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Unit of study_

OCCP5207: Assessing Evidence for OT Practice

Knowing how to locate, understand and use evidence in occupational therapy (OT) practice is an essential skill for all OTs. It is also essential for OTs to take their place as responsible members of local, national, international and professional communities of practice. In this unit of study, students will learn how to search for, appraise and summarise research evidence relevant to occupational therapy practice. Students will have the opportunity to explore diverse areas of OT practice by critically examining the research and considering the application of that research in practice.

Details

Academic unit Participation Sciences
Unit code OCCP5207
Unit name Assessing Evidence for OT Practice
Session, year
? 
Semester 1, 2021
Attendance mode Normal day
Location Remote
Credit points 6

Enrolment rules

Prohibitions
? 
None
Prerequisites
? 
None
Corequisites
? 
OCCP5237
Assumed knowledge
? 

Research Methods

Available to study abroad and exchange students

No

Teaching staff and contact details

Coordinator Anne Cusick, anne.cusick@sydney.edu.au
Administrative staff Queries should be directed to Sydney School of Health Sciences learning and teaching administrative unit at: shs.ltadmin@sydney.edu.au
Type Description Weight Due Length
Final exam (Take-home extended release) Type E final exam Take home exam - 30%
Take home exam - 24 hour release
30% Formal exam period 24 hours
Outcomes assessed: LO1 LO9 LO8 LO7 LO6 LO5 LO4 LO3 LO2
Assignment Clinical case study Part 1 - 25%
Clinical case study using short answers in question template
25% Week 05
Due date: 01 Apr 2021 at 23:00

Closing date: 01 Apr 2021
2000 words short answers in template
Outcomes assessed: LO1 LO9 LO8 LO5 LO3 LO2
Assignment Clinical Case Study Part 2 - 15%
Skills-base assessment being a 15-minute journal club presentation
15% Week 08
Due date: 30 Apr 2021 at 23:00

Closing date: 30 Apr 2021
15 Minutes
Outcomes assessed: LO1 LO3 LO4 LO5 LO6 LO8
Assignment Clinical Case Study Part 3 - 30%
2000 words short answer in clinical case questions template
30% Week 13
Due date: 04 Jun 2021 at 23:00

Closing date: 04 Jun 2021
2000 words of short answers in template
Outcomes assessed: LO1 LO2 LO5 LO6 LO7 LO8 LO9
Participation Tutorial participation - 0% - pass/fail
Participation in minimum 10 tutorials by mode indicated in weekly schedule
0% Weekly
Due date: 05 Mar 2021 at 17:00

Closing date: 04 Jun 2021
2 hours per week in tutorial
Outcomes assessed: LO1 LO2 LO3 LO4 LO5 LO6 LO7 LO8 LO9
Type E final exam = Type E final exam ?
  • Attendance: Attend a minimum of 10 tutorials by mode indicated in weekly schedule. Pass/Fail 

  • Clinical case study in three parts: Part One responses in proforma; Part Two skills based assessment in the form of a simulated journal club presentation; Part Three responses in proforma.

  • Final Exam: Take home exam using short answer questions.

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1).

As a general guide, a high distinction indicates work of an exceptional standard, a distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

Result name

Mark range

Description

High distinction

85 - 100

 

Distinction

75 - 84

 

Credit

65 - 74

 

Pass

50 - 64

 

Fail

0 - 49

When you don’t meet the learning outcomes of the unit to a satisfactory standard.

For more information see sydney.edu.au/students/guide-to-grades.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

  • Deduction of 5% of the maximum mark for each calendar day after the due date.
  • After ten calendar days late, a mark of zero will be awarded.

This unit has an exception to the standard University policy or supplementary information has been provided by the unit coordinator. This information is displayed below:

Usual university policies apply

Special consideration

If you experience short-term circumstances beyond your control, such as illness, injury or misadventure or if you have essential commitments which impact your preparation or performance in an assessment, you may be eligible for special consideration or special arrangements.

Academic integrity

The Current Student website provides information on academic honesty, academic dishonesty, and the resources available to all students.

The University expects students and staff to act ethically and honestly and will treat all allegations of academic dishonesty or plagiarism seriously.

We use similarity detection software to detect potential instances of plagiarism or other forms of academic dishonesty. If such matches indicate evidence of plagiarism or other forms of dishonesty, your teacher is required to report your work for further investigation.

WK Topic Learning activity Learning outcomes
Week 01 Introduction to evidence based practice (EBP) in ocupational therapy. ONLINE LECTURE MODULE - VIEW BEFORE DOING TUTORIAL ONE Online class (1 hr) LO1 LO9
Orientation to unit process, weekly topics and assessments. Building your EBP skill portfolio. INDEPENDENT LEARNING TUTORIAL - NO SCHEDULED ONLINE CLASS - DO THIS TOPIC MODULE AND SUBMIT LEARNING ACTIVITY BY THE END OF WEEK 2 TO HAVE YOUR 'ATTENDANCE' RECORDED Online class (2 hr) LO1 LO9
Week 02 International health classifications and how they help OTs name, frame and understand problems needing OT. ONLINE LECTURE MODULE - VIEW BEFORE DOING TUTORIAL TWO Online class (1 hr) LO1 LO2 LO5
EBP skill 1. Audit your baseline knowledge and skill. EBP skill 2. Access and use interprofessional health classifications in OT evidence-based practice. INDEPENDENT LEARNING TUTORIAL - NO SCHEDULED ONLINE CLASS - DO THIS TOPIC MODULE AND SUBMIT LEARNING ACTIVITY BY THE END OF WEEK 3 TO HAVE YOUR 'ATTENDANCE' RECORDED Online class (2 hr) LO1 LO5 LO9
Week 03 The EBP process - five steps to better clinical decisions. ONLINE LECTURE MODULE - VIEW BEFORE DOING TUTORIAL THREE Online class (1 hr) LO1 LO2 LO9
EBP skill 3. How to ask EBP questions - practice issues and answerable questions. SCHEDULED ONLINE TUTORIAL - ATTENDANCE REQUIRED Tutorial (2 hr) LO1 LO2 LO5
Week 04 Accessing relevant, high quality evidence to answer practice questions. ONLINE LECTURE MODULE - VIEW BEFORE DOING TUTORIAL FOUR Online class (1 hr) LO2 LO3 LO4
EBP skill 4: Selecting search terms. EBP skill 5: Choosing and using search engines and data bases. EBP skill 6: Retrieving and storing relevant sources. SCHEDULED ONLINE TUTORIAL ATTENDANCE REQUIRED. Tutorial (2 hr) LO3 LO4 LO5
Week 05 Appraising the quality of evidence - heirachies of research evidence; introduction to critical appraisal. ONLINE LECTURE MODULE - VIEW BEFORE TUTORIAL FIVE Online class (1 hr) LO1 LO6 LO7
EBP skill 7: Accessing the right kind of critical appraisal tools. EBP skill 8: Critical appraisal of expert opinion evidence SCHEDULED ONLINE TUTORIAL ATTENDANCE REQUIRED Tutorial (2 hr) LO2 LO5 LO6 LO7
Week 06 Evidence about prevalence - critical appraisal of cross sectional studies. ONLINE LECTURE MODULE - VIEW BEFORE TUTORIAL SIX Online class (1 hr) LO2 LO7 LO9
EBP skill 9: Critical appraisal of evidence from case control and observational cohort studies. SCHEDULED ONLINE TUTORIAL ATTENDANCE REQUIRED Tutorial (2 hr) LO2 LO6 LO7 LO9
Week 07 Evidence about diagnosis - critical appraisal of instrumentation studies. ONLINE LECTURE MODULE - VIEW BEFORE DOING TUTORIAL SEVEN. Online class (1 hr) LO2 LO5 LO6 LO7 LO9
EBP skill 10: Critical appraisal of evidence about assessments. INDEPENDENT LEARNING TUTORIAL - NO SCHEDULED ONLINE CLASS - DO THIS TOPIC MODULE AND SUBMIT LEARNING ACTIVITY BY THE END OF WEEK 8 TO HAVE YOUR 'ATTENDANCE' RECORDED Online class (2 hr) LO2 LO5 LO6 LO7 LO8
Week 08 Evidence about effects of treatments/ interventions - SCEDs. EBP skill 11 - critical appraisal of SCEDS. ONLINE LECTURE MODULE - VIEW BEFORE TUTORIAL EIGHT Online class (1 hr) LO2 LO6 LO7 LO8 LO9
Effects about effects of treatments/interventions - RCTs. EBP skill 12 - critical appraisal of RCTs. SCHEDULED ONLINE TUTORIAL ATTENDANCE REQUIRED Tutorial (2 hr) LO2 LO3 LO6 LO7 LO8
Week 09 Evidence about treatment/ interventions effects - critical appraisal of systematic reviews. ONLINE LECTURE MODULE - VIEW BEFORE TUTORIAL NINE Online class (1 hr) LO3 LO6 LO7 LO8
EBP skill 13: Critical appraisal of systematic reviews and meta-analyses. SCHEDULED ONLINE TUTORIAL ATTENDANCE REQUIRED Tutorial (2 hr) LO3 LO4 LO6 LO7
Week 10 Evidence about a topic, field, problem or practice - scoping reviews. EBP skill 14: Critical appraisal of scoping reviews. ONLINE LECTURE MODULE - VIEW BEFORE DOING TUTORIAL 10 Online class (1 hr) LO2 LO3 LO4 LO5 LO6 LO7 LO8
Evidence about the meaning of experience -qualitative research designs. EBP skill 15: Critical appraisal of qualitative studies. SCHEDULED ONLINE TUTORIAL ATTENDANCE REQUIRED Tutorial (2 hr) LO2 LO3 LO5 LO6 LO7 LO8
Week 11 Applying evidence in practice - locating and using clinical practice guidelines. ONLINE LECTURE MODULE - VIEW BEFORE TUTORIAL 11 Online class (1 hr) LO1 LO2 LO5 LO7 LO8 LO9
EBP skill 16: critical appraisal of clinical practice guidelines. SCHEDULED ONLINE TUTORIAL ATTENDANCE REQUIRED Tutorial (2 hr) LO1 LO2 LO3 LO4 LO5 LO6 LO7 LO8 LO9
Week 12 Applying evidence in practice - knowledge translation in clinical reasoning and goal-directed, person-centered care. ONLINE LECTURE MODULE -VIEW SOMETIME WEEK 12 Online class (1 hr) LO1 LO2 LO7 LO8 LO9
Review of EBP process skill portfolio - ask, access, appraise, apply, audit. INDEPENDENT LEARNING TUTORIAL - NO SCHEDULED ONLINE CLASS - DO THIS TOPIC MODULE LEARNING ACTIVITIES AND SUBMIT BY END OF WEEK 13 TO HAVE YOUR 'ATTENDANCE' RECORDED Tutorial (2 hr) LO1 LO2 LO3 LO4 LO5 LO6 LO7 LO8 LO9
Week 13 The value and relevance of EBP knowledge and skills, as a foundation for professional OT practice. ONLINE LECTURE MODULE - VIEW SOMETIME WEEK 13 Online class (1 hr) LO1 LO8 LO9
Applying evidence in practice - the 5 A's and the OT process. INDEPENDENT LEARNING TUTORIAL - NO SCHEDULED ONLINE CLASS - DO THIS TOPIC MODULE LEARNING ACTIVITIES TO HELP YOU PREPARE FOR THE END OF SEMESTER EXAM Tutorial (2 hr) LO1 LO2 LO3 LO4 LO5 LO6 LO7 LO8 LO9

Attendance and class requirements

Attendance: To meet minimum requirements students must complete all components of the course. Attendance at 10 of the 13 classes using the mode specified in the weekly topic guide is requied.

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Required readings

Atchison, B. & Diane Dirette, D. (2017). Conditions in Occupational Therapy: Effect on Occupational Performance 5th Edition. Philadelphia: Wolters Kluwer Health (Various chapters depending on the clinical case)

Brown, T. & Bourke-Taylor, H. (2017). Assessment in occupational therapy. Chapter 22 in Brown et al., (Eds). Occupational therapy in Australia: professional and practice issues. Melbourne: Allen & Unwin, pp.296-310. [note – the second edition is due for release in April 2021. The updated Assessment Chapter is Number 25. Either the first or second editions are suitable readings for this unit]. 

Cordier, R. & Wilkes-Gillan, s. (2017). Evidence-based practice in occupational therapy. Chapter 12 in Brown et al., (Eds). Occupational therapy in Australia: professional and practice issues. Melbourne: Allen & Unwin, pp.140-155. [note – the second edition is due for release in April 2021. The updated EBP Chapter is Number 15. Either the first or second editions are suitable readings for this unit]. 

Cusick, A. & McCluskey, A. (2001). Becoming an evidence-based practitioner through professional development. Australian Occupational Therapy Journal, 47(4) 159-170. doi:  10.1046/j.1440-1630.2000.00241.x

Cusick, A. & Ottenbacher, K. (1990). Clinical evaluation and research in occupational therapy: single system designs. Australian Occupational Therapy Journal, 37 (1) 31-38. doi:  10.1111/j.1440-1630.1990.tb01227.x

Hoffmann., T., Bennett, S. & Del Mar, S. (2017). Evidence-based practice across the health professions (3rd Ed.). Sydney: Elsevier. [This is the Unit Textbook]

Joanna Briggs Institute (2021). JBI EBP Resources, [website] https://jbi.global/ebp

Lane, JD., Ledford, JR. & Gast, DL. (2017). Single-Case Experimental Design: Current Standards and Applications in Occupational Therapy. American Journal of Occupational Therapy, 71(2)7102300010. doi: 10.5014/ajot.2017.022210

McKinstry,C., Brown, T. & Gustafsson, L. (2014). Scoping reviews in occupational therapy: the what , why and how to. Australian Journal of Occupational Therapy, 1: 58-66. doi: 10.1111/1440-1630.12080

OT Australia (2019). Evidence-based practice position statement. OT Australia. Available at: https://otaus.com.au/publicassets/90977488-f433-e911-a2c2-b75c2fd918c5/ebppositionstatsement.pdf

Oxford Centre for Evidence-based Medicine (2021). Resources: EBM guides and practice how tos for researchers, clinicians, students and teachers, OCEBM. [website] https://www.cebm.ox.ac.uk/resources

Taylor, R. (2017). Critically appraising and classifying published and presented research. Chapter 5 in Kielhofner’s research in occupational therapy: methods of inquiry for enhancing practice. Editor R.R. Taylor, Philadelphia: FA David Company. pp.47-58

Taylor, R. (2017). Occupational therapy as an evidence-based practice profession. Chapter 1 in Kielhofner’s research in occupational therapy: methods of inquiry for enhancing practice. Editor R.R. Taylor, Philadelphia: FA David Company. pp.1-10

In addition there will be a prescribed reading for each tutorial activity to enable students to practice applying an EBP skill to a piece of evidence (an article). 

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University’s graduate qualities and are assessed as part of the curriculum.

At the completion of this unit, you should be able to:

  • LO1. Define and explain the process of evidence-based (occupational therapy) practice
  • LO2. Formulate clear clinical questions based on problems commonly encountered in occupational therapy practice
  • LO3. Search the literature for relevant evidence using electronic search strategies, keywords, relevant databases, journals, web, and print-based materials
  • LO4. Use bibliographic referencing software to manage information collected so that evidence is accessible, manageable, and useful to support current and future practice decisions
  • LO5. Describe the importance of acknowledging and referencing sources of information in written documents, and use relevant referencing conventions
  • LO6. (critically) appraise evidence for its validity and usefulness, by selecting and using appraisal tools relevant to the type of study designs being appraised
  • LO7. Understand the strengths and weaknesses of different types of evidence (qualitative and quantitative) including systematic reviews, randomised controlled trials, descriptive studies, expert opinion, and unpublished information
  • LO8. Describe the process of applying evidence in practice (implementation)
  • LO9. Reflect on the value and relevance of EBP knowledge and skills, as a foundation for professional OT practice.

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1 Depth of disciplinary expertise

Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.

GQ2 Critical thinking and problem solving

Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.

GQ3 Oral and written communication

Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.

GQ4 Information and digital literacy

Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.

GQ5 Inventiveness

Generating novel ideas and solutions.

GQ6 Cultural competence

Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.

GQ7 Interdisciplinary effectiveness

Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.

GQ8 Integrated professional, ethical, and personal identity

An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.

GQ9 Influence

Engaging others in a process, idea or vision.

Outcome map

Learning outcomes Graduate qualities
GQ1 GQ2 GQ3 GQ4 GQ5 GQ6 GQ7 GQ8 GQ9
LO1         
LO2         
LO3         
LO4         
LO5         
LO6         
LO7         
LO8         
LO9         
Australian occupational therapy competency standards 2018 -
Competency code Taught, Practiced or Assessed Competency standard
1.1 T A Complies with the Occupational Therapy Board of Australia’s standards, guidelines and Code of conduct
1.13 A T P Manages resources, time and workload accountably and effectively
1.16 A T P Contributes to education and professional practice development of peers and students, and
2.1 T P A Applies current and evidence-informed knowledge of occupational therapy and other appropriate and relevant theory in practice
2.10 T P A Maintains digital literacy for practice.
2.2 T P A Applies theory and frameworks of occupation to professional practice and decision-making
2.3 T P A Identifies and applies best available evidence in professional practice and decision-making
2.6 T P A Maintains and improves currency of knowledge, skills and new evidence for practice by adhering to the requirements for continuing professional development
2.8 A Reflects on practice to inform current and future reasoning and decision-making and the integration of theory and evidence into practice
2.9 T P A Maintains knowledge of relevant resources and technologies, and
3.7 T P A Reflects on practice to inform and communicate professional reasoning and decision-making
3.8 T P Identifies and uses practice guidelines and protocols suitable to the practice setting or work environment
4.1 A T P Communicates openly, respectfully and effectively
4.10 A T P Seeks and responds to feedback, modifying communication and/or practice accordingly, and
4.11 T P A Identifies and articulates the rationale for practice to clients and relevant others.
4.2 A T P Adapts written, verbal and non-verbal communication appropriate to the client and practice context
Students liked the clinical case and having to apply EBP skills to clinical decisions for the case. Students liked the online lecture-modules and the skill-focussed tutorials so I am keeping them. Students suggested fixed assessment dates which I have done in 2021. Students rated learning activities, assessments and resources highly.

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