Occupational Therapy, BSc (Hons)

Programme Overview
“Occupational therapy involves assessments and interventions to work or school, self-care, leisure or play, physical environments as well as cognitive, mental and physical components of function to enable individuals affected by physical injury or illness, developmental or learning disabilities, psychosocial dysfunctions or the aging process, to engage in everyday life occupations in order to maximise independent performance of life roles, prevent disability and maintain health.”

The Bachelor of Science (Honours) in Occupational Therapy is a four-year programme designed to provide an excellent educational experience in the theory and practice of occupational therapy. The programme requires successful completion of academic courses and clinical practice education, and aims to equip graduates with knowledge, skills and attitudes to support contemporary development and delivery of occupational therapy, meeting the evolving needs of the Singapore population. Graduates who meet the requirements of the Allied Health Professions Council (AHPC) for registration and practice as an occupational therapist will work in a wide variety of settings. SIT occupational therapy graduates will be competent critical thinkers, occupation-focused, evidence-based, reflective and self-directed practitioners.

Curriculum Structure
The pedagogy is customised to the type of content that needs to be learnt. For example team-based learning, a form of flipped classroom, uses structured small-group learning that emphasises student preparation out of class and application of knowledge in class. Problem-based learning will help students integrate knowledge to cases while promoting skills of enquiry and self-directed learning. Lectures, tutorials and practical sessions will be employed as required in various modules. A variety of assessment methods (e.g., group projects, simulated clinical scenarios) will be used to assess higher order thinking and clinical reasoning skills.

A quality and up-to-date curriculum is ensured through consultations with Industry Advisory Committee, occupational therapists in clinical settings, Singapore Association of Occupational Therapists as well as accreditation and recognition process through the AHPC and the World Federation of Occupational Therapists.

Career Opportunities
Upon completion of the programme, the graduate can be employed as an occupational therapist in a variety of settings, such as acute hospitals, community hospitals, rehabilitation centres, voluntary welfare organisations, special schools, nursing homes, private practices and government agencies.

Eligibility and Exemption

SIT selects candidates for this programme using a holistic approach that considers passion and suitability for the profession, academic achievement, co-curricular involvement and medical clearance. Short-listed candidates will be invited for Multiple-Mini Interviews, consisting of different stations which assess different important attributes such as communication skills.

Listed below are the relevant admission criteria:

A-Level Prerequisites:

  • Obtained a good pass in two of the following H2 subjects: Biology, Chemistry, Physics and Mathematics. And also offered General Paper (GP) or Knowledge & Inquiry (KI) in the same sitting while satisfying the Mother Tongue (MTL) requirements.

Diploma Prerequisites:

  • Completed a relevant full-time local Polytechnic diploma. For the detailed list, please refer to Relevant List of Diplomas.
  • Module exemptions will be considered on a case-by-case basis.
  • Diplomas that are not listed may be considered on a case-by-case basis. Applicants will be assessed for admissions based on a holistic approach and if they meet the following criteria:
    • Obtained a Science/Engineering/IT-related full-time local Polytechnic diploma and/or
    • Has acquired relevant full-time work experience of 1-2 years.

International Baccalaureate Diploma Prerequisites:

  • Obtained a good pass in two of the following: HL Biology, HL Chemistry, HL Physics and HL Mathematics; and one Standard Level (SL) subject while satisfying the Mother Tongue (MTL) requirements.

NUS High School Diploma Prerequisites:

  • A good pass in two of the following: Biology, Chemistry, Physics and Mathematics.

Mandatory English Requirement:

Applicants to the four Allied Health Programmes are required to fulfil ONE of the following English requirements by application closing:

Qualification

English Subject

Minimum Grade Required

GCE 'O' Level

English as First Language

C5

IELTS

IELTS

7.0

Polytechnic Foundation Programme (PFP)

English Modules

C+

GCE A Level

General Paper/Knowledge & Inquiry

D

International Baccalaureate (IB)

SL ‘English A: Language & Literature’ OR

SL ‘Literature & Performance’

4

NUS High School Diploma

EL4101 or higher (EL5101, 6103) modules

C+

Please refer to the Mandatory Medical Clearance for additional requirements.
Shortlisted applicants will be required to sit for a Multiple Mini Interview held on one of these dates as scheduled by the administrator.

MMI dates

24 March 2018 – For NSF only

27 – 28 March 2018

2 – 3 April 2018

7 April 2018 – For NSF only

9 – 13 April 2018

14 April 2018 – For NSF only

16 – 18 April 2018

Selection shall be solely within the discretion of the University and will depend upon the number of places available in the programme.

MODULE SYNOPSIS

Year 1 (Trimester 1)
HSC1001 Anatomy and Physiology 1

The module is designed to equip students with knowledge of the structure and function of the human body and an understanding of the interrelationship among different body systems. The topics include structure and function of cell, cardiovascular system, respiratory system, blood and immune system. Gross anatomy of the limbs, pelvis and chest including general embryology and development of limbs will be covered in this module with emphasis on musculoskeletal structure and function.

HSC1003 Health Systems - Singapore's Perspectives

The World Health Organization (WHO)’s framework of a health system includes resource generation, stewardship, funding and provisioning. The goal of a health system is to improve health, respond to expectations and focus on fairness in financial contribution. In this module, the Singapore health system is described and analyzed within the WHO’s framework. Students will learn to appreciate how policies are developed, health needs identified and met, intersectoral collaborations needed and established, and services organized and evaluated. Through interprofessional studies, they will learn about the needs of patients and the roles of different professions in the health systems addressing those needs.

HSC1004 Psychological and Sociological Perspectives for Health Sciences

Psychology is the scientific study of the mind and behaviour. In this module students will attain an understanding of key psychological concepts. Students will appreciate how psychological theories and research relate to health, illness, and healthcare. Sociology is the study of society, relationships, and social behaviour. Students will consider key sociological concepts and research to broaden their understanding of health, illness, and healthcare as they relate to the individual, family, and society.

OTY1101 Occupational Therapy Theory and Study of Occupation

This module aims to lay the basic foundations in occupational therapy. There are two sections in the module. The first section provides an introduction and overview of concepts of the person, environment and occupation (PEO) critical to the practice of occupational therapy. The module will link between participation, engagement, occupation and well-being. It provides an introduction to occupational therapy theories. The ICF and concept of client-centred practice will be introduced.

The second section of the module focuses on the study of occupation. It aims to introduce the concept of occupation and occupation science. It aims to develop understanding of why people engage in occupation, the outcomes of occupation in society, positive and negative occupations, how occupations influences health and well-being.

Year 1 (Trimester 2)
HSC1002 Anatomy and Physiology 2

This module extends the knowledge gained in Anatomy and Physiology 1, and includes structures and functions of the endocrine system, gastrointestinal tract, renal system and the reproductive system. Gross anatomy of the spine (cervical, thoracic and lumbar) and neurocranium (skull) will be covered in this module with emphasis on the musculoskeletal structures and functions of the spinal vertebrae.

HSC1005 Research - Critical Appraisal of Literature

The module will introduce the quantitative and qualitative methodologies in conducting research in the healthcare industry. The module will cover the common types of research design. By relating to scientific literature, different topics such as sampling, generalizability, blinding, effect size, randomization will be introduce weekly. Alongside introducing the basic methodology, this module focuses on getting students search for evidence in the literature from the different database. It aims to develop skills in searching for evidence, understanding research articles and ability to critically appraise published literature. Part the module will also focus on preparing students on academic writing, alongside working on the critical appraisal of literature.

OTY1006 Occupational Performance across Lifespan

This module provides an introduction to occupational performance and exploration of human psychological and social functioning across the lifespan. The modules aim to help student explain how the typical development of an individual impacts on occupation across from conception to death. A team-based learning approach will be used for this module.

OTY1102 Occupational Therapy Process and Skills

This module aims to introduce the occupational therapy process. Students will learn about the stages involved in the occupational therapy process and the knowledge and skills therapists draw on to support diverse client groups from the point of referral to assessment, service provision and evaluation of outcomes. Students will learn to relate the OT models to the OT process.

The module also introduces the student to the area of activity analysis and therapeutic potential of activity. The module will focus on getting student to differentiate between occupation and activity, as well as differentiating between occupation as means and occupation as ends. Students will perform activity analysis of family members and friends in the real world setting. Students will also engage in a new activity of leisure, exploring the journey of learning and reflecting on how the activity can be used/taught therapeutically. An assignment relating to how all other modules in the trimester are linked to occupational therapy practices will be included.

The module will also prepare students in going out for the practice education and clinical practice. Issues on confidentiality and safety will be emphasised. The module will also focus on developing verbal and non-verbal communication skills, in particular the interaction between students and supervisor, as well as student and clients. Other issues such as conduct, punctuality, professional appearance will be discussed. Students will develop skills in writing reflection diary and report.

Year 1 (Trimester 3)
OTY1904 Clinical Practice Education 1

This module aims to offer practical preparation for learning within the fieldwork setting. Students will spend some hours in the community such as child-care, after school-care, senior activities center, nursing home with the objective to observe typical developing children or older adults’ function and use time. Students may get opportunity to observe occupational therapy in action in some of these settings. This module is linked to concepts of time use, life stages, and activity analysis; which are concepts that students have picked up over the first two trimester. Students will return to class once a week for two hours to discuss what they have learnt.

Year 2 (Trimester 1)
OTY2002 Daily Living Skills

The module provides students with the knowledge and skills to help people with different conditions engage and participate in activities of daily living. The module covers assessments and evidence based interventions for conditions encountered by occupational therapists that impact on daily living. Students will explore the clinical presentations, progression, and prognosis of medical and surgical conditions that will affect one’s ability to perform daily living skills. Students will learn comprehensive assessment and intervention skills in biomechanical, sensorimotor, cognitive and psychosocial performance components that will facilitate engagement and participation. Team-based learning and flipped classroom will be used in this module. Case studies ensure students will synthesise the knowledge and skills, and apply this effectively.

OTY2003 Application of Clinical and Social Psychology in Occupational Therapy

This module builds on the concepts of Psychological and Sociological Perspectives for Health Science taught in Year One, to incorporate social psychological theories such as how socialization norms and roles (in health and disease), class, gender etc affect treatment approaches in illnesses. Social perspectives on health-related behaviour, self-esteem, attitude change, compliance, conformity and prejudice etc will be taught. Students will gain a basic understanding of how social psychology principles underpin changes in people’s behaviour and apply them in mental wellness, stress management, resiliency and disease management programmes.

The module also covers the major classification systems of psychiatric conditions used by mental health professionals, as well as the description, causation, prevention and treatment of common psychiatric conditions. It introduces biological, humanistic, behavioural, social and psychological perspectives of abnormal psychology. Major frameworks such as psychodynamic, cognitive behavioural, person-centred and biomedical approaches will be taught. Common psychiatric assessments as well as the study of abnormal behaviour using scientific research processes are also examined. In the application to occupational therapy, particular emphasis is placed on the recovery movement and psychiatric rehabilitation principles. Contemporary practice of psychological and counselling approaches in the rehabilitation of people with psychiatric disorders are discussed and practiced.

OTY2004 Neuroscience for Occupational Therapists

This module will expand on neuroanatomy taught during the anatomy and physiology modules in year 1. It will cover the structure and function of the central nervous system, from the cerebral cortex to the spinal cord, focusing on the structures and their involvement in executive function, learning and memory, sensory processing and motor control. Students will explore some of the more common neurological disorders encountered in their occupation. Clinical presentations will be linked to brain functions and neuronal systems to facilitate a deeper understanding of the pathophysiology behind these disorders.

OTY2101 Occupational Therapy Intervention and Clinical Reasoning

Through this module, students will further understand and evaluate conceptual and practice models which underpins the philosophy and practice of occupational therapy. It builds up on the OT theoretical models learnt in Year 1. The module will facilitate students to evaluate the application of theoretical knowledge and practical skills of occupational therapy intervention. Students will also be introduced to the concept of clinical reasoning and therapeutic use of self. Occupational-based assessment tools will be introduced. Frames of references (FOR) will be related to OT models, alongside linking in with FOR introduced in other modules in this trimester. An assignment relating to how all other modules in the trimester are linked to occupational therapy practices will be included.

Year 2 (Trimester 2)
HSC2002 Research - Methods and Statistics

More advance research methodologies will be introduced in the module. There will be introduction to a range of statistical methods for health scientists including regression and analysis of variance. The students will be introduced to more complex forms of study designs (e.g. mixed methods design), will be taught how to relate skills of critical appraisal to statistical analysis.

OTY2006 Work and Productivity

The module provides students with the knowledge and skills to help people with different conditions regain work and productive occupations. The module covers assessments and evidence based interventions for conditions encountered by occupational therapists that impact on productive occupations. Students will explore the clinical presentations, progression, prognosis and typical medical and surgical interventions that impact on ability to work. Students will learn technical assessment and intervention skills in biomechanical, sensorimotor, cognitive and psychosocial performance components that will facilitate achieving of productive occupations. Students will also gain assessment and intervention skills related to ergonomics and occupational health to ensure effective environmental adaptation for work and prevent work related injuries. Team-based learning and flipped classroom will be used in this module. Case studies ensure students will synthesise the multiple domain knowledge to manage effective productive occupations.

OTY2007 Leisure and Community Participation

This module focuses on promoting occupational engagement and active participation in leisure activities and community independent living for individuals with different health conditions. The different types of health conditions will be explained in relation to clinical presentations, prognosis, progression and typical medical interventions. As part of the client-centred practices, a series of clinical assessment tools will be explored to better equip the students with skills in conducting occupational focused assessment related to leisure activities and community independent living. Locally available community resources will be explored in this module. Students will need to link prior knowledge of occupational therapy theory and practice to “SMART” goal setting and therapy treatment planning for people with different types of health conditions. The detailed occupational therapy interventions and relevant treatment approaches for various health conditions will be discussed with team-based learning approach in this module. Students are also required to critically appraise the research articles to determine the level of clinical evidence for the searched interventions and apply the learned knowledge to the targeted client groups in local context.

Common local community environmental hazards and improvement will be explored via group projects. Assistive devices, such as power mobility aids, that can be used to promote community participation will be introduced in this module.

OTY2008 Professional Development and Handling Skills

The module prepares students for the block of longer clinical practice education. It covers several aspects including communication skills, moving and handling and documentation. In the communication aspects, it focuses on developing communication skills for the work environment. It aims to facilitate students' awareness of communication in therapeutic contexts and in group situations. It emphasizes on communication skills needed to establish person-centered practice. Communication issues and strategies needed for working with a variety of clients, such as limited language, emotional, service user who are upset and concerned family members will be explored. Verbal and non-verbal communication when working in an inter-professional team will be emphasized. Communication skills required for conflict management and negotiation will be discussed and practiced. This module will also prepare students for the first long block of clinical education. Basic Cardiac Life Support (BCLS) course and mask fitting will occur in the early part of this module to prepare students for clinical placement. The module will also cover in depth communicating with fieldwork supervisor. Documentation as a form of professional communication will also be covered in this module.

In the moving and handling aspect, this module will introduce fundamental principles of mobility and ergonomics. Current ergonomic methods and techniques commonly used by occupational health and safety professionals will be taught. Students will be guided to apply ergonomics principles to their professional practice of occupational therapy. Theory and practice of manual handling and risk assessment will be introduced. Principles from theories, such as NDT will be drawn upon when learning moving and handling techniques for patients with neurological conditions. The course will promote safe handling techniques with emphasis on safety issues with regards to self and others. Students will also be introduced into principles of seating and wheeled mobility. Simulated labs or ward environments may be used to prepare students for clinical environment, highlighting common medical equipment in ward, monitoring of clinical / vital signs and interaction with patients who are connected to devices (e.g., IV lines, catheters, feeding tubes).

OTY2105 Occupational Therapy Group Interventions

This module builds upon the study of occupation, applying principles to working with person with disability. Students will learn about group theories and skills. Relating to the client groups that will be covered in this trimester (e.g. person with mental health condition), students are to integrate OT theory and practice to design various types of group work that support performance. Students will advance in their skills of activity analysis and grading, be able to describe the activity demands of various occupations or activities while interpreting the context of various occupations or activities. Adult learning principles will be covered in this module, with the aim to develop student’s ability to teach, train or coach caregivers. Client-centred and family-centred practice will be reinforced in the module. An assignment relating to how all other modules in the trimester are linked to occupational therapy practices will be included.

Year 2 (Trimester 3)
OTY2909 Clinical Practice Education 2

In addition to the clinical education, students will return half day a week to emphasize the importance of both concrete experience and critical reflection in developing competence as an occupational therapist. To facilitate learning and understanding based on their clinical education experiences, students will be required to use assessment, case presentation and reflection. The students will be required to do a project based on a selected client, integrating daily living skills, leisure and community participation as well as work and productivity, i.e. the previous modules covered in the first two trimester of Year 2.

Year 3 (Trimester 1)
OTY3002 Play, School and Transition

This module addresses the common conditions for children and youth in relation to a range of developmental, mental health and neurological conditions. The module focuses on the impact on children's occupational performance and participation. It facilitates the students to learn about the theories and occupational therapy process within pediatric practice. Frames of reference for addressing issues of occupational performance and participation will be introduced along with appropriate assessment methods, interventions as well as models of service delivery. The concept of person-centred practice will be expanded into family-centred practice. It will also address the participation of children, youth and their families in relation to their home, school and community environments. Students will learn about goal setting and communicating with different stakeholders including the child, family and teachers.

OTY3003 Contemporary Occupational Therapy Practice with Older Adults

This course focuses on the theories of aging and intervention strategies specific to older adults. It expands into conditions and issues older adults face such as falls, cognitive decline / dementia, frailty, anxiety, depression and having multiple conditions. It also explores contemporary issues faced by the society in relation to the aging population, such as nursing home, care by domestic helpers. Concepts of occupational justice will be discussed in relation to some practices when working with older adults. Students will be led into looking at the efficacy of programs targeted at older adults and their caregivers, such as active aging / well-elderly program, retirement planning, fall prevention programs, caregiver support groups. The course will challenge some of pre-existing stereotypes on aging and working with Asian families with varying values such as filial piety. Theories on aging will be covered. Students will get to explore ways to work with the very old (>90s). Issues and strategies such as older adults’ interpretation and values of independence, wellness and understanding of occupation will be covered in depth, relating to the Asian literature. Students will learn about different issues to consider when working with the current older adults versus older adults in the future. This module will be closely related to the various initiatives and direction that the Singapore ministries and agencies are working on in managing the aging population.

OTY3004 Chronic Disease Management, Palliative Care and Occupational Performance

This module is designed to develop student's understanding of the impact of both physical & mental health chronic conditions, with particular focus on palliative condition on occupational performance and participation. Students will develop skills in assessment and service provision relevant to these conditions. Emphasis will be placed on service provision in the primary care, community setting including home therapy. Students will develop ability to design programs that involve self-management and lifestyle redesign to meet the needs of clients with chronic conditions. They will develop communication skills in empowering service users in collaborative generation of intervention strategies.

This module aims also aims to advance OT clinical practice and reasoning when faced with clients with complex issues, or multiple chronic conditions (e.g, obesity, arthritis and depression). Complex case studies will be presented expanding from conditions previously covered. Students will be required to develop assessment and intervention strategies to meet the needs of the client discussed. Through the process of problem based learning and other learning methodologies, students will demonstrate skills in effective communication, team work, critical analysis, reflection, self-direction and problem solving with relevance to the practice of occupational therapy.

OTY3005 Honours Thesis Proposal

Preparation Thesis for students

OTY3101 Occupational Therapy: Complex Case Management

This module aims to develop student knowledge and skills in working with people for whom psychosocial factors affect occupational performance. This course builds on the psychiatric and mental health foundations provided in the earlier course. Content addresses assessment and service delivery processes in psychosocial fields of adult occupational therapy, including: mental health, physical health, ageing and intellectual disability. A specific focus is on understanding the impact of psychological, social, emotional, and behavioural factors that may affect person with either physical or mental health conditions. This module requires student to relate complex cases back to occupational therapy theory while focusing on the psychosocial issues that may affect client and family. Complex case studies will be presented expanding from conditions previously covered. The principle of case management will also be covered in this module. Students are required to integrate theory with evidence based practice when working on the complex case studies. The use of local community resources will be emphasized in this module. An assignment relating to how all other modules in the trimester are linked to occupational therapy practices will be included.

Year 3 (Trimester 2)
OTY3906 Clinical Practice Education 3a

The level of clinical practice education will be more advanced than in Year 2. The expectations are that students can be independent in conducting assessment and conduct part of intervention and evaluation independently towards the end of the 7 weeks.

OTY3916 Healthcare Design Thinking (OT)

Alongside this clinical education, students will be expected to complete an innovative project proposal that applies design thinking principles for improving process of health and rehabilitation services. Through observation and ethnographic research, the students will understand users more insightfully. They would subsequently explore challenges that users face and eventual identify a project within the clinical practice education. After which, they would "test" the prototype in the clinical context to collect feedback. The students will return to university for 2 hours a week to apply the Design Thinking principles in the service improvement project.

OTY4005 Honours Thesis

The aim of the module is to facilitate the students to actively participate in a research process, and in so doing understand the theoretical and practical aspects of research. The module aims to develop a solid appreciation of the value of research in clinical practice. It aims to encourage ongoing critical evaluation in clinical practice.

Year 3 (Trimester 3)
HSC3002 Professionalism, Ethics and Legal Aspects of Healthcare

This module explores the conceptualization of professionalism of the health professionals with respect to identity, the work they perform and autonomy. Both occupational and organizational professionalism will be discussed in the context of the new public managerialism. Besides developing theoretical foundation on understanding professionalism, representatives from the respective health professional associations and bodies will be invited to share with students the importance of membership with professional associations and their advocacy work. Students learn various ethical theories from both the West and the East, and incorporate these in case-based learning activities that also stimulate and chart their moral development. Pertinent healthcare laws locally as they relate to the professional and ethical conduct of health care professionals as well as health services provision will be integrated throughout the module. This module is intended for students from various health sciences disciplines so that interprofessional learning about professional and ethical issues can be achieved.

OTY3008 Engineering and Technology for Healthcare Solutions

This six weeks module aims at getting healthcare professional students in considering how technology can be harnessed to create solution for healthcare problems. Technology use is integral to our functioning across domains including self-care, productivity and social participation. This course will introduce students to concepts of usability and accessibility of both mainstream and assistive technologies. Principles of Universal Design and home modification will be taught. The module will provide students with an opportunity to learn contemporary models of practice framework for assessing and developing the human-technology interface. Students will understand the importance of service delivery processes in optimising the performance of persons with disabilities using technology and identify the availability of government funding resources. The students will also explore how occupational therapists can work with other stakeholders such as engineers and information communication technology experts to come up with designs that can lead to the development of inclusive practices. The module will be supported by engineering faculty and visiting professors with rich experience in healthcare technology.

OTY3907 Clinical Practice Education 3b

The level of clinical education will be more advanced than in Year 2. The expectations are that students can be independent in conducting assessment and conduct part of intervention and evaluation independently towards the end of the 7 weeks.

OTY3917 Linking Theory, Evidence and Practice

This module is done alongside clinical practice education 3b, where students are required to apply OT theory and evidence in the literature to clinical case example in the Clinical Practice Education. Students will be required to use evidence to support or critique a practice within the context of the clinical practice education. The use of e-portfolio will be required for students to documents clinical skills gained over the clinical practice education.

OTY4005 Honours Thesis

The aim of the module is to facilitate the students to actively participate in a research process, and in so doing understand the theoretical and practical aspects of research. The module aims to develop a solid appreciation of the value of research in clinical practice. It aims to encourage ongoing critical evaluation in clinical practice.

Year 4 (Trimester 1)
OTY4005 Honours Thesis

The aim of the module is to facilitate the students to actively participate in a research process, and in so doing understand the theoretical and practical aspects of research. The module aims to develop a solid appreciation of the value of research in clinical practice. It aims to encourage ongoing critical evaluation in clinical practice.

OTY4901 Clinical Practice Education 4

This is the final level of clinical education. The expectations are that students work towards independently taking on a proportion of the workload towards the end of the block of clinical practice education.

OTY4911 Critical Appraisal of OT Practice

This module is done alongside clinical practice education 4, where students are required to apply OT theory and evidence in the literature to clinical case examples in the Clinical Practice Education. Students will be required to use evidence to support or critique a practice in within the context of the clinical practice education. A reflection piece of work is also required for students to reflect if there are things they should unlearn, learn or relearn based on their clinical experience or process of gathering evidence.

Year 4 (Trimester 2)
HSC3001 Change Management

Through this module, students will develop understanding related to the challenges and opportunities presented by changes in science, technology, society and organisations. Popular narratives related to the disciplines of science and technology often frame these disciplines as both providing and based upon absolute truth, and formed through singular evolutions. Such narratives present current advancements in science and technology as unproblematic and inevitable processes of evolution. These narratives often fail to take into account alternative narratives and social, political and cultural reasons for the changes, and as such present the reader a view that is at best static and at worst prejudiced. In recent years, scholars have repeatedly demonstrated that science and technology are as fluid and malleable as the people who produce them. Through a focus on themes of “Social Change”, “Organizational Change” and “Individual Change”, the students will develop understanding of how change occurs, why it occurs, and what we can do to anticipate, encourage and manage change. Students will think about and discuss a range of benefits that managing and understanding change may contribute to their lives, the organizations in which they work and society as a whole. Organisational change theories, and concepts regarding resistance to change will be introduced and discussed. Students will develop knowledge of individual change. Through exploring individuals’ strengths and concepts of occupational identity, students will identify individual coping mechanisms that may be employed when dealing with change. Students will discuss the potential ways of becoming a change agent for an organization and society. The students will learn about being a recipient of change as well as an agent / future leader for change.

HSC4001 Health Systems - Global Perspectives

This module provides the opportunity for students to expand their knowledge and understanding of contemporary global health issues. The major challenges in global health will be discussed and the management of such addressed. The main focus will be on the four main non-communicable diseases: cancer, cardiovascular disease, chronic lung disease and diabetes which lead to death in three in five people worldwide. The overall aim is to broaden perspectives on health services development, provisioning and delivery, as well as factors that contribute to strengthening the health systems of developing and developed countries.

HSC4002 Interprofessional and Professional Issues for Entry into Practice

This module aims to prepare students with the concept of Professional & Inter-professional education (IPE), to provide patient care in a collaborative team environment. In Inter-professional Education students will work in small interdisciplinary groups designed to model working professional teams. The emphasis is on developing an understanding of other disciplines’ roles and improving awareness of how effective teamwork and communication may benefit the care of patients with chronic diseases. Through this module, students will be well-prepared to enter collaborative practice inter-professional partnerships for the optimization of patient health outcomes.

OTY4004 Leadership and Management in Occupational Therapy

This module will look into developing leadership skills in occupational therapy. Leadership theories will be introduced. Students will be led into identifying skills required for management such as budgeting, manpower planning, sourcing for funding. This module is highly tailored to the local context with the intention of introducing students to the various local resources available to tap on. Local examples of leadership and management will be presented. Students will also gain skills in marketing a service developed. Students will work on a service development proposal alongside other module in the trimester. In addition, they will learn about international and local accreditation systems that our local health care sector commonly adopts (eg: JCI, QEHS). Students will also gain insight on System Thinking and consider how OTs can effect change within the systems will help in care transformation.

 

OTY4005 Honours Thesis

The aim of the module is to facilitate the students to actively participate in a research process, and in so doing understand the theoretical and practical aspects of research. The module aims to develop a solid appreciation of the value of research in clinical practice. It aims to encourage ongoing critical evaluation in clinical practice.

OTY4006 Occupational Justice and Disabilities Studies

This module aims to introduce students’ understanding in occupational justice both locally and globally. This course will provide students with knowledge of issues on humanitarian rights, occupational justice, and terms such as occupational alienation, deprivation, marginalisation, imbalance and erosion. The concepts of human rights and global citizenship will be reviewed and critiqued, and this will be extended to the Singapore context. Students will explore concepts of occupational justice in relation to disability studies. It develops students’ ability to critically evaluate issues (including own attitudes) related to the experiences of disability. Skills such as developing communication skills for social change including advocacy skills will be developed. Critical and ethical reasoning will be required. Students will interact with advocates for disability rights such as person with disability who campaign for rights in the community. The module will also cover some of the sociological issues when working with clients and get students to explore issues on clients-practitioner relationships.

OTY4102 Occupational Therapy: Advanced Theory and Practice

In this module, student will integrate key concepts and knowledge taught in the entire four-year course. There are two components in the module, namely a service delivery project and a practical section. In the service delivery project, students will work in groups to develop a programme for an emerging area of practice, integrating theory and evidence. In the practical sessions which occur as a boot-camp, students will be working with standardised patients at different stations, while being assessed for their ability to communicate, conduct assessment, plan and carry out intervention. Students will be required to integrate theory, evidence, clinical reasoning and practical competency while working through the OT process with different standardised patients at different stations. An assignment relating to how all other modules in the trimester are linked to occupational therapy practices will be included.

Campus Location
SIT@Dover
SIT@Dover

10 Dover Drive
Singapore 138683