of water, whilst examples in the home management aspect are to teach them to go to the

Chinese food market for shopping and to cook with rice cooker and wok.

7.35 In the work aspect, occupational therapists assist persons with disability to develop mainly basic

work skills, e.g. lifting, handling work objects and tools, and cleansing; work habits, e.g.

punctuality and care of tools; and work roles; in addition to work related social skills such as job

hunting in local industrial areas and job interview, etc.

7.36 In the leisure pursuit aspect, common examples of culturally relevant activities are appreciating

Chinese songs and opera, practising Tai Chi, Qiqong and Chinese martial arts, pot-planting, fish

and bird rearing, playing Chinese chess and table tennis, and participating in community centre

activities.

Intervention approaches and Techniques commonly used by the Occupational Therapists in Hong Kong

7.37 Occupational therapists develop specific intervention programmes such as sensori-motor

training, social skills training, and work skills training by incorporating techniques of a variety of

theoretical approaches such as biomechanical, neurodevelopmental, functional restorative,

behavioural and cognitive-behavioural approaches.

7.38 Techniques of the above approaches include, for example, muscle strengthening, joint

mobilisation, endurance training, motor learning, neurodevelopment techniques, sensory

integration, conductive education, adaptation, compensation, substitution, classical conditioning,

operant conditioning, self-efficacy enhancement, self-concept enhancement, reality orientation,

and group work techniques.

16

8. MODE OF ASSESSMENT

8.1 Course work, as a means of continuous assessment, continues to be the primary mode of

assessment within the educational programme. The types of course work assessment include:

seminar presentation, written assignment, written test, viva test, and examination.

8.2 Fourteen examinations are listed for the programme (Seven projected in Year I and Five in

Year II and Two in Year III):

Year I - Semester I:

Physiology (ABCT218)

Fundamentals of Chinese Communication (CBS2080)

Generic Anatomy (HSS201)

Functional Anatomy (RS203)

OT Theory & Process I (RS220)

Year I - Semester II:

Physiology and Pharmacology in Rehabilitation (ABCT222)

Human Occupations (RS226)

Year II - Semester I:

OT for Physical Dysfunction I – Musculoskeletal Rehabilitation (RS341)

OT for Psychosocial Dysfunction (RS345)

Year II – Semester II :

OT for Developmental Dysfunction (RS343)

OT for Physical Dysfunction II – Medical & Neuro-Rehabilitation (RS346)

OT Theory & Process II (RS348)

Year III – Semester I:

OT Management in Geriatric Practice (RS427)

Occupational Therapy in Vocational Rehabilitation (RS460)

9. PROGRAMME STRUCTURE AND CURRICULUM

Programme Structure

9.1 This programme comprises three main groups of subjects, i.e. OT core/professional subjects,

common subjects (science & profession categories), and Languages & General Education

subjects, which are inter-related and extend from Year 1 to Year 3 as shown in Table 2.

9.2 The OT core/professional subjects are further divided into five streams for co-ordination and

management reasons. They are namely, Foundations for OT Practice, Applied Occupational

Therapy in Client Practice, Clinical Sciences for Occupational Therapy Practice, Professional

Electives and Clinical Education.

9.3 Clinical Education is incorporated as part of the core/professional subjects with assigned credits.

9.4 To meet one of the main purposes of the credit-based system, student ‘choices’ are maintained in

the Professional Electives subjects. A minimum of 1 elective subject or an equivalent of 3 credits

must be selected by student according to their preferences, (subject to approval of the

Programme Leader, student may opt to take more electives). This elective subject is in addition

to the General Education requirement.

17

TABLE 1 PROGRAMME PROGRESSION PATTERN

BSc (Honours) in Occupational Therapy

(2012 Intake)

Year I – Semester I Year I – Semester II

Subject Title Code Cr Subject Title Code Cr

General Education I# GEC 2 General Education II1 GEC 2

Physiology ABCT218 3 Physiology & Pharmacology in

Rehabilitation

ABCT222 2

Fundamentals of Chinese

Communication

CBS2080 3 English for University Studies

ECL291 3

Generic Anatomy

HSS201 3 Human Occupations RS226 3

Foundation Psychology for

Rehabilitation Professionals

RS202 3 Rehabilitation Psychology: Basis

for Understanding Dysfunction

RS227 3

Functional Anatomy RS203 2 OT Foundations in Human

Performance

RS247 4

OT Theory & Process I RS220 3 Clinical Sciences in

Musculoskeletal Conditions

RS248 2

Foundation in Traditional Chinese

Medicine for Occupational

Therapy Practice

RS249 2

TOTAL CREDITS 19 TOTAL CREDITS 19

(Range: 19– 21*)

*Depends on whether General Education II is taken

Summer Period

Clinical Education IA

RS2240

Year II - Semester I

Year II - Semester II

Subject Title Code Cr Subject Title Code Cr

Clinical Neurology &

Neuroscience

RS303 4 General Education II2 GEC 2

Critical Inquiry I RS304 2 Environmental Issues in OT

Practice

RS320 3

Clinical Sciences in

Psychiatric Conditions

RS331 3 Clinical Sciences in Medical &

Neurological Conditions

RS333 2

Clinical Sciences in

Developmental Dysfunction

RS332 2 OT for Developmental

Dysfunction

RS343 3

OT for Physical Dysfunction I

- Musculoskeletal

Rehabilitation

RS341 4 OT for Physical Dysfunction II -

Medical & Neuro-rehabilitation

RS346 3

OT for Psychosocial

Dysfunction

RS345 4 OT Theory & Process II RS348 3

Critical Inquiry II

RS376 2

TOTAL CREDITS 19 TOTAL CREDITS 18

(Range: 16 –18*)

*Depends on whether General Education II is taken

After Semester 1

Clinical Education 1B

R2240

[3] Summer Period

Clinical Education II

RS3250

[7]

# Students are required to take a total of two GE subjects (one under the “Broadening” category and one “China Studies” subject). Non-local students

can apply for exemption from taking the mandatory “China Studies” subject and to take one additional 2-credit “Broadening” subject as replacement. 1&2 Students may opt to take General Education in Semester 2 of Year I or Year II

18

Table 1 (cont’d)

Year III - Semester I / Block I

(8 weeks)

Year III - Semester II / Block II

(8 weeks)

Subject Title Code Cr Subject Title Code Cr

Critical Inquiry III

(Final Project)

RS405 (cont.) Critical Inquiry III

(Final Project)

RS405

3

OT Management in Geriatric

Practice

RS427 3 Health Care Management RS401 3

Occupational Therapy in

Vocational Rehabilitation

RS460 3 Professional Elective

RS4xx

(3*)

Professional Elective RS4xx (3*)

Clinical Education IV RS4260 [7]

Clinical Education III RS4250 [7]

TOTAL CREDITS 13 TOTAL CREDITS 16 (Range: 13 – 16*)

*Depends on the number of electives taken

(Range: 13 – 16*)

*Depends on the number of electives taken

Professional Elective Subjects

Note:

1. Students must select a minimum of 3 credits value of elective subjects in Year III.

2. Class size is limited. For further information on Professional Elective Subjects please refer to “Guidelines for the

Development of Professional Elective Subjects (appendix 1).

3. According to the availability of staff and student’s preference, only limited number of occupational therapy

specific electives will be run each year.

Subject Title Code Cr Remarks

Enabling Occupation in Home And Community Practice RS428 3

Occupational Therapy in the Management of Memory

Deficits

RS451 3

East-Meets-West in Stress Management RS452 3

Biological Psychology for Human Behavior RS455 3

OT in Primary Health Care RS456 3

Theories and Practices of Functional Capacity Evaluation RS457 3

Culturally Competent Practice in Health Care RS458 3

Clinical Practice in Stroke Rehabilitation RS459 3

BSc (Honours) in Occupational Therapy

Academic subjects (90 credits) + Clinical Education (24 credits)

Total 114

19

TABLE 2 CREDIT ALLOCATIONS BY REQUIRED SUBJECT CATEGORIES

Note: ** Elective Subject Category; All other subjects are ‘Compulsory’

Streams Subject

Code

Subject Title Credit

Values

Foundations for OT Practice RS220 OT Theory & Process I 3

RS348 OT Theory & Process II 3

RS226 Human Occupations 3

RS227 Rehabilitation Psychology: Basis for

Understanding Dysfunction

3

RS247 OT Foundations in Human Performance 4

RS320 Environmental Issues in OT Practice 3

Sub-total 19

Clinical Sciences for OT Practice RS248 Clinical Sciences in Musculoskeletal

Conditions

2

RS331 Clinical Sciences in Psychiatric Conditions 3

RS332 Clinical Sciences in Developmental

Dysfunction

2

RS333 Clinical Sciences in Medical & Neurological

Conditions

2

Sub-total 9

Applied OT in Client Practice RS249 Foundation in Traditional Chinese Medicine

for Occupational Therapy Practice

2

RS341 OT for Physical Dysfunction I –

Musculoskeletal Rehabilitation

4

RS346 OT for Physical Dysfunction II -

Medical & Neuro-Rehabilitation

3

RS343 OT for Developmental Dysfunction 3

RS345 OT for Psychosocial Dysfunction 4

RS427 OT Management in Geriatric Practice 3

RS460 Occupational Therapy in Vocational

Rehabilitation

3

sub-total 22

Clinical Education RS2240 Clinical Education I A& B 3

RS3250 Clinical Education II 7

RS4250 Clinical Education III 7

RS4260 Clinical Education IV 7

sub-total 24

Common Subjects ABCT218 Physiology 3

ABCT222 Physiology & Pharmacology in Rehabilitation 2

HSS201 Generic Anatomy 3

RS202 Foundation Psychology for Rehabilitation

Professionals

3

RS203 Functional Anatomy 2

RS303 Clinical Neurology & Neuroscience 4

RS304 Critical Inquiry I 2

RS376 Critical Inquiry II 2

RS405 Critical Inquiry III 3

RS401 Health Care Management 3

Sub-total 27

General Education & Language CBS2080 Fundamentals of Chinese Communication 3

ELC291 English for University Studies

3

GEC General Education – “China Studies” subject 2

GEC General Education – “Broadening” subject 2

Sub-total 10

20

Streams Subject

Code

Subject Title Credit

Values

Professional **Electives

RS428 Enabling Occupation in Home And

Community Practice

3

RS451 Occupational Therapy in the Management of

Memory Deficits

3

RS452 East-Meets-West in Stress Management 3

RS455 Biological Psychology for Human Behavior 3

RS456 OT in Primary Health Care 3

RS457 Theories and Practices of Functional

Capacity Evaluation

3

RS458 Culturally Competent Practice in Health

Care

3

RS459 Clinical Practice in Stroke Rehabilitation 3

3 sub-total

Total: Academic Subjects (90 credits) + Clinical Education (24 credits) 114

21

Teaching activity and assessment weighting plan

9.5 A summary of the subject hours, teaching methods and mode of assessment plan is shown in

Table 3 :

Explanatory notes for the BSc (Hons) OT Programme Teaching Activities and Assessment Type Plan:

a. "L" means "Lectures"

b. "S" means "Seminars"

c. "T" means "Tutorials"

d. "P/Lab" means "Practical/Laboratory"

e. "CV/FS" means "Clinical Visits/Field Study"

(Forms part of student’s independent’s study hours)

f. "SubT." means "Sub-total"

g. "Assess.%" means "Assessment Percentage"

h. "CA" means "Continuous Assessment"

i. "Ex" means "Examination"

22

TABLE 3 TEACHING ACTIVITIES AND ASSESSMENT TYPE PLAN

LEVEL I SUBJECTS CREDIT

VALUES

TEACHING ACTIVITIES HOURS ASSESS. %

L S T P/

LAB CV

/FS

Sub

T.

CA EX

Core Occupational Therapy Subjects

OT Theory & Process I 3 28 14 42 55 45

Human Occupations 3 28 28 56 60 40

Rehabilitation Psychology:

Basis for Understanding

Dysfunction

3 28 4 10 42 100

OT Foundations in Human

Performance 4 28 28 12 68 100

Clinical Sciences in

Musculoskeletal Conditions 2 14 14 28 100

Foundation in Traditional

Chinese Medicine for

Occupational Therapy

Practice

2 14 14 28 100

Supporting Subjects

Functional Anatomy 2 56 56 60 40

Generic Anatomy 3 28 14 42 50 50

Physiology 3 38 4 42 60 40

Physiology & Pharmacology in

Rehabilitation 2 26 2 28 60 40

Foundation Psychology for

Rehabilitation Professionals 3 28 14 42 100

Language & General Studies

English for University Studies

3 42 42 100

Fundamentals of Chinese

Communication 3 42 42 60 40

General Education I 2 28 28 100

Clinical Education

Clinical Education IA Credit

combined

with

CE1B

5 70 75 100 (By

attendance)

23

LEVEL II SUBJECTS CREDIT

VALUES

TEACHING ACTIVITIES HOURS ASSESS. %

L S T P/

LAB CV/

FS

Sub

T.

CA EX

Core Occupational Therapy Subjects

Environmental Issues in OT

Practice 3 28 28 56 100

Clinical Sciences in Psychiatric

Conditions 3 28 14 42 100

Clinical Sciences in Developmental

Dysfunction 2 18 10 6 34 100

Clinical Sciences in Medical &

Neurological Conditions 2 28 28 100

OT for Physical Dysfunction I -

Musculoskeletal Rehabilitation 4 28 56 84 60 40

OT for Physical Dysfunction II -

Medical & Neuro-Rehabilitation 3 20 16 6 42 60 40

OT for Psychosocial Dysfunction 4 28 28 56 60 40

OT for Developmental Dysfunction 3 28 28 56 60 40

OT Theory & Process II 3 14 28 42 50 50

Supporting Subjects

Critical Inquiry I 2 16 12 28 100

Critical Inquiry II 2 14 14 28 100

Clinical Neurology & Neuroscience 4 52 6 58 100

General Studies

General Education II 2 28 28 100

Clinical Education

Clinical Education IB 3 5 105 110 100

Clinical Education II 7 7 280 287 100

24

LEVEL III SUBJECTS CREDIT

VALUES

TEACHING ACTIVITIES HOURS ASSESS. %

L S T P/

LAB

CV/

FS

Sub

T.

CA EX

Core Occupational Therapy Subjects

OT Management in Geriatric

Practice 3 14 28 42 60 40

Occupational Therapy in

Vocational Rehabilitation 3 14 22 6 42 60 40

Professional Electives

Enabling Occupation In Home

And Community Practice 3 14 14 28 60 40

Occupational Therapy in the

Management of Memory Deficits 3

12 6 24 42 100

East-Meets-West in Stress

Management 3

16 24 42 100

Biological Psychology for Human

Behavior 3 37 5 42 100

OT in Primary Health Care 3 16 20 6 42 100

Theories and Practices of

Functional Capacity Evaluation 3 12 24 6 42 100

Culturally Competent Practice in

Health Care 3 12 22 8 42 70 30

Clinical Practice in Stroke

Rehabilitation 3 16 26 42 100

Supporting Subject

Critical Inquiry III 3 14 14 100

Health Care Management 3 20 10 12 42 100

Clinical Education

Clinical Education III 7 7 280 287 100

Clinical Education IV 7 7 280 287 100

25

Organisation of Clinical Education

9.6 The arrangement for Clinical Education throughout the three years of the course is in terms

of sequential clinical placements, Clinical Education IA & IB, II, III and IV (See Figure 6),

which take place at major hospitals, rehabilitation centres and individual settings. CE IA and

IB are graded together as one subject

9.7 To enhance student learning and better integration of the academic and clinical components

of the curriculum, subjects are presented according to clinical condition/dysfunction and then

followed by clinical placements in relevant clinical settings (See Figure 6).

9.8 The Clinical Study Manual contains pertinent information on clinical education, including

philosophy, aims and objectives, integration with academic teaching, teaching-learning

methods, assessment, policies and procedures, and the expected roles of the relevant parties.

26

10. ACHIEVEMENT OF PROGRAMME AIMS AND OBJECTIVES

Syllabus

10.1 The programme syllabus outlines the aims, learning outcomes, contact hours for various

teaching activities, content, teaching-learning approaches, assessment, essential reading

and recommended reading for each subject.

Horizontal integration and vertical development

10.2 Each subject within a group forms the content of each level of study in the programme.

It is considered mandatory that a student should achieve both specified educational and

vocational objectives and obtain a satisfactory result in each subject (horizontal

integration) before progressing to the next higher level of study or being granted the

final award, which is based on the achievement of the overall educational and

vocational objectives of the course (vertical integration). The integration between

various subject content areas also form the basis for integration and focus on number

and types of assessments conducted throughout different levels and years of study.

Integration of theory and practice

10.3 Students enrolled into the programme will be equipped with occupational therapy-

related knowledge, skills and attitudes. They also learn to apply the knowledge when

treating clients in the service delivery environment under the guidance of clinical

educators and other qualified occupational therapy staff.

Levels of the integration process

10.4 The integration between academic teaching and clinical studies incorporates the

following three basic levels of the integration process (Reay, 1986):-

Knowledge integration

10.4.1 Students acquire in the PolyU factual knowledge, e.g. anatomy, psychology

and occupational therapy process, which need to be reinforced in the clinical

setting.

Conceptual integration

10.4.2 Students learn in the PolyU how to relate knowledge from several sources and

put them together to form a coherent framework for professional practice, e.g.

the concept of selecting an appropriate treatment approach for a certain

patients/clients group. Then they need the chance to see how this concept is

being realised in the clinical setting.

Practice integration

10.4.3 Students learn how to translate knowledge, attitudes and skills into appropriate

professional behaviours and practice in the clinical setting.

Integration between academic subjects and clinical studies

Level I Subjects

10.5 Subjects taught include “Functional Anatomy”, “Generic Anatomy”, “Physiology”,

“Physiology & Pharmacology in Rehabilitation”, “Foundation Psychology for

Rehabilitation Professionals”, General Education I and II subjects. Students develop a

broad perspective on a human society and an understanding of the holistic nature of a

person’s health status at the level I of study. This forms the basis for the development

of a holistic approach to client care. “Clinical Sciences in Musculoskeletal Conditions”

is also introduced to equip students better understanding of “clinical” conditions at an

early stage.

27

10.6 Through the “Human Occupations” subject, Students learn about occupations analysis

(daily living tasks, work and leisure), tasks and activities analyses; occupational therapy

intervention process, the developmental psychology, roles development throughout the

lifespan, as well as the tasks associated / expected with different roles at different stages

of human development.

10.7 In “OT Theory & Process I”, students study the historical development of the

profession; its philosophical beliefs, ethical considerations; occupational therapists’

roles and functions in local clinical settings; the development of occupational therapy

theories, different models of the profession and guidelines for practice, in addition to

approaches, techniques and culturally relevant activities commonly employed by

occupational therapists in Hong Kong.

10.8 Students studying in the “Rehabilitation Psychology: Basis for Understanding

Dysfunction” subject develop communication ability, interview skills and basic

counselling skills which are essential for the practice of occupational therapy in various

clinical and work situations.

10.9 Through the “Foundation in Traditional Chinese Medicine for Occupational Therapy

Practice” subject, students learn about the key theoretical concepts of Traditional

Chinese Medicine (TCM) and gain an understanding of the applications of TCM within

the Occupational Therapy context.

10.10 Through the studies of the “OT Foundations in Human Performance”, students gain

knowledge of professional foundation sciences for human occupations, and skills in

conducting assessments and intervention strategies specifically for dysfunction in

sensory-perceptual, motor and psychosocial performance components.

Clinical Education

10.11 “Clinical Education I’ consists of CE IA and CE IB. CE IA takes place at the beginning

of Year I summer vacation whilst CE IB takes place between semesters 1 and 2 of Year

II. CEI A & B will be graded as one subject. (Figure 6, p.11). This subject specifically

provides students with the opportunity to identify functional problems encountered by

persons with disability, and to experience various roles and functions of occupational

therapists, and the occupational therapy intervention process in various clinical settings

through observation.

10.12 In addition, students are guided to develop appropriate professional attitudes and

behaviours, especially toward establishing rapport with clients and staff of the

occupational therapy unit, which form the basis for more advanced studies in Level II

and III.

Level II subjects

10.13 In the subject “Critical Inquiry I”, students gain the concept of and methodology in

scientific enquiry and its application to health care research, which forms the basis for

the development of problem solving abilities in occupational therapy practice.

10.14 Critical Inquiry II” subject equips students with specific techniques in scientific enquiry

for application to various health care research designs. This subject, together with

“Critical Inquiry I”, provides a lead for the “Critical Inquiry III” and forms the basis for

the further development of critical thinking ability in Level III.

10.15 In Semester 1, students gain competence in assessing, planning, implementing and

evaluating occupational therapy interventions for clients, with problems associated with

musculoskeletal conditions, psychiatric or psychosocial conditions and conditions on

developmental disabilities through subjects: “Clinical Sciences in Psychiatric

Conditions”, “OT for Psychosocial Dysfunction”, “OT for Physical Dysfunction I”, and

“Clinical Sciences in Developmental Dysfunction”. They also start to build on the basis

of neurological conditions through the subject: “Clinical Neurology & Neuroscience”.

28

10.16 In Semester 2, students gain competence in assessing, planning, implementing and

evaluating occupational therapy interventions for clients with problems associated with

medical or neurological conditions and developmental dysfunction through subjects:

“Clinical Sciences in Medical-neurological Conditions”, “OT for Physical Dysfunction

II-Medical & Neuro-rehabilitation” and “OT for Developmental Dysfunction”.

10.17 The subject “Environmental Issues in OT Practice” facilitates students to gain

knowledge and skills in understanding and addressing issues in the physical

environment that impact on patient’s/client’s reintegration into the community.

10.18 The “OT Theory and Process II” subject guides students to critically evaluate the

application of various occupational therapy theories and practice models in clinical

practice. This enhances students’ professional competency in assessing, planning,

implementing and evaluating occupational therapy intervention programmes for clients.

It also guides students to critically evaluate the service focus of occupational therapy

and to contribute to the promotions of its service status in Hong Kong

Clinical Education

10.19 Clinical Education II” takes place during Year II summer vacation. This 8-week clinical

placement provides students with the opportunity to participate as contributing members

of a health care team and to further their experience in adopting a holistic approach to

client care.

10.20 The subject also provides them with the opportunity to consolidate and apply

occupational therapy knowledge, attitudes and skills learned in the PolyU to assess,

plan, implement, evaluate and modify, under guidance, occupational therapy

intervention programmes for clients suffering from common conditions in the fields of

developmental dysfunction, physical disability, psychosocial dysfunction and/or ageing

process.

Level III Subjects

10.21 The subject “OT Management in Geriatric Practice” equips students with professional

knowledge and the latest therapeutic interventions in the management of common

geriatric conditions such as stroke, dementia, and falls. Students are facilitated to further

develop clinical reasoning skills in addressing the needs of geriatric clients from a

holistic perspective.

10.22 The subject “Occupational Therapy in Vocational Rehabilitation” provides students

with knowledge and skills of vocational rehabilitation to specific populations. It also

guides students to evaluate practice of vocational rehabilitation in terms of its evidence

base.

10.23 The subject “Health Care Management” provides students with knowledge in types of

professional service and interdisciplinary practice, as well as basic managerial

knowledge and skills to enable them to contribute to the planning, organising, staffing,

leading and assuring the quality of service provided.

10.24 In “Critical Inquiry III”, students are expected to conduct a project, which aims to

integrate their knowledge in professional practice and research, under faculty’s

supervision. The format and content of the project may be varied to meet student’s

learning needs and can be negotiated between student and faculty.

10.25 “Professional Elective” subjects provide options for students to advance their

knowledge base and/or skills in specific areas of practice. Students can choose at least

one (1) Professional Electives (or 3 credits equivalent).

29

Clinical Education

10.26 Clinical Education at Level III consists of the “Clinical Education III” and “Clinical

Education IV” subjects which take place in the mid of first semester and the beginning

of second semester of Level III study respectively. These two “clinical placements”

provide students with the opportunity to consolidate, integrate, apply and evaluate

knowledge, skills and attitudes learned in the PolyU to occupational therapy practice

with emphasis on community re-integration in physical and psychosocial perspectives.

10.27 They will be guided to evaluate, with respect to management theories and techniques

learned, the appropriateness of basic managerial functions for managing independent

occupational therapy practice and day-to-day administration of the occupational therapy

service.

10.28 They will also be assisted to evaluate various aspects of clinical programmes. Upon the

completion of their Clinical Education III & IV, students will be competent and

reflective occupational therapists who are self-motivated and have positive attitudes

towards continuing personal growth and professional development.

Teaching and learning methods

10.29 The teaching and learning activities of the programme are coherently organised

according to the nature and demands of the particular subject area, the levels of the

programme, and the degree of the integration of the academic and clinical components

during each of and between the three years. The general rule is that students are required

to contribute 1-2 hours of self-directed study for 1 hour of teaching per week.

Group size

i. The whole cohort of students, i.e. 90 will attend lectures unless otherwise stated, but

the cohort will be divided into 3/4 groups of approximately 30/23 each for tutorials,

practicals, seminars and laboratory work as shown in Table 3.

ii. The group size for Clinical Education at Clinical Educational Units of the Hospital

Authority has been planned to be a maximum of 6 students per Clinical Educator at

any one time. Student may also attend clinical setting individually or in pairs.

10.30 Throughout the three years of the programme, the following teaching methods are used:

a. Lectures

b. Tutorials

c. Seminars

d. Laboratory work

e. Practicals

f. Case studies

g. Project work

h. Clinical study

i. On-line teaching/E-Learning

(Refer to Appendix 2)

10.31 The above methods are employed to guide students to adopt a self-directed and deep (as

opposed to surface) learning approach which facilitates their development of an

analytical mind and the ability to think independently and critically, to discover facts, to

perceive relationships and to draw their own conclusions of the phenomenon they

observe.

10.32 The ultimate aim is to guide students in developing independence of learning skills

from the very beginning to foster a desire for continued professional and personal

development.

30

11. REGULATIONS FOR ASSESSMENT, PROGRESSION AND AWARD

General Assessment Regulations

Introduction

11.1 The General Assessment Regulations shall govern the BSc (Hons) OT programme

which lead to PolyU award. BSc (Hons) OT programme shall, in addition, have its

own programme – specific regulations, formulated within the framework of the General

Assessment Regulations and students shall be advised of these regulations at the

commencement of an academic year.

11.2 In this programme, students progress by credit accumulation i.e. allowing credits earned by

passing individual subjects to be accumulated toward the final award.

11.3 For the purpose of these Regulations, a subject is defined as a discrete section of the

programme, which is assigned a separate assessment. A list of subjects, together with their

credit values, is shown in Table 2.

Admission, Subject registration and related regulations

11.4 Students’ admission will be carried out only at the start of the academic year.

11.5 Students are required to progress through the programme in which they have registered in

accordance with the specified pattern.

11.6 Full-time regular students are expected to complete subject registration before the

commencement of each semester. When there are elective subjects in the specified pattern,

students are expected to choose their electives before each semester.

Deferment of study

11.7 Deferment of study is granted exceptionally to those who have a genuine need to temporarily

suspend the study or extend the maximum period of registration (Refer to Student Handbook).

Approval from the Department offering the programme is required. The deferment period will

not be counted towards the maximum period of registration.

Subject exemption

11.8 If a student is exempted from taking a specified subject, the credits associated with the

exempted subject will not be counted towards the award requirements. It will therefore be

necessary for the students to take another relevant subject in consultation with the programme

leader in order to satisfy the credit requirement for the award.

Credit transfer

11.9 In the case of credit transfer, a student will be given credit for recognized previous study and

the credits will be counted towards meeting the requirement of the award.

11.10 Credit transfer may be done with the grade carried or without the grade carried; the former

should normally be used only when the credits to be transferred have been gained from within

PolyU.

11.11 For transfer of credit from programmes offered by PolyU, normally not more than 67% of the

credit requirement for the award can be transferred. The subjects

must be passed, in order to

be eligible for a particular award.

31

11.12 Normally, not more than 50% of the credit requirement for the award may be transferred

from approved institutions outside the University. The subjects

must be passed in order to be

eligible for a particular award.

11.13 The validity period of credits previously earned, is 8 years after the year of attainment.

Regulations for assessment, progression and award

Purpose of assessment

11.14 Assessment of learning and assessment for learning are both important for assuring the

quality of student learning. Assessment of learning is to evaluate whether students have

achieved the intended learning outcomes of the subjects that they have taken and have

attained the overall learning outcomes of the academic programme at the end of their study at

a standard appropriate to the award. Appropriate methods of assessment that align with the

intended learning outcomes will be designed for this purpose. The assessment methods will

also enable the teacher to differentiate students’ different levels of performance within the

subject. Assessment for learning is to engage students in productive learning activities

through purposefully designed assessment tasks.

11.15 The purpose of assessment within this programme is to enable students to demonstrate that

they have fulfilled the objectives and intended learning outcomes of each strand of subjects

and have, in the final stage, achieved the standard appropriate to degree level award. Timely

feedback should be provided to students so that they are aware of their progress and

attainment for the purpose of improvement.

11.16 Assessment of the student’s suitability to become a professional occupational therapist and

for an award of the BSc (Hons) OT goes beyond merely ensuring that s/he has attained a

level of proficiency in knowledge and competence in skills. Emphasis is particularly laid on

the ability to demonstrate maturity in personality, attitudes, values and behaviours, and a

capacity for further development consistent with becoming a professional occupational

therapist. These characteristics are taken from established codes of ethics of the profession.

Intensive weekly contacts between the supervisor and the student during clinical placements

provide a very appropriate and important context for such assessment. When a problem

arises, personal tutors and relevant subject teachers will be involved to work out remedial

actions, if necessary.

Assessment Rationale

11.17 Assessment methods adopted in this programme are appropriate to the achievement of the

subject objectives and intended learning outcomes, and ultimately, the programme aims and

intended learning outcomes.

11.18 Students are required to demonstrate their knowledge and comprehension in 3 major Strands

of subjects i.e. Core Subjects, Supporting Subjects and Electives Subjects. The acquisition of

factual information and concepts is essential for students to analyze, assimilate and apply this

knowledge to Clinical Education Subjects and Specific Occupational Therapy Subjects.

Students’ grasp of concepts is assessed mainly by written papers of various types. The

development of skills is assessed through the medium of practical work, reports, laboratory

reports and tests.

11.19 The achievement of programme aims related to the acquisition of attributes such as

independence of thought and action, and communication skills are assessed in a range of

programme work modes throughout the programme, such as verbal case presentations. This

is further reinforced in clinical education subjects at various levels. The intellectual skills

required for a competent practitioner are assessed through project work, assignments and

essays requiring background reading and analysis of literature.

32

11.20 Achievement of the programme aims relating to the development of skills of inquiry and the

development of a critical and analytical approach are assessed through the clinical education

subjects and Elective Subjects. The Elective Subjects also provides students with an

opportunity to assess their own degree of independence and initiative displayed in conducting

a pilot study.

11.21 The assessment of the programme aims and intended learning outcomes specific to the

practice of occupational therapy depends on the integration of theory and practice in the

application of clinical reasoning and problem solving skills.

11.22 The assessment methods adopted for clinical education subjects are designed to ensure that

the student’s clinical reasoning develops as the programme progresses. As Clinical

Education is an integral part of the programme, the assessment takes a holistic view of the

occupational therapy process. The methods of assessment used for clinical education are

described in detail in Clinical Education Manual.

11.23 The assessment weighting of each subject in this programme is not only based on the relative

position within the horizontal integration and vertical development, but also intended to

reflect that programme aims and objectives have been met and that studies receive an

education which will prepare them for a challenging career as occupational therapists.

11.24 The weighting for each subject is also based on such factors as its relative importance, the

duration of the subject, the stage of study and the teaching-learning methods used. These

factors are considered concurrently, when the weighting of each subject is determined.

Methods of assessment

11.25 Throughout the programme, a subject is assessed on the basis of continuous assessment,

and/or examination. A summary of methods of assessment is presented in Table 3.

11.26 Continuous assessment:

i. Students in their first year spend more time in learning theory and knowledge and less

time learning application; and majority of the subjects in the programme are assessed

by means of continuous assessment. Continuous assessment is considered to encourage

the student to work steadily and progressively throughout the semester. It is therefore

essential for the achievement of horizontal integration and vertical development of

subjects within each semester year and progressively through the programme.

ii. Continuous assessment may be in the form of tests, assignments, laboratory work,

practical work, essays, case studies, project work and field work. The format and the

relative weighting allocated for each subject is specified clearly in the subject syllabi.

iii. The contribution made by each student in continuous assessment involving a group

effort shall be determined and assessed separately, and this can result in different

grades being awarded to students in the same group

11.27 Examination:

i. Examinations may take place at the end of the semester I or semester II. All

examinations planned for this programme are in written form. Questions may be

essay-type, short answer, multiple choice, etc., the details of which are set out in the

syllabi of individual subjects. Students will be informed in advance of the format of

the examination paper.

ii. It will be the responsibility of each subject examiner to compile all examination

question papers, which will be checked by the programme leader.

33

Timing of continuous assessment and examinations

11.28 This may take many different forms as stated above and occur at intervals throughout the

year. A calendar is presented to the students at the start of the semester with the timing and

nature of the assessments for each subject. One of the responsibilities of the subject examiner

is to spread the programme work loading evenly throughout the semester and to maximize

the advantages of this form of assessment. Students will be notified in advance of the timing

the examinations / assessment.

Grading

11.29 Assessment grades shall be awarded on a criterion-reference basis. A student’s overall

performance in a subject shall be assessed as follows:

Grade

A+ Exceptionally Outstanding

A Outstanding

B+ Very Good

B Good

C+ Wholly Satisfactory

C Satisfactory

D+ Barely Satisfactory

D Barely Adequate

F Inadequate

‘F’ is a subject failure grade, whilst all others (‘D’ to “A+’) are subject passing

grades. No credit will be earned if a subject is failed.

11.30 Numeral grade point is assigned to each letter grade, as follows:

Grade Grade Point

A+ 4.5**

A 4

B+ 3.5

B 3

C+ 2.5

C 2

D+ 1.5

D 1

F 0

** The GPA is capped at 4.0.

11.31 At the end of each semester, a Grade Point Average (GPA) will be computed as follows, and

based on the grade point of all the subjects:

Subject Grade Point x Subject Credit Value

n

GPA =

Subject Credit Value

n

34

Where n = number of all subjects (inclusive of failed subjects) taken by the student up to and

including the latest semester, but for subjects which have been retaken, only the grade points

obtained in the final attempt will be included in the GPA calculation.

In addition, the following subjects will be excluded from the GPA calculation:

Exempted subjects

Ungraded subjects

Incomplete subjects

Subjects for which credit transfer has been approved without any grade assigned#

Subjects from which a student has been allowed to(i.e. those with the grade “W”)

# Subjects taken in PolyU or elsewhere and with grade assigned, and for which credit transfer has been

approved, will be included in the GPA.

Subject which has been given an “S” code i.e. absent from examination will be included in

the GPA calculation and will be counted as “zero” grade point. The GPA is thus the

unweighted cumulative average calculated for a student, for all relevant subjects taken from

the start of the programme to a particular point of time. GPA is an indicator of overall

performance. The GPA is capped at 4.0.

11.32 Any subjects passed after the graduation requirement has been met or subjects taken on top of

the prescribed credit requirements for award shall not be taken into account in the grade point

calculation for award classification. However, if a student attempts more elective subjects (or

optional subjects) than those required for graduation in or before the semester in which he

becomes eligible for award, the elective subjects (or optional subjects) with a higher

grade/contribution shall be included in the grade point calculation (i.e. the excessive subjects

attempted with a lower grade/contribution, including failed subjects, will be excluded).

Progression and academic probation system

11.33 Board of Examiners

The Board of Examiners is appointed for each programme leading to a PolyU award. It is

required to follow the PolyU’s General Assessment Regulations, and also the specific

regulations approved for the programme. The Board of Examiners shall, at the end of each

semester, determine whether each student is

(i) eligible for progression towards the award; or

(ii) eligible for an award; or

(iii) required to be deregistered from the programme .

11.34 A student will have `progressing’ status unless s/he falls within the following categories,

either of which may be regarded as grounds for deregistration from the programme:

(i) the student has exceeded the maximum period of registration, which is 6

years; OR

(ii) the student’s Grade Point Average (GPA) is lower than 2.0 for two

consecutive semesters and his Semester GPA in the 2nd semester is below

2.0; OR

(iii) the student’s Grade Point Average (GPA) is lower than 2.0 for three

consecutive semesters

(iv) the student has failed consecutively in any of the clinical education subjects

twice.

The Board of Examiners has the flexibility on not granting a student with repeat placement if

the student has extremely poor academic and/or clinical performance before the time

specified in the (ii) or (iii) stated above, or to allow a student who falls into categories (ii) or

(iii) to stay on the programme and be granted with a repeat placement, despite his/her falling

into the category for which a repeat placement is not granted, if there are good reasons.

35

11.35 The progress and academic probation system will work as follows:

1st semester

(i) If a student has a GPA below 2.0 in a semester, he will be allowed to

progress, but put on academic probation.

2nd

semester

(ii) If a student is able to get a GPA of 2.0 or above in the 2nd semester, the

status of ‘academic probation’ will be lifted

(iii) If a student who has been put on academic probation continues to have a

GPA below 2.0 in the 2nd semester, but his Semester GPA is 2.0 or above,

he will be allow to progress, but will continue to be put on academic

probation.

(iv) If a student’s GPA and Semester GPA both are below 2.0 in the 2nd

semester, he will be considered for de-registration.

3rd

semester

(v) If a student who has been put on academic probation for two consecutive

semesters has a GPA of 2.0 or above in the 3rd semester, his status of

‘academic probation’ will be lifted.

(vi) If a student who has been put on academic probation for two consecutive

semesters has a GPA below 2.0 in the 3rd semester, he will be considered for

de-registration.

A flow chart showing the progression and academic probation system is attached at Appendix 3.

Withdrawal of subjects (For details, please refer to the Student Handbook)

11.36 Students are not allowed to drop subjects after add/drop period. If student have genuine need to

withdraw from the subjects after add/drop period, students should submit a written request

for withdrawal of subject to the department. Such requests will only be considered if there are

strong justifications and subject to the approval by the Head of Department and the

Programme Leader.

(Refer to the Clinical Education Manual for the management of withdrawal of clinical

education subjects)

Retaking of subjects

11.37 Students may retake any subject for the purpose of improving their grade without having to

seek approval, but they must retake a compulsory subject which they have failed, i.e.

obtained an F grade.

11.38 Retaking of subjects is with the condition that the maximum study load of 21 credits per

semester is not exceeded. Students wishing to retake passed subjects will be accorded a lower

priority than those who are required to retake (due to failure in a compulsory subject) and can

only do so if places are available.

11.39 The number of retakes of a subject is not restricted. Only the grade obtained in the final

attempt of retaking (even if the retake grade is lower than the original grade for originally

passed subject) will be included in the calculation of the Grade Point Average (GPA). If

students have passed a subject but failed after retake, credits accumulated for passing the

subject in a previous attempt will remain valid for satisfying the credit requirement for award.

(The grades obtained in previous attempts will only be reflected in transcript of studies.)

11.40 For clinical education subjects, each clinical block may only be repeated once. A student who

fails in a re-take clinical education subject may be required to withdraw from the programme.

36

11.41 In cases where a student takes another subject to replace a failed elective subject, the fail

grade will be taken into account in the calculation of the GPA, despite the passing of the

replacement subject.

Exceptional circumstances

Absence from an assessment component

11.42 For a student who is unable to complete all the assessment components of a subject due to

illness or other circumstances beyond his/her control and considered by the subject offering

Department as legitimate, the Department will determine whether the student will have to

complete the assessment, and if so, by what means. This late assessment shall take place at

the earliest opportunity, and before the commencement of the following academic year

(except that for Summer Term, which my take place within 3 weeks after the finalization of

Summer Term results). If the late assessment cannot be completed before the commencement

of the following academic year, the Faculty Board Chairman shall decide on an appropriate

time for completion of the late assessments.

11.43 The student concerned is required to submit his/her application for late assessment in writing

to the Head of Department offering the subject, within five working days from the date of the

examination, together with any supporting documents (e.g. medical certificate). Approval of

applications for late assessment and the means for such late assessments shall be given by the

Head of Department offering the subject or the Programme Leader or the Subject Lecturer

concerned.

Aegrotat award

11.44 If a student is unable to complete the requirements of the programme in question for the

award due to illness or other circumstances, which are beyond his control, and considered by

the Board of Examiners as legitimate, the Faculty Board will determine whether the student

will be granted an aegrotat award.

11.45 A student who has been offered an aegrotat award shall have the right to opt either to accept

such an award, or request to be assessed on another occasion to be stipulated by the Board of

Examiners; the student’s exercise of this option shall be irrevocable.

11.46 The acceptance of an aegrotat award by a student shall disqualify him from any subsequent

assessment for the same award.

11.47 An aegrotat award shall normally not be classified, and the award parchment shall not clearly

state that it is an aegrotat award.

Other particular circumstances

11.48 A student’s particular circumstances may influence the procedures for assessment but not the

standard of performance expected in assessment.

Participation in non-credit bearing Co-curricular activity (CCA)

11.49 PolyU aspires to develop all its students as all-round graduates with professional competence,

and has identified a set of highly valued graduate attributes as the learning goals for students.

While many of these graduate attributes can be developed through the curricular activities of

this programme, some (including leadership, citizenship, etc.) are primarily addressed

through co-curricular activities offered by faculties, departments, and various teaching and

learning support units of the University. Students are encouraged to make full use of such

opportunities to develop these attributes.

37

11.50 Students will be required to participate in at least 6 cumulative hours of non-credit bearing

co-curricular activity to satisfy the overall requirement of general education before

graduation. These co-curricular activities aim at rendering additional values, and helping

students to broaden their horizons and inspiring them to actualize all-round development

outside the classroom.

11.51 Activities like internship, placement, paid work, and contribution made by office-bearers in

student bodies are NOT considered as CCA.

11.52 Students will be considered as having fulfilled the requirement if they have participated in

co-curricular activities such as Community Service/Voluntary Work, Complementary Studies

Programme, Leadership and Competence for Success Programme, Physical Education

Programmes, Personal Development Programmes, Hall Education Programmes, pre-

placement training/career training organized by SAO, seminar and lunch talks by prominent

speakers/study tour/exchange activity offered/organized by faculties/academic

departments/supporting units, cultural appreciation programme, and any other activities in a

variety of forms that the Departments consider essential as part of the overall requirement of

general education. Students’ participation in such activities will be recorded in the Co-

curricular Achievement Transcript (CAT) administered by SAO.

Participation in Work-integrated Education (WIE)

11.53 Students will be required to participate in Work-integrated Education (WIE) to satisfy the

overall requirement of general education before graduation. These WIE activities aim to

provide a framework for students to integrate what they have learnt in the classroom with

what they will be experiencing in the real world. The format of these activities is structured

clinical placements in hospitals or clinical settings or other forms that are considered by the

department/faculty to be able to meet the requirement of WIE.

Graduation Requirements

11.54 A student is eligible for award if he satisfies all the conditions shown below:

a) Accumulation of 114* credits as defined in this document; and

b) Satisfying all requirements defined in this document and as specified by the

University; and

c) Having a GPA of 2.0 or above at the end of the programme; and

d) Having an Average Grade of ‘C’ for all Clinical Education Subjects; and

e) Satisfying other requirements, i.e. Co-curricular Activities (CCA) and Work-integrated

Education (WIE)

* Refer to page 17 – 18 for the details of the number of credits.

38

Guidelines for award classification

11.55 In using the following guidelines, the Board of Examiners shall exercise its judgment in

coming to its conclusions as to the award for each student, and where appropriate, may use

other relevant information.

11.56 BSc (Hons) OT programme make use of a Weighted GPA as a guide for helping to determine

award classifications.

Weighted GPA will be computed as follows:

Subject Grade Point x Subject Credit Value x Wi

n

Weighted GPA = ___________________________________________

Subject Grade Value x Wi

n

Where Wi = weighting of between 0 – 1, to be assigned according to the level of the

subject

n = number of all subjects counted in GPA calculation as set out in section

11.31

The level weightings assigned will be applied across all subjects of the same level within a

programme. The weighting of each level is a measure of the relevance of the level to the

classification of the degree. Elective subject of the same level is given the same weighting. If

a particular subject will not contribute to the award classification, it will be specified in this

document that the subject will not be included in the calculation of the Weighted GPA.

Weightings

Level I 0.5

Level II 1.0

Level III 1.0

11.57 The following are guidelines for Boards of Examiners’ reference in determining award

classifications:

Hons

degrees

Guidelines

1st The student’s performance /attainment is outstanding, and identifies

him / her as exceptionally able in the field covered by the programme

in question.

2:i The student has reached a standard of performance / attainment which

is more than satisfactory but less than outstanding.

2:ii The student has reached a standard of performance / attainment

judged to be satisfactory, and clearly higher than the ‘essential

minimum’ required for graduation.

3rd The student has attained the ‘essential minimum’ required for

graduation at a standard ranging from just adequate to just

satisfactory.

11.58 There is no requirement for Boards of Examiners to produce award lists, which conform to

the guidelines in Sections 11.57.

11.59

Under exceptional circumstances, a student who has completed an Honours degree

programme, but has not attained Honours standard, may be awarded a Pass-without-Honours

degree.

A Pass-without-Honours degree award will be recommended only under exceptional

circumstances, when the student has demonstrated a level of final attainment which is below

39

the ‘essential minimum’ required for graduation with Honours from the programme in

question, but when he / she has nonetheless covered the prescribed work of the programme in

an adequate fashion, while failing to show sufficient evidence of the intellectual caliber

expected of Honours degree graduates. For example, if a student in an honours degree

programme has a GPA of 2.0 or more, but his Weighted GPA is less than 2.0, he may be

considered for a Pass-without-honours classification. Same as GPA, Weighted GPA is

capped at 4.0. A Pass-without-Honours is an unclassified award, but the award parchment

will not include this specification.

Checking of eligibility for graduation

11.60 The computer system will identify potential graduates by generating potential graduate lists

after the end of each semester. The computer will check the following to determine students’

eligibility for graduation:

(i) the compulsory subject requirements and elective subject requirements; and

(ii) credits requirements for the BSc (Hons) OT; and

(iii) language requirements; and

(iii) general education requirements; and

(iv) the minimum GPA value required for graduation

11.61 Departments will ensure that students wishing to graduate will complete all necessary

subjects by the desired graduation date and will verify the eligibility of students for awards.

The potential graduates identified by the computer system will be brought to the attention of

Programme Leader for verification and will then be presented to BoE for determining the

award classifications.

11.62 The self-paced students will be made aware that they have the primary responsibility to

ensure that they meet the necessary graduation requirements within the maximum period of

registration and to declare their wish to graduate at appropriate time in advance.

Subject Results

11.63 Subject Lecturers have sole responsibilities for marking students' coursework and

examinations scripts, grading them, finalising the results and informing each student of

his/her results, in respect of the subject they teach. In this regard, Subject Lecturers will be

accountable to the Head of the subject offering Department, to ensure that the scripts are

correctly marked and graded, and to avoid administrative errors at all times.

11.64 Subject Assessment Review Panel (SARP) may also be formed by the Head of the

Department offering the subjects to review and finalise the subject grades for submission to

the Board of Examiners. Each Department may form one Subject Assessment Review Panel

to take care of all subjects it offers.

11.65 The authority for approving the overall results of students rests with the Board of Examiners

(BoE).

The role of Board of Examiners and Faculty Board

Role of Board of Examiners

11.66 Each programme will have a Board of Examiners which will have to meet at the end of each

semester.

11.67 The Board will consider the following:

(i) problematic cases such as cases for de-registration;

(ii) students’ classifications of award; and

(iii) cases with extenuating circumstances

40

11.68 This Board will not attempt to change grades for any student in any subject.

11.69 The Head of the Department is to be Chairman of the Board of Examiners. The minimum

number of a BoE’s membership (including the Chairman, but excluding the Secretary) should

be five, and it should be composed of staff members associated with the programme/scheme

concerned and some other senior staff members. The Programme Leader will be an ex-officio

member of the Board. The membership should be proposed by the Head and endorsed by the

Dean.

Role of Faculty Board

11.70 Faculty Board will ratify the decisions made by the Board of Examiners without duplicating

the effort of the latter. It should deal with individual cases only when extenuating

circumstances have played a role.

11.71 For cases outside the provision of programme requirements and University regulations, the

decisions of Faculty Board (in accordance with the existing terms of reference) will be

referred to Academic Regulations Committee for ratification. Faculty Board will determine

the granting of aegrotat award.

11.72 The Faculty Board should be presented with statistical information on student performance in

each programme.

41

12. NORMAL STUDY PATTERN

12.1 This section provides the normal study pattern of various subjects in each year of the BSc

(Hons) Programme in Occupational Therapy. The BSc (Hons) programme comprises alternate

university-based and clinical-based studies. Clinical Study will take place at different hospital

settings, rehabilitation centres, special schools, nursing homes, and institutions for the elderly

and chronic disabilities or community settings. Part of the programme will be carried out

during the summer. A list of Compulsory, Electives, and General Education subjects in each

stage of the BSc (Hons) programme is shown in Table below:

TABLE 4 LISTING OF COMPULSORY, ELECTIVES AND GENERAL EDUCATION SUBJECTS

Year One

Compulsory Subjects

ABCT218 Physiology

ABCT222 Physiology & Pharmacology in Rehabilitation

CBS2080 Fundamentals of Chinese Communication

ELC291 English for University Studies

HSS201 Generic Anatomy

RS203 Functional Anatomy

RS202 Foundation Psychology for Rehabilitation Professionals

RS220 OT Theory and Process I

RS227 Rehabilitation Psychology: Basis for Understanding Dysfunction

RS226 Human Occupations

RS247 OT Foundations in Human Performance

RS249 Foundation in Traditional Chinese Medicine for Occupational Therapy Practice

RS248 Clinical Sciences in Musculoskeletal Conditions

RS2240 Clinical Education IA

Year Two

Compulsory Subjects

RS304 Critical Inquiry I

RS376 Critical Inquiry II

RS303 Clinical Neurology & Neuroscience

RS320 Environmental Issues in Occupational Therapy Practice

RS331 Clinical Sciences in Psychiatric Conditions

RS332 Clinical Sciences in Developmental Dysfunction

RS333 Clinical Sciences in Medical & Neurological Conditions

RS341 OT for Physical Dysfunction I – Musculoskeletal Rehabilitation

RS345 OT for Psychosocial Dysfunction

RS343 OT for Developmental Dysfunction

RS346 OT for Physical Dysfunction II – Medical & Neuro. Rehabilitation

RS348 OT Theory and Process II

RS2240 Clinical Education IB

RS3250 Clinical Education II

Year Three

Compulsory Subjects

RS401 Health Care Management

RS405 Critical Inquiry III

RS427 OT Management in Geriatric Practice

RS460 Occupational Therapy in Vocational Rehabilitation

RS4250 Clinical Education III

RS4260 Clinical Education IV

42

Elective Subjects (professional electives, a minimum of 1 subject out of the following)

RS428 Enabling Occupation in Home And Community Practice

RS451 Occupational Therapy in the Management of Memory Deficits

RS452 East-Meets-West in Stress Management

RS455 Biological Psychology for Human Behavior

RS456 OT in Primary Health Care

RS457 Theories and Practices of Functional Capacity Evaluation

RS458 Culturally Competent Practice in Health Care

RS459 Clinical Practice in Stroke Rehabilitation

General Education Subjects

Students are also required to take 2 subjects in the area of General Education for the programme.

13. SYLLABUS

13.1 Details of the syllabi showing subject title, credit value, subject contact hours, learning

approach, objectives, intended learning outcomes, content, assessment method and references

for the programme are shown in each stage of the programme are shown in each stage of the

programme outline booklets.

43

14. DEPARTMENTAL POLICY / GUIDELINES ON STUDENT MISCONDUCT

The Department of Rehabilitation Sciences takes a strong stand against student misconduct. The

following policy / guidelines provide guidance to both students and staff in dealing with student

misconduct.

14.1 The Department expects the following conduct from students:

14.1.1 To abide by the University's expectation of student conduct (refer to PolyU Student

Hand Book)

14.1.2 To attend classes regularly and punctually, and behave appropriately in classes at all

times.

14.1.3 To practice ethical-decision-making.

14.1.4 To act honestly in examinations (written and practical), tests, assignments, reports

and projects.

14.1.5 To avoid plagiarism.

14.2 Academic misconduct include (the list is not exhaustive)

14.2.1 Plagiarism, which means, "to take (words, ideas, etc.) from someone else's work and

use them in one's own work without admitting one has done so".1 It includes

inappropriate paraphrasing, building on someone's ideas without citation, copying

from another source without citing (on purpose or by accident).2 The PolyU Student

Handbook emphasizes that plagiarism includes intent to plagiarize and that this

intent will be assumed.3

14.2.2 Cheating, which may include

handing in someone else's paper as your own, borrowing or stealing a paper

with or without the knowledge of the other student;

hiring someone to write your paper;

sharing an assignment or report when individual work is required;

impersonating another student or cheating during examinations (written and/or

practical), or tests (written and/or practical) .

14.2.3 Submitting the same piece of work twice without prior approval.

14.2.4 Helping another student in wrongful acts.

14.3 Penalty - Student Handbook

Disciplinary action against any misconduct may include:

reprimand

fine

suspension from use of PolyU’s facilities for a specified period

suspension of studies for a specified period

expulsion for a specified period or indefinitely

any other penalties as considered appropriate.

14.4 Penalty for academic offences - RS Dept:

The minimum penalty for any misconduct is a note in the student record and the maximum

penalty is expulsion from the programme. For plagiarism or cheating in academic work, the

penalties are:

44

14.4.1 1st offence of academic misconduct

The student will receive a failing grade on the component of assessment or in

the subject in which the misconduct was identified.

The subject leader will notify the programme leader and a permanent record of

this event will be placed in the student's file.

The programme leader will notify the Head of Department, and send a warning

letter to the student.

14.1.2 2nd offence of academic misconduct

The case will be referred to the Student Discipline Committee for investigation

and decision. If the student is found guilty of the alleged offence, penalties

considered appropriate by the Student Discipline Committee may be imposed,

depending on the seriousness of the case.3 The penalty may result in suspension

or expulsion.

14.5 Guidelines to staff

Staff will:

14.5.1 provide students with opportunities to understand the nature and penalty of

academic misconduct, and how to avoid committing the offences;

14.5.2 provide written instructions and guidelines to students on conduct during

examinations and tests (written and/or practical);

14.5.3 provide written instructions and guidelines to students on assignment and report

writing, including how to avoid plagiarism;

14.5.4 for suspected and/or proven plagiarism cases, interview and caution students; take

necessary actions; adopt an educational approach; inform programme leader.

14.6 References:

Student Handbook, The Hong Kong Polytechnic University. (See “Conduct and Disciplines –

Academic Studies”).

45

REFERENCES

American Occupational Therapy Association (1994). Uniform terminology for occupational therapy - Third edition,

American Journal of Occupational Therapy, 48, 1047-1059.

American Occupational Therapy Association(2002). Occupational Therapy practice framework: Domain and

Process. American Journal of Occupational Therapy. 56, 609-639

American Occupational Therapy Association) (2008). Occupational therapy practice framework: Domain and

Process (2nd ed.). American Journal of Occupational Therapy, 62(6), 625-683.

Carlson, M.E. and Clark, F.A. (1991). The Search For Useful Methodologies in Occupational Science. American

Journal of Occupational Therapy, 45, p.235-241.

Christiansen, C. (1991). Occupational therapy - Intervention for life performance. In C. Christiansen & C. Baum

(Eds.), Occupational therapy: Overcoming Human performance deficits, (pp. 2-39). Thorofare, N.J.: Slack.

Chapparo, C., & Ranka, J. (1997). Occupational Performance Model - Australia: Monograph 1. Sydney:

Occupational Performance Network.

Longman Dictionary of Contemporary English.. (1987). Harlow, Essex: Longman, p.748.

McCall, M.A., & Pranger, T. (1994). Theory and practice in the occupational therapy guidelines for client-centred

practice. Canadian Journal of Occupational Therapy, 61, 250-259.

Nelson, D.L. (1988). Occupation : Form and performance. American Journal of Occupational Therapy, 42, p.633-

641.

Pedretti, L. W. (1996). Occupational therapy: Practice skills for physical dysfunction. Baltimore: Mosby.

Reay, R. (1986). Bridging the Gap : A Model for Integrating Theory and Practice. British Journal of

Social Work, 16, p.49-64.

Rogers, J.C. (1983). Clinical reasoning: the ethics, science and art. American Journal of Occupational Therapy, 37,

p.601-616.

Rogers, J.C. (1988). Clinical reasoning: The ethics, science, and art. In C.S. Robertson (Ed.), Mental health focus,

(pp.1-51 - 1-65). Rockville, MD: American Occupational Therapy Association.

Sinclair, K.A., & Chow, S.M. (1986). The problem asset oriented occupational therapy record: An application of

occupational therapy to record keeping. Journal of the Hong Kong Association of Occupational Therapists, 2(1),

13-17.

University of Southern California, Department of Occupational Therapy. (1989). Proposal for a Ph. D. programme

in occupational science. Unpublished manuscript.

Yau, M.K. (1995). Community mental health: Does occupational therapy have a unique role in the

interdisciplinary environment? Australian Occupational Therapy Journal, 42,129-132.

Yau, M.K. (1996). The role of occupational therapy. Internet Home Page of the Hong Kong Association of

Occupational Therapists.

Yerxa, E.J. (1988). Oversimplification: The hobgoblin of theory and practice in occupational therapy. Canadian

Journal of Occupational Therapy. 55, p.5-6.

Yerxa, E.J., Clark, F., Frank, G., Jackson, J., Parham, D., Pierce, D. & Zemke, R. (1989). An introduction to

occupational science, a foundation for occupational therapy in the 21st century. Occupational Therapy in Health

Care, 6, p.1-17.

46

Bibliography

Purtilo, R. (1999). Ethical Dimensions in the Health Professions. 3rd Edition. Ch.6. Philadelphia: Saunders.

University of Northern British Columbia. Web source: http://www.unbc.ca/lsc/handouts/writing.html

Websites for information on academic writing:

http://edc.polyu.edu.hk/PSP/student.htm

http://www.writing.utoronto.ca/advice/using-sources/how-not-to-plagiarize

http://www.plagiarism.org/

http://plagarism.com

http://www.northwestern.edu/uacc/plagiar.html

http://owl.english.purdue.edu/

http://www.powa.org/

http://www.unbc.ca/lsc/handouts/writing.html

47

Appendix 1

Guidelines for the Development of Professional Elective Subjects

In the final year of the education programme, students make their own selections from a range of subjects,

identified as Professional Electives. The Professional Elective Series is developed to mirror continuing

education opportunities available to these future professionals. Proposed elective subjects should allow the

student to achieve one or more of the following global objectives:

Global Objectives: Proposed Elective Subjects

Upon choosing a professional elective, the student will be able to:

1. demonstrate a deeper understanding of a specific topic area, which may relate to his/his future practice.

2. extend his/her knowledge base and/or skill-level in an identified area of clinical practice.

3. participate in the process of critical inquiry, in part or in total.

4. apply critical inquiry skills to a specific area/topic under supervision.

Information / Guidelines Concerning Professional Electives:

1. Electives common to PT and OT must be conducted in the second semester/block of Year 3 (i.e., the last 7

weeks of the University term).

2. The list of available professional electives must be provided and discussed with students in their second

year of study.

3. Faculty members can propose electives for either semester/block in the third year (first block = 8 weeks;

second block = 8 weeks). In addition to developing the Subject Description Form, the number of students

and any particular enrollment criteria must be specified.

4. Students enroll for a minimum of 1 elective from the given list in Year 3. With prior approval from the

Programme Leader, students may opt to take relevant subject of equivalent credits run by other

departments within or outside of the University.

5. The learning experiences in professional electives are different or ‘extra’ in comparison to those offered in

the programme’s compulsory subjects (i.e., an extension of what is required for entry-level into

professional practice).

6. A range of interactive and/or independent teaching & learning formats may be used. Total contact hours

are to be equivalent to 3 credits. The contact hours of the proposed subject must be allocated based on the

Department’s credit-to-hours of study conversion formula, based on 14 weeks of study (1:1

lecture/tutorial/seminar; 1:2 laboratory or field work. 1:3 clinical/community attachments).

48

Appendix 2

Operational Definition Of Teaching & Learning Methods

Used In The Bachelor Of Science Degree (Honours) In Occupational Therapy

Lecture

Process of instruction where the lecturer uses mainly verbal information which may be supplemented by the

used of teaching aids to impart knowledge to students.

Tutorial

Process of instruction where the lecturer acts as an adviser to small number of students who discuss and

evaluate portions of subject matter of mutual interest with a view to increasing the depth of understanding.

Seminar

Meeting of students engaged in an advanced specific study for discussing a problem of mutual interest along

with the lecturer.

Lecturer-led-practical

Procedure where the lecturer demonstrates how to operate equipment or implement a technique, which the

students practise afterwards under supervision.

Project work

Procedure carried out by students in solving a problem in its natural setting. It includes planning, collection

and organization of data and the process results in a definite piece of work. The lecturer guides the students to

consider the most appropriate approach and the students take up the responsibility of carrying out the work in

details.

Clinical visit

Student’ visit to a clinical setting led by a lecturer in order to learn, by observation and or participation, about

the nature of setting. Patients, functions of occupational therapist and those of other workers.

On-line Teaching/E-learning

The use of technology provides a range of possible learning experience which is difficult to achieve in the face-

to-face classroom. There is a wide range of activities of different levels of sophistication, ranging from as

simple as e-mail question and answers, online module or online forums to highly sophisticated simulations.

49

Progression and Academic Probation System

Appendix 3

Grade Point Average

of students

'Academic probation'

lifted and progression

GPA of 2.0 or

above

GPA below 2.0

Progression Progression, but on

academic probation

GPA

below 2.0

GPA of

2.0 or above

1st Semester

Semester GPA

below 2.0

Semester GPA

of 2.0 or above

De-registration Progression, but

on academic

probation

2nd

Semester

3rd

Semester GPA of 2.0

or above

GPA

below 2.0

De-registration 'Academic probation'

lifted and progression

50

Appendix 4

Curriculum Map

This curriculum map gives a holistic view of the degree to which each intended learning outcomes will be taught and assessed in BSc (Hons) in Occupational Therapy programme

The indicators (I, R, A) show the treatment of the programme intended learning outcomes in a subject:

I (Introduced) That the learning leading to the particular intended outcome is introduced in that subject.

R (Reinforced) That the learning leading to the particular intended outcome is reinforced/emphasised in that subject.

A (Assessed) That the performance which demonstrates the particular intended outcome is assessed in that subject

Programme Intended

Learning Outcomes

OT Core Subjects Professional Elective

Subjects

Year One Year Two Year Three

RS

202

RS

203

RS

220

RS

226

RS

227

RS

247

RS

248

RS

249

RS

2240A

RS

303

RS

304

RS

331

RS

332

RS

341

RS

345

RS

2240B

RS

320

RS

333

RS

343

RS

346

RS

348

RS

376

RS

3250

RS

405

RS

427

RS

460

RS

4250

RS

401

RS

4260

RS

428

RS

451

RS

452

RS

455

RS

456

RS

457

RS

458

RS

459

1 Demonstrate the

understanding and

integration of the current

biological, behavioural

social and clinical

sciences for

occupational therapy

practice with due

reference to the holistic

approach in health care

issues.

A I R R A I I I I

A

I

R I

R

A

R

A I I

I

R

A

R R

A

R

A

R

A

R

A

R

A

R

A

R

A R

A

R R

A

R

A A

R

A

R

A

R

A

2 Identify patients’/clients

functional problem

resulting from

development

dysfunction, physical

dysfunction,

A I R A A I

A I I I

I

A I I

R

A

I

R

A

I

R A I

I

R

A

R

I

R

A

R

A R

R

A

I

R

A

R

A R

R

A R

A

R R

A

I

R A

I

R

A

R R

A

51

Programme Intended

Learning Outcomes

OT Core Subjects Professional Elective

Subjects

Year One Year Two Year Three

RS

202

RS

203

RS

220

RS

226

RS

227

RS

247

RS

248

RS

249

RS

2240A

RS

303

RS

304

RS

331

RS

332

RS

341

RS

345

RS

2240B

RS

320

RS

333

RS

343

RS

346

RS

348

RS

376

RS

3250

RS

405

RS

427

RS

460

RS

4250

RS

401

RS

4260

RS

428

RS

451

RS

452

RS

455

RS

456

RS

457

RS

458

RS

459

psychosocial

dysfunction and /or

ageing process , plan,

and provide quality and

evidence-based OT

programmes to help

them fulfil own life roles

and function

independently in the

community.

3 Contribute to the

planning, organising,

managing, leading and

assuring the quality of

services of an

occupational therapy

unit.

I I I I I I I R

A

I

R

A

A

I

R

A

I R I R

A I R I

R

A

A A

R

A

R R

A

4 Understanding the local

and international health

and labour policies and

trend, identify market

needs for OT services,

and engage in service

development and public

education for Hong

Kong and mainland

China.

I I I R I I I I

I

R

A

R I R I

I

R

A

R

I

R

A

R R

A

A R

A A

I

R

A

R I

5 Effectively use

English/Chinese (verbal I I I A I I I I A A R I

R

A R

R

A

I

R R

R

A R

R

A

R

A

R

A

R

A

R

A

R

A

R

A R R

A R

R

R

A

R

A

52

Programme Intended

Learning Outcomes

OT Core Subjects Professional Elective

Subjects

Year One Year Two Year Three

RS

202

RS

203

RS

220

RS

226

RS

227

RS

247

RS

248

RS

249

RS

2240A

RS

303

RS

304

RS

331

RS

332

RS

341

RS

345

RS

2240B

RS

320

RS

333

RS

343

RS

346

RS

348

RS

376

RS

3250

RS

405

RS

427

RS

460

RS

4250

RS

401

RS

4260

RS

428

RS

451

RS

452

RS

455

RS

456

RS

457

RS

458

RS

459

and written) to

communicate and

interact effectively with

clients, care-givers,

peers, colleagues and

other health care

professionals with

clarity and sensitivity in

professional manner.

A A

A

6 Effectively use

interpersonal skills to

enhance treatment

process and reduce mis-

understanding and

conflict among peers,

patients, care-givers and

team members.

R I I A I I I R R I I R R R

A

I

R

A

R R

A R

R

A

R

A

R

A

R

A

R

A

R

A

R

A R

A

R

A R

R

A

R

A

R

A

7 Continue ongoing and

professional

development through

participation in

professional

conferences, workshops,

postgraduate studies so

as to keep abreast of

local and internal

professional and

technological

developments in

particular the field of

rehabilitation.

I I I R I R

A R

I

R

I

A R R

R

A

R

A R

R

A R A

R

A R

R

A

R I

53

Programme Intended

Learning Outcomes

OT Core Subjects Professional Elective

Subjects

Year One Year Two Year Three

RS

202

RS

203

RS

220

RS

226

RS

227

RS

247

RS

248

RS

249

RS

2240A

RS

303

RS

304

RS

331

RS

332

RS

341

RS

345

RS

2240B

RS

320

RS

333

RS

343

RS

346

RS

348

RS

376

RS

3250

RS

405

RS

427

RS

460

RS

4250

RS

401

RS

4260

RS

428

RS

451

RS

452

RS

455

RS

456

RS

457

RS

458

RS

459

8 Demonstrate leadership

skills in student

organizations, social

functions, outside visits

to demonstrate the

leadership.

I I I

I

R

A

A R R

A

R

A

R

A

R

A

R I

R

A

A

9 Translate ethical

principles into

responsible and

accountable behaviour

and exhibit appropriate

personal and

professional conduct.

I I R I I I I I R R

A

I

R

A

A

I

R

A

R

A

R

A

R

A R

R

A R

R

A R

A

R

I

R

A

A

R

A

10 Act as responsible

citizens fulfilling social

and civic duties to

promote quality of life

among people with

disabilities in Hong

Kong and China.

I I R I I I I R I

I

R

I

R R R R

R

A R

R

A R R R

R

A

R R