A CURRICULUM-BASED ON SYSTEMS-THEORY

This paper describes an entry-level curriculum based on systems theory that was designed to promote integrated thinking and a shared image o f practice among all of the members of an educational community that i ncluded students, faculty, and clinicians. Initiated in 1983, the prog ram integrates occupational therapy theory, critical thinking, and kno wledge about person-environmental transactions with traditional medica l, biological, psychological, and sociological course work to create a unique educational experience. The curriculum model is based on a spi ral learning process that encourages integrated thinking. Furthermore, all concepts are systematically tied to the occupation core, the cent ral theme of the program. Fieldwork is used to reinforce ideas present ed in the classroom and features discrete learning experiences where s tudents demonstrate their integration of knowledge and skills. In an e valuation of the program, responses from 78 clinician, 51 alumni, and 132 student questionnaires; feedback from 132 fieldwork supervisors; a nd longitudinal data from 33 alumni confirmed that graduates are criti cal thinkers who appreciate the diverse needs of clients while demonst rating an appreciation for the curative effect of meaningful, goal-dir ected activities.