Adfinal-OT Validation Document Draft 11-06-2012

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Bsc (Hons) Occupational Therapy [Athens]

Validation Document

2012



General Information

Name of Institution Queen Margaret UniversityQueen Margaret University DriveMusselburghEast LothianEH21 6UU

Principal Petra Wend

Dean/Head of School Dr Fiona Coutts

Head of Division Ian McMillan

Occupational Therapy Professional Lead Linda Renton

AKMI METROPOLITAN COLLEGE

Programme Leader Dr. Panagiotis Siaperas (p/t)

Programme Team

Level 1 Co-ordinator Aikaterini BourikaLevel 2 Co-ordinator Polixeni SkaltsiLevel 3 Co-ordinator Eliza Maglari

Level 4 Co-ordinator Panagiotis Siaperas

Admissions Tutor Tatiana Xenou

Academic Disabled Student Co-ordinator TBC

Professional Practice Tutor Eliza Maglari

Lecturer TBC

Technical Support Ilias Verros

School office Team TBC

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Degree Programme

Title of the programme BSc(Hons) Occupational Therapy

Type of programme Modular

SHE level 4 Eligibility to apply for registration with HealthProfessions Council via the International route

SCQF level 10

Number of weeks: 120 weeks over four years

Number of practice placement weeks – 28 weeks

Mode of attendance: Full time

Number of students predicted on the programme:

Academic year 2012-13 15-20

Academic year 2013-14 20-25

Academic year 2014-15 30

Date of commencement – October 2012

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General information

Programme Specification

Contents

Section A

1.0. Context for the BSc(Hons) Occupational Therapy

1.a. Mission

1.b. Vision Statement

2.0. AMC as Part of a Larger Educational Organisation

2.1. AMC Brief Profile

2.2. Rational For Collaborative Development – Institutional Plans

2.3. Location - Building Facilities – Infrastructure

3.0. Current status of AMC in collaboration with the OT Department of QMU/

Division of Nursing, Occupational Therapy and Arts Therapies

3.1. The Division of Nursing, Occupational Therapy and Arts Therapies

3.2. The OT Status in Greece

4.0. Rationale for Programme

5.0. Market Research Show evidence for your market.

5.1 Meetings with professional practice educators5.2. Other opportunities for market research

5.3. Involvement of practitioners and others on the course planning process relate to your

situation

5.4 Evidence from first destination statistics

6.0. Course Philosophy

7.0. Programme Aim

7.1. Programme Aims and Learning Outcomes

7.2 Educational Aims of the Bsc (Hons) Occupational Therapy [Athens]

7.3 Learning outcomes of the BSc(Hons) Occupational Therapy

7.4 Level 1 BSc(Hons) Occupational Therapy

7.5 Level 2 Bsc (Hons) Occupational Therapy [Athens]



8.0. Curriculum Model

Table 1: Curriculum Structure AKMI Metropolitan College Module coordinator: Module

team

9.0. Student Support

9.1 Academic Tutor Support

9.1.a. Personal Academic Tutor (PAT)

9.1.b. Academic Learning Centre

9.1.c. Counselling Centre

9.1. d. Careers and Employability Centre

9.1.e. Drop-in-Service

9.1.f. Workshops, Talks, Presentations

9.1.g. Vacancies9.1.h. MOODLE

9.1.i. Student Handbook

9.1.j. English Language support

9.2 Widening Access

9.3. Equal Opportunities

10.0. Student Experience and Progression through the Programme

10.1. Philosophy

10.2. Induction

10.3. Level 1

10.3.a. Assessment

10.4. Level 2

10.4.b. Assessment10.5. Level 3

10.5.b. Assessment

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10.6. Level 4

10.6.b. Assessment

11.0. Practice Education

11.1 Introduction

11.2 Practice placement delivery pattern

Table 2: Practice placement delivery pattern for Bsc (Hons) Occupational Therapy

[Athens]

11.3 Models of supervision during practice education

11.3.a. Apprenticeship model (1:1)

11.3.b. Peer assisted learning model (2:1)

11.3.c. Split/Shared Model (1:2)

11.3.d. Project focussed model

11.4. Responsibilities during practice education

11.4.a. Responsibilities of the practice educator

11.4.b. Responsibilities of the Personal Academic Tutor

11.4.c. Responsibilities of the student

11.4.d. Responsibilities of the practice placement co-ordinator

11.4.e. Responsibilities of the professional practice tutor

11.5 Practice placement locations11.6 Major themes for practice placement modules

11.6.a. Year 1: Professional Practice Placement 1(PPP1)

11.6.b. Year 2: Professional Practice Placement 2 (PPP2)

11.6.c. Year 3: Professional Practice Placement 3 (PPP3)

11.6.d. Year 4: Professional Practice Placement 4 (PPP4)

11.7 Aims for professional practice placements

11.8 Integrating knowledge and practice

11.9 Learning agreement

11.10 Reflective diary

11.11 Practice education accreditation portfolio

11.12 Preparing students for practice placements

11.12.a. Moodle

11.12.b. Practice Education Passport

11.12.c. Copy of Criminal Record

11.12.d. Health Clearance Checks

11.12.e. Uniforms

11.12.f. Handbooks

11.12.g. Workshops

11.12.h. Preceptor Education Programme (PEP) for Health Care Professionals and Students

11.12.i. Risk management

11.12.j. Individual meetings

11.13 Supporting students during practice education

11.14. Assuring the quality of practice placements

11.15 Communication and support mechanisms with placement providers and practice

educators11.15.a. Practice-based Learning Support web site

11.15.b. Individual support

11.15.c. Workshops

11.16 Practice placement allocation process

11.17 Assessment of students’ performance during practice education

11.18. Student evaluation of practice placements

11.19. Appeals procedure

12.0. Entry to the programme

12.1. Principles of Recruitment


12.3. Criminal Convictions

12.4. Protecting the Public12.5. Disability and Mental Health Issues

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12.5.a. Self-evaluation

12.5.b. Mental Health Issues

12.6 Entry Requirements for the B.Sc. (Hons) in Occupational Therapy

12.6.a. Introduction

12.6.b. Standard Entrants

12.6.c. Greek Language Requirements for International Students

13.0. Learning, Teaching and Assessment

13.1. Learning

13.1. a. Personal and Professional Portfolio

13.1. b. Experiential Work

13.1. c. Concept Mapping

13.1. d. Teaching and Learning Opportunities

13.1. e. Helping Learners Become Confident in Clinical Reasoning

13.1. f. Learning Through Technology

13.2 Teaching

13.3 Assessment

13.3.a. Assessment Feedback

13.3. Assessment Schedule

14.0. Programme Management14.1 The Teaching Team

14.2 The role of the programme leader shall include:

14.3 The role of level co-ordinator shall include:

14.4 The role of module co-ordinator shall include:

14.5 The role of practice placement tutors shall include:

14.6 The role of the academic tutor shall include:

14.7 Academic Disabled Student Co-ordinator

14.8 Personal and Professional Development Portfolio

14.8. a. Purpose

14.8. b. Process

14.9. Management of student support

14.9.1. Student Support

14.10 Programme Committee (PC)

Terms of Reference:

14.11 Student/Staff Consultative Committee (SSCC)

14.11.1. Function

14.11.2. Remit

14.11.3. Membership

14.12 Board of Examiners

14.12.1. Membership of the Board of Examiners shall be:

14.12.2. Members ex-officios: external examiners

14.12.3. Secretary to the Board of Examiners

14.13 Sub-committee of Board of Examiners

14.13.1. Membership

14.13.1. Membership includes:14.14 Joint Board of Studies

15.0. Quality Assurance Mechanisms of the Programme

15.1 Quality Assurance of the Programme

15.2 Programme Management

15.3 Staff Support and Supervision.

15.4 Internal Verification

15.4.1. Assessment Verification

15.4.2. Mark Verification

15.5 Feedback Mechanisms.

16.0. Staff Research and Development

17.0. Resources

17.1. Learning Resource Centre (LRC)17.2. Educational Resources

17.2.1. Teaching facilities

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17.2.2. Hardware information:

17.2.3. Software information

17.2.4. Specialist Rooms/ Laboratory Facilities

17.2.5. Specialised computer software

17.3 New Developments

17.4 Student Facilities

18.0 Academic staff

18.1 Professional Practice placements

19.0 Support staff

20.0. Regulations and Progression of Students

20.1 Admission Regulations

20.1.1 Minimum Entry Requirements

20.1.1.1 Typical entry:

20.1.1.2. Recognition of Prior Learning (RPL)

20.1.1.3. Equal Opportunities

20.1.1.4. English language requirements

20.1.1.5. Criminal Conviction Checks

20.1.1.6. Health Screening

20.2 Award Regulations20.2.1. Undergraduate programmes

20.3. Reassessment

20.4. Programme specific academic regulations:

21.0 Procedures for Dealing with Professional Unsuitability and Fitness to Practice.

21.1 University Fitness to Practice Panel

21.2. Monitoring students’ fitness to practice on the Bsc (Hons) Occupational Therapy [Athens]

21.3. Disability and health issues

21.4. Professional unsuitability

21.5 Appeals Procedure

21.6 Formal stage

22.0 References used to inform the validation document

Section B

Proposed Calendar

Module descriptors

Level 1

Level 2

Level 3

Level 4

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1.0. Context for the BSc(Hons) Occupational Therapy

From its very inception, Queen Margaret University has focused on addressingsociety’s needs. Today, with all the economic and social problems facing society, thisfocus on relevance is all the more important.

As well as preparing our graduates for useful careers through providing them with athoroughly relevant education, our teaching and research is designed to address thesocial and economic issues affecting Scotland, the UK and the rest of the world.Our strategic plan is designed to ensure the future sustainability of Queen MargaretUniversity as an independent university and to enable us to maximise our positiveimpact on society.

1.1. MissionQueen Margaret University’s mission is to enhance the well-being of individuals andthe communities we serve through socially and economically relevant education and

research.This mission is enhanced by our strong commitment to economic, social andecological sustainability.

1.2. Vision StatementWe will be increasingly known for demonstrating economic and social relevance inthe following ways:

We will be known for delivering inter-professional education and research that hasthe well-being of the person in mind at all times. This will be achieved through inter-disciplinary working and research.

Our inter-professional education and research will allow us work within and acrossacademic and practice areas, cross-fertilising thinking and facilitating thedevelopment of joined-up solutions. Our inter-disciplinary approach will helpencourage professional groups to work better together for the benefit of others.Research will be central to our work. Our research will inform our teaching,enhancing the student experience, and it will create career developmentopportunities for our academics, enabling us to attract and retain the very best staff.The education and research that we provide will be industry-relevant, guided by theneeds of society for high quality and socially responsible industry, the professions weserve, the local community and society as a whole.

Our international approach - in terms of our student body, curriculum and research

– will ensure the relevance of our work, and avoid narrow, cultural-specificapproaches to the issues that affect our world.

Our international approach will strengthen our reputation across the world, as will arigorous focus within the university on measuring and improving our performanceWe will continue ongoing review and evaluation of our teaching and learning toensure that it meets society’s changing needs.

Within the context above, this document outlines the BSc (Hons) in OccupationalTherapy. It has been designed to comply with:

• HPC Standards of Education and Training (2009)

•

HPC Standards of Proficiency: Occupational Therapists (2007)



Validation Document BSc (Hons) Occupational Therapy[Athens]

• HPC Standards of Conduct, Performance and Ethics (2009)

• HPC Guidance on Health and Character (2009)

• The College of Occupational Therapists Curriculum Guidance for Pre-

Registration Education (2009)

• The College of Occupational Therapists Pre-Registration Education

Standards (2008)

• College of Occupational Therapists Code of Ethics and Professional Conduct

(2010)

• Tuning Occupational Therapy Group Reference points for the design and

delivery of degree programmes in Occupational Therapy (2008)

• World Federation of Occupational Therapists Revised Minimum Standards for

the Education of Occupational Therapists (2002)

• Quality Assurance Agency Higher Education (QAA) Subject Benchmark

Statement: Health care programmes: Occupational Therapy (2001)

• QAA (2007) Codes of Practice for the Assurance of Academic Quality and

Standards In Higher Education: 9. Work Based and Placement Learning• Scottish Credit and Qualification Frameworks (2003, 2007, 2009)

• The NHS Knowledge and Skills Framework (2004)

This document explains the nature and purpose of the programme. The Influencingfactors for the design of this programme have been:

• QMU Strategy for Enhancement of the Quality of Learning, Teaching and

Assessment QELTA (2006)

• The lifelong learning agenda

• COT document – Occupational Therapy as a Complex Intervention (Creek

2003)

This document outlines the context for this programme, the means by which it isresourced, quality assurance mechanisms and how it is managed. Arrangements for admission, progression and the regulatory framework are included. However, thebulk of the document is concerned with specifics about the programme including itsoverarching philosophy, curriculum design, specifics about content, learning,teaching and assessment strategies.

2.0. AMC as Part of a Larger Educational Organisation

AKMI Metropolitan College is a member of the AKMI Educational Organisation, thelargest private postsecondary organisational group in Greece with over 7500students nationwide. AKMI Educational Organisation is the largest educationorganisation in Greece.

AKMI Metropolitan College is a private college of higher education, a constitutivemember of the AKMI Educational Organisation. Founded in 1982, AMC enjoys thereputation of the top independent higher education institution in Greece. Since then, AMC has established a number of collaborations with UK and other EuropeanUniversities aiming at delivering of a number of undergraduate and postgraduateprogrammes.

2.1. AMC BRIEF PROFILE

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AKMI Metropolitan College (AMC) founded in 1982, is well equipped to excel in theprovision of private higher education in Greece. The gradual liberalization of higher education and the alignment of the Greek legislation to the one introduced by theEuropean Union in all member states in 2010, has created the framework withinwhich AMC plans to become a leading provider of high quality undergraduate andpostgraduate courses of well established higher institutions. AKMI MetropolitanCollege is located in a privately owned area of 8,000 square meters in Maroussi (anorthern suburb of Athens) while the Thessaloniki branch is located in a site of 2,500square meters in the heart of the city.

Since the beginning of last academic year (2010-2011) colleges in Greece havereceived official governmental recognition, a process that has required their thoroughorganization and structure inspection according to specific quality standards. Thisdevelopment has been both a challenge and an opportunity, since it facilitated theinstitutionalized cross-border collaboration within a very clearly defined framework. AMC has received its operating license by the Greek Ministry for Education andits institutional status in line with the newly introduced legislation. AMC is also

accredited by the British Accreditation Council and a member of the HellenicColleges Association.

The vision of the College is to become, in collaboration with well established Britishuniversities, a leading provider of higher education in a broad range of academic andprofessional disciplines by delivering high quality programmes in a nurturingatmosphere where quality is always dictated by the drive for excellence and thecommitment to the principles and promises of transformational education.The mission of the College is to provide transformational education to its studentsintended to instill in them strong academic skills and discipline, built professionalcharacter ethos and create life-long intellectual passion. Equipping them with theknowledge, habits and leadership attributes that would enable them to become

happy individuals, successful professionals and productive citizens in a globalizedworld is the core mission of the College.The structure of AMC has differentiated in order to better reflect the new challengesahead, and a number of enthusiastic, high caliber professionals and executives arealready part of the AMC team. Being well equipped, AMC can establish its presenceand promote its courses and the collaboration jointly with its partners, while at thesame time, it can further enhance the quality of provided education. AMC focuses on developing programmes which blend theory with practice, thuspreparing graduates for professional development. The College acknowledges theimportance of intellectual, vocational, professional and ethical development,community service, cultural involvement and social responsibility.

2.2. RATIONAL FOR COLLABORATIVE DEVELOPMENT – INSTITUTIONALPLANS

AMC aims at maintaining and further enhancing its well-established position in thefields of study it has been offering since 1982. At the same time, it is graduallyexpanding at both national and international level. With respect to the national level, AMC introduces new programmes of study in high-demand areas, thus responding tothe requirements both of students and of an ever-changing and more diverseemployment market. At the international level, AMC’s expansion plans include theestablishment of new academic collaborative agreements with British Universitiesand the undertaking of research projects.In terms of collaborations, AMC’s strategy shifts the focus from undergraduate to

postgraduate courses, while the aim is to increase the number of courses and theareas of specialization. It is anticipated that more emphasis will be placed on

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consolidating the number of collaborations in order to rationalize administration andother activities and create a unique identity to capitalize commercially.

2.3. LOCATION - BUILDING FACILITIES – INFRASTRUCTURE

AKMI Metropolitan College is located in a privately owned area of 8,000 squaremeters in Maroussi (a northern suburb of Athens) while the Thessaloniki branch islocated in a site of 2,500 square meters in the heart of the city.In Athens the AMC campus was built following rigorous architectural guidelines andcorresponds to the ever-increasing student needs. It is located in a prime location inthe municipality of Maroussi, with easy access from the centre of Athens. The spaceis distributed as follows:

• Library and adjoining Reading Room equipped with computer facilities

• Purpose-built Computer Laboratories

• Auditorium

• Observation laboratories, Studios, labs,

• Teaching Rooms

• offices for members of academic staff (grouped by subject) and administrators

• Students’ Coffee Lounge

AMC has recently inaugurated its new facilities in Thessaloniki, offering similar provisions as at the Athens campus.

As of November 2011, according to our Business Plan, construction works havebegun for our brand new building in our Athens campus. The new building isexpected to be completed by the end of summer 2011 in order to be fully functionalfor the academic year 2012-2013.

3.0. Current status of AMC in collaboration with the OT Department of QMU/Division of Nursing, Occupational Therapy and Arts Therapies

“Occupational Therapy enables people to achieve health, wellbeing and lifesatisfaction through participation in occupation” COT (2004). Recent researchidentifies occupational therapy as a complex intervention. It is one of the fastestgrowing health and social care disciplines and its main aim is “to maintain, restore, or create a match, beneficial to the individual, between the abilities of the person, thedemands of his/her occupations in the areas of self care, productivity and leisure,and the demands of the environment” (Creek 2003:5)

3.1. The QMU Division of Nursing, Occupational Therapy and Arts TherapiesThe Division currently incorporates the following disciplines: Nursing, OccupationalTherapy, Art Psychotherapy, Music Therapy and Dance Movement Psychotherapy.The area of Nursing and the area of Occupational Therapy & Arts Therapies cametogether in October 2010 to form the Division.

The first degree programme in Occupational Therapy in the United Kingdom wasvalidated at Queen Margaret University. The programme produced the first BScgraduates in 1989, and in 1993 the course was revalidated to include an honoursoption. This was also the first honours degree within Scotland. Queen Margaret

University was also the first higher education establishment to appoint a Professor of Occupational Therapy. Occupational Therapy & Art Therapy gained a HighlySatisfactory grade in the 1998 SHEFC Quality Assessment exercise and has actively

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contributed to the last two Research Assessment Exercises. Many international linkshave been forged and established between the course team and other universities inUnited States of America, Canada and Europe. This has taken the form of consultancies, academic partnerships and institutional exchanges for studentsthrough the ERASMUS and Leonardo initiatives.

The overarching spirit of Occupational Therapy is one which encourages andsupports innovation, Occupational Therapy is known for its support in enablingindividuals to achieve their potential and aspirations. External examiners consistentlycomment upon the continual development of outcomes and standards of learning.

The education of Occupational Therapists has taken place in Edinburgh for over 75years and has built a strong reputation with an increasing portfolio of named awardsand repertoire of learning opportunities.

3.2. The OT Status in Greece

In Greece tertiary education is divided into two levels, higher and highest. Theeducational institutions of higher level are called Technological EducationalInstitutions (TEI) and the duration of studies is usually three years or in some casesfour. The educational institutions of the highest level are called Highest EducationalInstitutions (AEI), Universities, with studies duration of four to six or seven years.

Occupational Therapy (ΟΤ) (Ergotherapia in Greek) in Greece appeared after theend of the second world war by Greeks who were either trained in OT abroad (mainlyUSA & UK) or followed special seminars after completing nursing school at Greekrehabilitation hospitals and the Greek Red Cross; nevertheless, the first OTprogramme was established at the TEI of Athens in 1977, awarding the first diploma

in OT. Few years later, in 1983, the programme was upgraded to Bachelors’ in OT,operating up to this day; By 2004, 780 OTs had graduated from the programme. Theabove data concur with the increased demand for studies at the academic level in thefield of occupational therapy as a profession. AMC ventures to fill in one more gapthat exists in the pursuit of studies in the Health Sector in Greek HE.

At present, there is no legal commitment by Greek occupational therapists toundertake lifelong learning or continuing professional development similar to Britainwhere occupational therapists have to keep a portfolio in order to renew their professional rights. On the other hand, the demands of the profession are increasedmaking occupational therapists need to be always up-to-date in scientificdevelopments and the new applications in the field of occupational therapy. In 1982

the Hellenic Association of Ergotherapists was established and became a member of World Federation of Occupational Therapists in 1985 and also a member of theCouncil of Occupational Therapists for the European Countries.

Today in Greece there is only one programme of studies in Occupational Therapy(Bsc.) delivered by the department of Occupational therapy at TEI of Athens. For many years the Greek government has stated the need for the creation of a seconddepartment of Occupational Therapy in a higher educational Institution, but thecircumstances and the problems in Greek economy have postponed thematerialization of such a project. The need for another undergraduate programme inOT along with the development of postgraduate programmes in OT in Greece isimperative as may be attested by the numbers of young people that leave Greece topursue undergraduate and postgraduate studies in OT abroad.

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The status of the accreditation of professional rights in Greece stands in a transitionalstage for some health professions such as: nursing, speech & language therapy,physiotherapy, occupational therapy, midwifery, dietetics. In accordance to thecurrent Greek legislation in force and the directives of E.E. valid up to 2013, therelevant professional associations that did not have the authority to grantprofessional rights will be allowed to under the condition that they have beenestablished as a Legal Entity. The Hellenic Association of Ergotherapists operates insuch a transitional status well. For the time being, only Greek prefectures areresponsible for bestowing professional rights.

Currently the Hellenic Association of Ergotherapists has no authority to grantprofessional rights and there is no legislation in effect that guides the enrolment of Occupational Therapists to a single register. The Association has been constituted asa union of professionals of the Subject, vindicating professional rights. There existtwo more associations of the same subject in focal points of Greece: an associationbased in Thessaloniki and an association based in Crete. In concordance to currentlegislature, these associations will have to be aggregated so at to form a unified

professional body that will proceed to possess authorities and responsibilities of anassociation with legal power to grant professional licenses to its members. The lackof existence of a unified professional body can be noticed in other related specialtiessuch as dietetics and logopaedics AMC is in contact with the Hellenic Association of Ergotherapists which will be the main body where all the others are going to beincorporated, getting constantly updated on any future developments regarding thematerialization of the particular programme and any potential collaboration towardseffective academic operation.

All of the AMC Bsc (Hons) Occupational Therapy [Athens] programme academic staff are members of the Hellenic Association, including Dr Siaperas, the programmeleader, and Drs Polixeni Skaltsi and Ioanna Tsipra, who are founding members of

the association and responsible for the organization of life-long education seminarsfor OT professional.

Graduates of this programme can obtain their professional rights under the directiveof the EU which has been incorporated into Greek law. The European Union directive(DIRECTIVE 2005/36/EC OF THE EUROPEAN PARLIAMENT AND OF THECOUNCIL of 7 September 2005 on the recognition of professional qualifications),dictates that Greek legislation accept professional rights obtained from localeducational institutes which are collaborating with EU recognised universities. According to the EU directive, graduates must apply to the UK Health ProfessionsCouncil (HPC), and once they acquire their professional rights from HPC, then theycan apply to the Greek Professional Body and transfer their professional rights from

Britain to Greece. The Greek legislation has created a temporary body, the HellenicCouncil for the Recognition of Professional Qualifications (SAEP) of the Ministry of Education for the period until 2013, when all Greek organizations that will beproviding professional rights will have been formed.

As it is the intention of the AMC ΟΤ programme to closely mirror the existing QMUprogramme which already follows the HPC Standards of Education and Training andthe British Association Occupational Therapists and College of OccupationalTherapists Guidance, conferring eligibility for registration with the HPC, it isanticipated that graduates of the BSc (Hons) in Occupational Therapy, Athensprogramme will be eligible to apply for registration with the HPC via the internationalapplication route.

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4.0. Rationale for Programme

The collaboration between the Educational Organization AKMI and QMU started inthe academic year 2001-2002. Currently (2011-2012), the programmes of studies[BSc (Hons) Physiotherapy, BSc (Hons) Dietetics, BA Mass Communication & Media Arts, BA Performing Arts in pending status] validated by the QMU are taught at AKMIMetropolitan College in Athens and Thessaloniki.

After the experience and the knowledge of the educational procedures of BritishHigher Education that the administrative and teaching staff of AKMI MetropolitanCollege has gained from the above collaborations, it is firmly believed that AMC issufficiently able to materialize in the best possible way a demanding programme of studies, which is part of the Health Sector, like the Occupational Therapyprogramme.

This document outlines a collaborative modular programme of studies between QMUand AMC leading to the award of the BSc (Hons) in Occupational Therapy[Athens]. This is an extension of the existing collaborative relationship between AMCand QMU, the intention being to now develop and deliver a Bsc (Hons) OccupationalTherapy [Athens] in Athens campus from September 2012.

“Occupational Therapy enables people to achieve health, wellbeing and lifesatisfaction through participation in occupation” COT (2004). Recent researchidentifies occupational therapy as a complex intervention. It is one of the fastestgrowing health and social care disciplines and its main aim is “to maintain, restore, or create a match, beneficial to the individual, between the abilities of the person, the

demands of his/her occupations in the areas of self care, productivity and leisure,and the demands of the environment” (Creek 2003:5)

The philosophy of this programme of studies follows the philosophy of the relevantprogramme that QMU offers since it is oriented to delivering a curriculum with thesame aims, the same objectives and student assessments, adapted to Greek reality.Therefore, apart from QMU aims, the programme takes into consideration also theneeds of Greek society that the prospective student of occupational therapy.

The following documents provide valuable reference points, indicative content andstandards which have influenced the new programme’s content, assessment,teaching and learning strategies.

Within the context above, this document outlines the BSc (Hons) in OccupationalTherapy. It has been designed to comply with:

• HPC Standards of Education and Training (2009)

• HPC Standards of Proficiency: Occupational Therapists (2007)





• The College of Occupational Therapists Pre-Registration Education

Standards (2008)

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(2010)

• Tuning Occupational Therapy Group Reference points for the design and

delivery of degree programmes in Occupational Therapy (2008)

• World Federation of Occupational Therapists Revised Minimum Standards for

the Education of Occupational Therapists (2002)• Quality Assurance Agency Higher Education (QAA) Subject Benchmark



Standards In Higher Education: 9. Work Based and Placement Learning

• Scottish Credit and Qualification Frameworks (2003, 2007, 2009)

• The NHS Knowledge and Skills Framework (2004)

This document explains the nature and purpose of the programme. The Influencingfactors for the design of this programme have been:

•

QMU Strategy for Enhancement of the Quality of Learning, Teaching and Assessment QELTA (2006)

• The lifelong learning agenda

• COT document – Occupational Therapy as a Complex Intervention (Creek

2003)

• Greek Decree No 23/2009

At a more local curriculum level those wider influences mean:

• Acknowledgement of the renaissance of occupation as the cornerstone of

occupational therapy education

• Changing epistemologies of practice

• Changing technologies of learning, teaching and assessment• The decision by the course team to take a stronger approach to social

inclusion, social justice and anti-discriminatory practice

Regarding the materialization of the IPE modules, BSc (Hons) in OccupationalTherapy, [Athens] has necessarily adapted the coursework to the demands of theGreek health system. The module is to be co-attended by the students of thefollowing specializations: physiotherapy and dietetics, of the relevant programmesoffered by AMC in collaboration with QMU.

5.0. Market Research.

Presently, over 20,000 students in Greece enrol yearly in private colleges of higher education which work in collaboration primarily with British universities in offeringvalidated and franchised degree courses. With a European Directive in place whichcalls for the official recognition of European academic degrees offered incollaboration with private education institutions (colleges) in the form of franchisedand validated agreements, the market is likely to expand considerably in the yearsahead. AKMI Metropolitan College is strategically positioned to play a leading role inthe private higher education market in Greece; via its presence in Thessaloniki, it willlook to make an impact on the neighbouring Balkan countries and recruit studentsfrom those markets as well.

The rising issue of increasing old population along with the related implications in theform of chronic diseases is well documented for Europe. Results of scientific

8




research conducted in Greece and elsewhere demonstrate the high demand for occupational therapists required by the Greek market. The age apportionment of theGreek population is indicated for the future.

(Age apportionment of the current Greek Population)

According to the demographic models that were analysed, it is foreseen that theabove apportionment in 2050 will be as following:

(Age apportionment of the Greek population in 2050)

All students have the opportunity to undertake practice-based learning in their delivering care to the older patient.

With a population over 11 million, Greece has only one Higher Education departmentawarding Bsc. in Occupational Therapy (TEI of Athens). According to the report of the Greek ministry of Education for the academic year 2011-2012, 67 new studentswere registered in the first year of studies of the bachelors in OT after succeeding innational exams, while 10.199 people applied to register in the same programme of studies. These data verify the great need for an additional programme of studies inOT.(appendix Ministry of Education)

9




The need for Occupational Therapists in Greece has been steadily rising over thepast years. There are multiple cases in rehabilitation teams where the OccupationalTherapist is missing, because no professional OT could be located for the post. Dueto the limited number of OT in Greece the vast majority of new OT graduates is hiredimmediately after their graduation. The direct employment of occupational therapygraduates in public hospitals and rehabilitation institutions is not guaranteed by thehealth system in Greece, but is rather based on the private sector, hospitals andrehabilitation institutions or even visiting patients at home. Furthermore, OTs maywork as freelance professionals in public hospitals and private clinics, thepharmaceutical industry, in education, public health, scientific research, sportsorganizations, groups and clubs.

These facts would therefore suggest that there are further opportunities and a marketfor the development of another degree programme in Greece and in this instance Athens.

The programme will be advertised by AMC in accordance to QMU marketing

regulations, promoting the value of the collaborative programme and the strongconnection with QMU; details of the programme are provided by the AMC and QMUwebsite.

5.1 Meetings with professional practice educators

All the members of the teaching team for the programme including the ProgrammeLeader are active professionals, occupational therapists, some of whom maintainprivate health centers for the treatment of autism and other relevant cases, haveeducational experience at the TEI (Maglari, Skaltsi, see Staff CVs document). Thisfact provides to the programme the asset of combining in its educational procedureprofessional experience and academic approach.

AMC runs a well established network of private and municipal clinical placements for the materialization of the clinical practice placements of the programmes of studiesPhysiotherapy and Logotherapy in collaboration with QMU. The particular workenvironments have the potential to satisfy the demands of the occupational therapyprogramme as well. The management team of AMC has communicated with theparticular collaborations regarding the expansion of the Memorandum of Agreement.The clinical placements are:

• Private rehabilitation center Φιλοκτήτης (Philoctetes)

• Private rehabilitation center Ανάπλαση (Anaplasi)

• Cerebral Palsy Greece

•

The private Psychiatric Clinic Γαλήνη (Galene); a new collaboration especiallyfor the occupational therapy programme)

• The specialized in autism private center of pediatric occupational therapy

Παιδιατρικό Ινστιτούτο (Pediatric Institute)

• Boarding School for children with autism Agios Nicolaos (Άγιος Νικόλαος)

• Private Psychiatric Clinic Σινούρης (Sinouris)

The practice educators (see pg. 38) for the placements adhere to the educationalprocesses provided for by QMU regarding these educators in particular, facilitatingtheir meeting the demands of the programme and their educational responsibilities.The educators are in constant collaboration with the tutors, educators, and thePractice Placement Coordinator of the programme.

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Practice placement educators form an integral component of our programmes andare essential for any planning process for the occupational therapy programme inparticular; they can speak with authority about the changes within health and socialcare; they will also offer opinion and advice whether our prospective graduates aremeeting those challenges.5.2. Other opportunities for market research

As has already been stated, occupational therapy is a recent field for the Greek JobMarket with great developmental potential. It is a well established fact that the recentfinancial crisis afflicting the country forcing young people to seek innovative solutionsfor their professional future. The particular occupational field covers a wide range of rehabilitation and therapies offering a diverse spectrum of possibilities for thegraduates. The number of Occupational Therapists in Greece is very limited,approximately 400- 500 according to the data which derive from the associations, soyoung people who like to follow a career in healthcare or in paediatrics choose tostudy occupational therapy knowing that it will be easier to find a job after graduation.Moreover, the teaching staff of the Bsc in Occupational therapy [Athens] have

already promoted their contact with the Hellenic Association of Ergotherapists, theBritish Association of Occupational Therapists, the ENOTHE and the WorldFederation of Occupational Therapists. Besides, AMC is going to organisecampaigns for public and private schools in Athens in order to present and promotethe profession of Occupational Therapy.

5.3. Involvement of practitioners and others on the course planning processrelate to your situation

Local practitioners and managers have been directly involved in the planning of AMCHealth programmes. Part of their remit has been to canvas views from their area of

practice and to disseminate information about the courses. AMC has already createdand established a network of interconnections with institutions such as ΚΑΠΗ (OpenCare Centres for the Elderly), and other relevant municipal organisations, but alsowith private patients that are being monitored and treated by the students of the AMCHealth programmes (Logotherapy) supervised by the teaching team at the AMClaboratories. The very same model is going to be applied to the occupational therapyprogramme, as well. The curative support of patients from vulnerable social groupswithin the framework of student practice placements constitutes part of the charitypolicy of AKMI educational organization.

5.4 Evidence from first destination statistics

Ν/Α as the programme has not started operating yet.

6.0. Course Philosophy

The practice of occupational therapy rests upon the belief that there is a relationshipbetween engagement in occupation and a person’s health and wellbeing. This belief has informed the profession since its inception in the early part of the 20 th Century.Occupation is the profession’s contribution when people experience illness,impairment, disability, social problems or loss. It is not only about “doing” but alsoabout “being” and thus is central to a person’s individual identity and self-hood. Aperson can engage in “doing” either individually or with others. “Being” takes placewithin a social context and is dependent upon relationships, personal networks,contacts and the extent to which a person is included within the community.

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Occupational therapy can make a restorative and therapeutic contribution to aperson’s health and the promotion of wellbeing.

Occupation is a dynamic, complex and challenging construct, which has led to thedevelopment of a number of discrete models of practice. A focus upon occupation asa pivotal concept has been the key feature of a renaissance in occupational therapystudies over the last decade and the development of a distinct field of scientificinquiry. New epistemologies of practice are being developed to reflect thecombination of knowledge, skills and values necessary for practice and research.Occupational therapists have responded by critically reflecting upon the contexts of change and developing a broad scholarship to meet the challenges.

A period of rapid political, social and technological change, as well as fundamentalchanges in philosophy, have characterised the development and delivery of humanservices over the past forty years. At a European and national level, the key ideas of social justice and social inclusion have been driving policy development. TheEuropean Charter of Fundamental Rights and the Madrid Declaration on

discrimination against disabled people are seen as being central to and consistentwith the profession’s core aims and values. This has impacted upon the philosophyand design of the proposed curriculum

At service level, change has been driven by ideas of user empowerment, anti-discriminatory practice and inter-professional working. The curriculum is designed tomeet these challenges by providing graduates with the knowledge, skills and valuesto enable them to make an effective contribution within this complex serviceenvironment. The informing disciplines in the form of biological, social andoccupational science, enable occupational therapy to make a distinctive contributionto health and social care services.

As a profession that straddles the domains of health and social care, occupationaltherapy has demonstrated its versatility and adaptability. Therapists have engagedwith the ethos of evidence-based practice, reflective practice and more recentlyreflexive practice. The appraisal of how knowledge is used and how it is constructedis considered to be an educational imperative for future entrants to the profession.Graduates will be encouraged to recognise that they are engaged in the politics of knowing.

Promoting and improving health and wellbeing through occupation is the centralcontribution that the profession is able to make to peoples’ lives. The achievement of this aim requires practising therapists to have developed core competencies and abroad, critical scholarship. The programme of study embraces the principles of

lifelong learning and will offer learners the means by which they can acquire andconsolidate skills. More specifically it will encourage them to develop a range of waysof thinking about occupation as a central and life defining element of people’sexistence. It will seek to broaden the nature of inquiry and strengthen occupationaltherapists’ professional contribution to marginalised people, marginalisedcommunities and the achievement of occupational justice and social justice.

7.0. Programme Aim

The overall aim of this programme is to produce graduates who are autonomouslifelong learners and who meet the Health Professions Council Standards of Proficiency in Occupational Therapy (2007) for safe and effective practice. Studentsshould leave the programme with a strong professional identity and with theknowledge, skills and values to work effectively with people and communities within

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diverse practice contexts. Central to the achievement of this aim is the students’ability to articulate and apply the unique contribution of occupation to the health andwellbeing of individuals and communities.

Occupational therapy students are encouraged to be curious inquiring and critical intheir approach and to locate people at the heart of their practice. They will beencouraged to develop practice based upon ethical principles of social justice, socialinclusion, anti-discrimination and empowerment. As future health and social careprofessionals working in complex environments, students’ will be enabled to developthe skills or reflective and reflexive practice. A key objective is to produce graduatesare able to respond effectively to the rapidly changing contexts in which they willpractice.

7.1. Programme Aims and Learning Outcomes

The main aim of the programme is to enable prospective graduates to appreciate and

acquire the combination of knowledge, professional skill and attitudes necessary for competent and safe practice. However, in a complex and changing health and socialcare context, occupational therapists need to have a broad scholarship and the abilityto promote health through occupation.

7.2 Educational Aims of the Bsc (Hons) Occupational Therapy [Athens]

The vision inherent in the Queen Margaret University Strategy for the QualityEnhancement of Learning, Teaching and Assessment is upheld by the course team,who aim to provide a learning experience which will maximise potential throughlearning, encourage the values of lifelong learning and operate a system of

transparency and continuous improvement.

With particular reference to occupational therapy, the course team aim to: -

Produce able, competent and confident occupational therapists that can contributepositively within a continuous climate of change in health and social care

Develop and promote an interdisciplinary and interagency approach to learning andpractice

Develop the prospective graduate’s ability to perceive the relationship betweenpractice, theory, research and policy and operationalise this

Enable the prospective graduate to argue cogently and draw conclusions based upona discerning and critical approach to existing knowledge within occupational therapy

To provide graded opportunities within professional practice education to developprofessional knowledge, skills and attitudes

To provide opportunities within the curriculum for choice in both content andassessment which cater for different learning styles

To enable students to develop an ethical framework for practice

To support and guide the prospective graduate in the development of transferablepersonal and professional skills

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To foster social responsibility and an appreciation of how a profession focussed uponthe study and practice of human occupation can contribute to social justice and socialinclusion7.3 Learning outcomes of the BSc(Hons) Occupational Therapy

Upon successful completion of the programme, students will fulfil the societal,professional and educational standards outlined in the Health Professions CouncilStandards of Proficiency: Occupational Therapy (2007), QAA benchmark statementsfor occupational therapy (2001), the World Federation of Occupational Therapistsstandards (2004) and the College of Occupational Therapists Curriculum Guidance(2009).

Graduates will be able to: -

• Demonstrate professional competency leading to eligibility for a license to

practice

•

Use and critically evaluate contributory sciences and disciplines necessary for practice within changing contexts

• Analyse, select and use human occupation as a therapeutic intervention

across the diversity of practice

• Confidently use an occupational therapy process

• Demonstrate a high level of understanding of the human condition and the

potential constraints upon function and wellbeing

• Demonstrate competency in interpersonal skills

• Apply competent levels of reflective and reasoning skills concomitant with

systematic inquiry

• Demonstrate knowledge of anti-oppressive, cultural sensitivity and social

responsibility

• Be able to collaborate and work in partnership with other professions, other

agencies concerned with public service, carers, self-help and the voluntarysector

• Demonstrate the capacity for engagement in continued professional

development and lifelong learning

7.4 Level 1 BSc(Hons) Occupational Therapy

SHE level 1 (SCQF level 7)Credit definition – at least 120 credits of which a minimum of 90 are at SHE level 1 or higher

Key components in the learning experience –conceptual foundations of occupationaltherapy, values and beliefs, skills for therapeutic intervention, professional practiceeducation, underpinning sciences and critical appraisal, contexts of practice.

By the end of level one, the learner will: -

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• Demonstrate knowledge of the philosophy, theory and practice of occupational

therapy

• Show an appreciation of the reasoning skills necessary for respectful and ethical

practice

• Demonstrate the ability to meet the level one competencies required within

professional practice placement• Show competency in basic risk assessment

• Demonstrate competence in basic verbal, written and presentation skills

• Reveal elementary skills of critical appraisal

• Demonstrate an understanding of contributory sciences and disciplines to the

practice of occupational therapy

• Accept personal responsibility for learning through the use of their personal, and

professional portfolio


SHE level 2 (SCQF level 8)Credit definition - at least 240 credits of which a minimum of 90 are at SHE level 2 or higher

Key components in the learning experience – enabling occupation, the occupationaltherapy process, the contexts for intervention, analysis of findings and data,professional practice education, detailed knowledge of the underpinning sciencesand disciplines

By the end of level two the learner will: -

• Synthesise knowledge of the underpinning sciences with the practice of occupational therapy

• Evaluate the theories, paradigms and models of practice used by occupational

therapists

• Articulate the rationale for anti-oppressive practice and the values of social

inclusion

• Demonstrate the ability to recognise and analyse the different/complementary

approaches to systematic inquiry

• Demonstrate core competencies within practice education

• Show evidence of personal reflectiveness about learning needs and strengths

within the personal and professional portfolio

• Demonstrate confidence in presenting information to peers and engaging indiscussion


SHE level 3 (SCQF 9)Credit definition – at least 360 credits of which a minimum of 60 are at SHE level 3

Key components in the learning experience – critical reflection on currentepistemologies of practice, advanced skills of practice, knowledge of how occupationcan contribute to health improvement, how to articulate a research question,professional practice education, interprofessional education, options and self evaluation

15




By the end of level three the learner will: -

• Be able to defend the contribution of occupational therapy through cogent

argument

• Demonstrate critical evaluation of current practice within occupational therapy

and how to contribute towards change• Consolidate transferable skills of gathering information, interpersonal skills and

management skills

• Analyse the theoretical value of inter-professional education and the practical

gains within professional practice placement. Demonstrate an appreciation of partnership within interprofessional education in terms of working across healthand social care, between disciplines and between agencies.

• Be able to work confidently and proactively with appropriate levels of support

within practice education

• Critically analyse and debate issues within occupational therapy concerning

evidence based practice, reflective practice and reflexive practice

•

Demonstrate the values, skills and beliefs of anti-oppressive practice and culturalsensitivity in relation to the practice of occupational therapy

• Work with clients, carers and communities towards health improvement using

occupation as the key construct

• Demonstrate an increasingly reflexive ability within their personal and

professional portfolio


SHE level H (SCQF 10)Credit definition – at least 480 credits of which a minimum of 180 are at SHE levels 3

and H including a minimum of 90 at SHE level H

Key components of the learning experience will be – advanced professional practiceplacement, independent study, appreciating the current state of knowledgegeneration and methodology, contemporary issues in occupational therapy,scholarship, advanced reflection and praxis

• offer a range of solutions for improvement of practice by demonstrating higher

order reasoning and decision making

• offer a range of solutions for improvement of practice by demonstrating higher

order reasoning and decision making

•Systematically evaluate the current state of knowledge development within theprofession of occupational therapy

• Demonstrate the ability to critique methodology and concurrent philosophies of

systematic inquiry within occupational therapy

• Show innovation within professional practice placement and the contribution of

occupational therapy to principles of social inclusion

• Develop and implement their personal development portfolio in readiness for their

first post

• Demonstrate autonomous learning

• Demonstrate an ability to synthesis and evaluate aspects of interprofessional

education in relation to practice

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8.0. Curriculum Model

The content of learning for occupational therapy students is specifically occupationfocused and the experience is reflexive, experiential, and learner centred.

In designing this curriculum, the planning team were aware of the need to go beyondprofessional competencies towards equipping future graduates with a broader socialvision. As Higgs and Hunt (1999:17) state “to be competent is no longer enough”.Prospective graduates are required to work as agents of change in effectiveinteraction with others. It is imperative to consider future directions for the professionand deal with contextual and ideological complexity. the planning process and thedesign of the educational experience have been shaped by:

• The University Strategy for Quality Enhancement in Learning, Teaching and

Assessment (QELTA) which sets out strategic educational goals.

• Increased technological possibilities for learning and teaching

• Wider participation issues and a greater diversity of learners

Professionally, there are also important developments which have shaped thephilosophy of the curriculum as urged by leaders in the profession such as Whitefordand Wilcock (2001). This is a learning experience which offers an occupation centredcurriculum which will scaffold the learners’ understanding of this complex subjectthroughout the four years of study. This takes the form of a learning matrix withhorizontal and vertical conceptual and content coherence.

Level 1: establishes and proceeds from the core values and beliefs of occupational therapy

Level 2: is concerned with the knowledge, skills and attitudes involved inenabling occupation

Level 3: seeks to encourage critically reflective practitioners and provideadditional tools of thinking for students in their penultimate year

Level 4: is concerned with developing scholarship and evaluation of occupation

It is a curriculum constructed around values and beliefs that consider people areoccupational beings and that occupation is central to human existence. Those ideasalso perceive occupation as consistent with the promotion of health and wellbeing.The curriculum model also embeds interprofessional education within the professionspecific subject matter. Awareness of cultural issues and diversity are keycomponents of all modular content.

The curriculum will provide a learning experience whereby there is a dialecticrelationship between policy, theory, research and practice. Graduates will be able toanalyse and contribute to the generation of policy, research and theory andrecognise where gaps exist. Wherever possible the curriculum will draw on theexperience of service users and carers to facilitate partnership working.

This concept extends to the educational process whereby students will beencouraged to work alongside teaching staff in the production of papers, to shareresearch interests and increasingly teach their peers.

Practice education is axiomatic to this learning experience. Students will undergo

twenty eight weeks of practice education in a variety of settings. A transactionalsituation will exist whereby practice will inform university based studies and vice

17




versa. The personal, the practice education accreditation portfolio and professionalportfolio will form a crucial part of this learning experience and this will straddleexperiential learning and also be the site of summative assessment.

This is therefore an integrated curriculum in terms of the relationship of practiceeducation to university based studies, the focus on content and process in learningand collaboration with teaching staff. The element of choice has always been afeature of education in this subject area and this will continue specifically in level 4where students can pursue specific interests in optional modules. From the earlier stages of the programme students will be asked directly to link practice placementexperience within the modular content and assessment. This will involve individualchoice of critical incidents and issues germane to their particular experience. Withoutquestion this increases the depth and meaningfulness of learning.

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Curriculum Structure AKMI Metropolitan College Module coordinator, Module team

Level. Themes OT Philosophy Theory and Practice Understanding Human Occupation in ContextInter-p

Ed

Level 1.OT Values and

beliefs.Semester 1

OccupationInteraction andPerformance. 10

Ioanna TsipraPolixeni Skaltsi

ConceptualFoundations ofOT.Polixeni SkaltsiIoanna Tsipra

ConceptualFoundationsof OT.

ParticipationOccupation Mind brainbody and context 1.Eliza MaglariKateria BourikaDr.Panagiotis.Siaperas

ParticipationOccupation Mind brainbody and context 1.

First AiManual10 Maria

Level 1.OT Values and

beliefs.Semester 2

Professional Practice Placement 1. 6 weeks. 20 Eliza Maglari

ConceptualFoundationsof OT. 30

ParticipationOccupation Mind brainbody and context 1.30

Research Skills10

Dr. PanagiotisSiaperas

MusculosAnatomy: Dr. G. K10

Level 2Enabling

Occupation.Semester 3

OT as an EnablingProfessionPolixeni SkaltsiIoanna Tsipra

Research skills 2. 10Dr. PanagiotisSiaperas

ParticipationOccupation Mind brainbody and context 2.Eliza MaglariKaterina BourikaDr. PanagiotisSiaperas

ParticipationOccupationMind brainbody andcontext 2.

Musculosanatomy:applicatio

Level 2Enabling

Occupation.Semester 4

Professional Practice Placement 2. 8 weeks. 30 Eliza Maglari

OT as anEnablingProfession

OT as anEnablingProfession

30

ParticipationOccupation Mind brainbody and context 2.30

HealthWelfare(socioloTatiana X

Level 3

Reflecting onOccupation.Semester 5

Contemporary

Epistemologies ofOT. PolixeniSkaltsi 10

OT

Reflecting onPractice.Ioanna

Tsipra

Research Skills 3

Dr. PanagiotisSiaperasKaterina Bourika

Participation

Occupation Mind brainbody and context 3.10.Eliza Maglari

Inter-prof

Educatiointegrate

Level 3Reflecting onOccupation.Semester 6

Professional Practice Placement 3.6 weeks. 30 ElizaMaglari

OTReflecting onPractice

20

Research Skills 3.20

OPTION MODULES:1. Assistive

technologyadaptation

Dr. PanagiotisSiaperas

2. Working withChildren10

Katerina Bourika

Inter-profEducatiointegrateNicolas

Level 4Scholarship and

Evaluation ofOccupation.Semester 7.

Professional Practice Placement 4.8 weeks. 30 Eliza Maglari

Research Skills 4 Research Skills 4 CounseliWork intherapy

Level 4Scholarship and

Evaluation ofOccupation.Semester 8.

Contemporaryissues in OTPolixeni SkaltsiDr. PanagiotisSiaperas

Contemporaryissues in OT.

20

OPTION MODULES:1. Childhood

studies OR2. Creative

Studies 10Ioanna TsipraKaterina Bourika

Research Skills 4 Research Skills 440Dr. Panagiotis

Siaperas

CounseliWork intherapyKaterinaPolixeni

19




9.0. Student Support

The AMC BSc Occupational Therapy [Athens] programme will follow existing QMUguidelines in order to reassure accessibility for all students and staff to the facilitiesand learning materials within the subject area. AMC moderates the academicprocess of specific students needs in order to ascertain whether it is required toextend additional time in examinations, permission to record lectures etc.

Provisions will be taken from the application stage and beyond. This procedure isfollowed by QMU and has had very positive results; therefore AMC will be alignedwith this.

AMC requires that all lecture/tutorial materials will be available on Moodle at

least one week before the relevant sessions. This is considered to be of tremendous benefit to students of all programmes, as well as enhancing thelearning environment for those with specific support needs and AMC willcontinue this policy.

9.1 Academic Tutor SupportThe Student services offered at AMC are as follows:

9.1.1. Personal Academic Tutor (PAT)The Bsc (Hons) Occupational Therapy [Athens] in AMC implements a personalacademic tutor (PAT) system, in accordance with QMU policy. AMC will operate asystem for student support in academic and pastoral matters. Each student will be

assigned a member of staff from the Subject Area as a personal academic tutor within the first month of matriculating in level 1. Students are supported by their Personal Academic Tutor who is responsible for the facing of any educationalproblems and are encouraged to meet at least once per semester. The above tutorscooperate with the course leader for carrying out their duties.

Each student can refer to the Personal Academic Tutor who is responsible for theprojects to discuss and appraise his/her progress as well as to mutually find ways tosurpass any difficulties that the student may have. Students must at least once asemester meet their year tutors, according to the QMU philosophy and regulations,and discuss their progress. This meeting usually takes place in the middle of semester in order tutors to have a clear picture of the students and be able to guide

them. Students can also contact their tutors through e-mail for a more directcommunication but are also expected to respond to any request made if contacted bytheir PAT.

It should be noted that within the OT Programme the PAT system also extends out tothe Practice Setting, with the PAT being the first point of contact for any personalproblems experienced by students on placement.

9.1.2. Academic Learning CentreThe Academic Learning Center is a unique friendly student-centered service thatprovides an intellectually stimulating approach to developmental instruction andgeneral academic assistance to students who need extra help with their studies. At AKMI Metropolitan College, students are expected to perform well and thrive in an

20




intellectually demanding environment. Hence, the Academic Learning Centre isdesigned to assist those students who lag behind in certain skills and need help inattaining academic excellence. The Academic Learning Centre offers assistance tostudents in many and multifaceted learning tasks, including: improving academicwriting skills improving study skills understanding research projects and researchprocedures one on one paper consultation academic honesty plagiarism,paraphrasing and citation

Individual and small group tutoring is available to currently enrolled AKMIMetropolitan College by appointment only. Appointments can be scheduled for onehour per day, and a student may receive up to 2 hours of tutoring per week. Studentsmay seek academic assistance on their own, or will need to attend tutoring sessionsupon the request of their teachers, personal tutors and course leaders.

9.1.3. Counselling CentreThe Counselling Centre offers individual support and advice to students who are

faced with personal problems - for example anxiety, stress, depression, eatingdisorders and bereavement. The Counselling Centre can also help students withother issues such as family problems, relationship problems, making difficultdecisions or choices and problems adjusting to academic life and academicdemands.The ΑΚΜΙ Metropolitan College Counselling Centre aims to optimise the well-being of students by providing them with support and with the opportunity to examine theissues which prevent them from maximising their full potential. It aspires to certainstandards and goals, including:

Having qualified psychologists and counsellors who are committed to ongoingprofessional development

Ensuring that the services provided operate within ethical guidelines and

specific codes of behaviour for psychologists and counsellors Maintaining a professional focus that is free of bias and discrimination

Establishing sound student feedback procedures in order to improve the typeof support services offered

The Counselling Centre aims to offer students:

Free, voluntary and confidential counselling

The opportunity to receive support and advice from trained professionals

Opportunities to attend structured group settings over a variety of counsellingrelated themes and topics

Any information that students provide to staff at the Counselling Centre will be keptstrictly confidential and will not be revealed to any third parties, unless there isreason to believe that the student or others may be at risk. Students wishing to makean appointment can complete and submit an appointment request form, locatedoutside the counselling centre. The counselling centre staff will contact students assoon as possible in order to schedule a meeting. Alternatively, students can alsoemail their request at [email protected].

9.1.4. Careers and Employability CentreThe Careers and Employability Centre aims to provide high quality information,advice and guidance to AKMI Metropolitan College students and graduates. We arecommitted to delivering this in a professional, impartial and accessible way and aim

to equip our students and graduates with the skills and knowledge to effectivelychoose and manage their careers.

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Our purpose is to increase AMC students' & graduates confidence and abilities toconstruct meaningful careers. We do this by delivering career development and jobsearch support to help AMC students & graduates build success on their ownterms¡¦. What we offer as a user of the Careers and Employability Centre you canexpect guidance and support to help you: Make realistic decisions about your nextsteps. Explore comprehensive information about occupations, employers,postgraduate training and vacancies. Understand and assess the availableopportunities. Assess your own potential. Choose wisely from all the options open toyou. Make and implement an agreed plan of action.The Careers and Employability Centre offers information, advice and guidance in thefollowing ways:

9.1.5. Drop-in-ServiceStudents may meet with the Consultants in special cases without booking anappointment so as to seek assistance on their current stage of career planning andways to progress. Where confidential matters arise, or where the student indicates aneed for privacy, a private room will be used.

Beyond the initial guidance meeting the Consultant may:- Provide some relevant information or direct the student to self help materials.- Make an appointment with a Career Consultant, to discuss the student’s career plans in more depth, provide relevant information, or to give advice on applicationsand interviews.

9.1.6. Workshops, Talks, PresentationsThey are one or two hours in length and can help you clarify your career questions,connect with other students who share the same concerns and build lifelong skills.These sessions address specific aspects of the process of looking for work or deciding on career options. Topics covered by our workshops, talks andpresentations include: You and Your Career Options. Career Choice and Your

Personality. Postgraduate study and ways of funding it. Finding Work! JobResearching on the Internet. CV and Cover Letter. Interview Techniques. WorkplaceEtiquette. Young entrepreneurship. How to Find Summer Work. How to Find Part-Time Work.

9.1.7. VacanciesThe Careers and Employability Centre has details of placements, internships andpermanent vacancies of relevance to our students and graduates. The Vacancydatabase is updated regularly with information notified to us direct from employers.

9.1.8. MoodleMoodle is the college’s e-learning facility, through which you can access the material

taught in your course as well as useful information regarding your program and thecollege in general. Moodle provides you with:

Information regarding the college and the faculty of your studies

Learning material which is used in the modules of your program

The ability to communicate with your lecturers and fellow students.

The many support services for students, including the counseling service, financialadvisors, academic learning centre and others are all detailed in the studenthandbooks.

9.1.9. Student Handbook

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At the start of each year of the programme all students receive a programme-specificstudent handbook. This handbook includes detail the staff of the OT subject area,explanation of the role of staff members (e.g. module coordinator etc), the role of student committee representatives, the college calendar, information on studentresponsibility to maintain contact information, the rationale of the programme,programme aims and learning outcomes, programme structure for the level,programme design, methods of teaching and learning, the assessment programmeand assessment calendar for the level, the level module descriptors, the generalassessment regulations, the regulations for the BSc (Hons) Occupational Therapy[Athens] programme, the attributes of performance by grade and level for undergraduate programmes, information on academic dishonesty, plagiarism andcollusion, student responsibility in assessments, staff responsibility to students inassessments, information on obtaining exemption from modules.

9.1.10. English Language supportThe students of the programme can attend English language classes in order to beprepared for their IELTS examinations, which certificate should be provided in the

third year of studies. As mentioned above, level 1 and level 2 will be taught in Greekand assessed in Greek. Level 3 will be taught in Greek and assessed in English.Level 4 will be taught and assessed in English. English language classes do not formpart of the curriculum.

9.2 Widening Access

Widening participation to higher education is an important part of QMU's institutionalstrategy and many students come from further education. QMU believes in thedevelopment of innovative educational programmes capable of responding flexibly,efficiently and effectively to increasingly diverse student needs. The Institution iscommitted to equality of opportunity as a guiding principle in determining policies and

implementing procedures affecting students, employees and other clients of theUniversity. AMC following the principles of QMU welcomes all candidates fromvarious educational backgrounds that meet the admission requirements.


AMC adheres to QMU guidelines regarding promoting and maintaining equalopportunities. It welcomes all students regardless of race, gender, religion,nationality, age, sexual orientation e.t.c. without superseding the necessaryacademic admission criteria set for the particular programme.Equality and Diversity are terms that encompass a range of commitments and

responsibilities by the College in dealing with all aspects and members of it’scommunity. Equality relates to the College's commitment to the principles of equalopportunity and social justice, and to its responsibility to provide an environment thatis free from discrimination and harassment. Diversity refers to the University'scommitment to embrace and manage a community of increasingly diverse needs andbackgrounds.

14.4 Student Support Procedures.Management of student support is organised in a number of ways, and designed toenable students to develop powers of self-assessment and/or mechanisms for peer support.

On entry to the programme academic tutor groups are formed consisting of approximately ten Level 1 students. Direct entrants to Level 2 are allocated to

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existing academic tutor groups. Under normal circumstances students retain their academic tutor throughout their time on the course. The academic tutor isresponsible for monitoring the personal well-being and academic development of thestudent.

The academic tutor group, on the other hand, offers a forum for the development of group interaction with the normal modular programme. This creates opportunities for the prompt exploration of current issues of concern for the students; these mayinclude resources, educational, professional or College matters, topical professionalevents etc. Students learn to assume active roles and debate on concepts andpracticalities within a supportive un-assessed environment.

Subject group guidelines exist defining the recommended minimum number of meetings to be held during each level, and suggested topics to be covered. Studentsand staff share responsibility for ensuring group and individual meetings are held asrequired. Individual meetings are held as close as possible to the end of eachsemester to review the students personal and professional development portfolio.

Academic tutors draft job references for the student for whom they are responsible.References are constructed according to departmental guidelines and sent out under the name of the programme leader.

10.0. Student Experience and Progression through the Programme

10.1. Philosophy

The experience of learning and teaching on this course is based upon collaboration,mutual reflection on the educational experience, and the intention to create a climatewhere those who learn within it can become autonomous in their development.

Principles of student centred learning are the foundations upon which the experiencehas been designed and include:

• Transparency in teaching through dialogue and feedback to students

• Facilitation of learning and attention to the quality of learning

• Opportunities for reflective/reflexive learning

• Meaningful learning, in teaching and assessment experiences

• Choice in learning and assessment

• Attention within the design of assessment to different learning styles

The course is viewed as one episode in life long learning where students areencouraged to become confident in the ability to reflect-in-action and reflect-on-action.

10.2. Induction

The process of induction starts before the course commences and includes awelcome to the College by the programme leader and members of the teaching teamin order to introduce the new students to their new academic environment. On linematriculation procedure occurs in this stage. IT and library induction is also carriedout.

In the course of the induction week, students attend informational classes on theacademic procedure, comprising of general guidelines on the collaborative

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institution’s and AMC’s regulations, assessment regulations, the use of the Moodle,electronic access to QMU’s library e.t.c. Students are delivered the programmeregulations and all the relevant documentation, meet their PATs, and elect their representatives. Extra tutorials on academic writing and bibliographic referencing arearranged throughout the duration of the first semester of their freshman year.Explanations about different approaches to learning, teaching and assessments areemphasised. The particular tutorials are incorporated within the annual classschedule, based on samples of actual written projects and assignments, so as torender the process more attractive and interactive for the students. The particular process followed by the top-up programme BA Mass Communication & Media Artshas yielded excellent results and was commended upon at the QM News installmentof February 2012.

10.3. Level 1

The key themes which characterise study in Level 1 are:- occupational therapy

values and beliefs, occupational behaviour in context, principles of occupationaltherapy, the informing sciences, normal development, introduction to principles of enquiry. During this first year the key underpinning is provided to identify andunderstand the values and beliefs of occupational therapy, the components of occupational behaviour and influences upon occupational performance.

Each module co-ordinator will give an introduction to the subject matter, study skillswhich are required within it and give out relevant documentation. Meetings with thepractice placement tutors occurs at the relevant time to consider options for professional practice placement 1.

Academic tutor groups meet fortnightly in the first semester and within the early

meetings an explanation of the personal, the practice education accreditationportfolio and professional portfolio will be given.

Early in the programme students representatives are elected. AMC adheres to theprocedures as defined by QMU regarding student representation in the programmecommittee and the SSCC. Students are inducted by the Programme Leader on theprocess, their duties and responsibilities as representatives, as mentioned in theStudent Handbook.

10.3.1. Assessment

The rationale for this range of assessments within level 1 is based upon the wish tocater for different styles of learning and to make assessments an integratedexperience. Assessments offer the opportunity to learn ways of constructing a writtenpiece of work, to select and assimilate appropriate reference material, commence theprocess of analysis of material or events, integrate subject matter to inform theprocess of occupational therapy and develop core skills of activity analysis.

By the end of the first year, learning outcomes should have been achieved in all thebasic elements of theory and practice concerning occupational therapy values andbeliefs.

10.4. Level 2

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The key themes which characterise study in Level 2 are: enabling occupation,theoretical approaches, development in the context of health and illness, integrationof theory and practice.

This level is concerned with facilitating intellectual skills of analysis, synthesis andevaluation of occupation as a enabling process. It is expected that key skills of scholarship such as reading widely, using reference material correctly and structuringassignments appropriately are established. Each module co-ordinator will give detailsof the expectations, assessments, development of study skills required andappropriate documentation.

Meetings with the practice placement tutors will consider options for professionalpractice placement 2 and continue the process of offering a balanced experience inprofessional practice education.

Academic tutors will meet groups at least once per semester and individually toconsider personal and academic progression using evidence from their portfolios.

10.4.1. Assessment

Expectations of the assessment process at this stage include demonstration of theability to problem pose and problem solve in dealing with more complicated casescenarios and the ability to differentiate rhetoric from reason. Integration of knowledge is expected with the ability to synthesize information from varying sourcesand expose it to analysis and evaluation. In addition, the ability to developprofessional skills is required in professional practice placement 2 in relation to theoccupational therapy process. The ability to work in groups is assessed both bypeers and staff and key skills of logic, reason and how to decide between different

research methodologies is required.

By the end of Level 2, learning outcomes should have been achieved in all thesecond level components contributing to the understanding of offering effective,client-centred services that enable people to engage in occupations of life i.e.Enabling Occupation.

10.5. Level 3

The key themes which characterise Level 3 are: reflecting on occupation, occupationand health, synthesis of information, health behaviour, investigative skills,

professional practice, interprofessional education, choice, teamwork and autonomyand choice in learning.

This level is concerned with sustaining previously acquired intellectual skills but alsodeveloping the ability to synthesis information and evaluates practice to a degreewhich will improve the experience for clients and their carers. At this stage, studentswill be sound consumers of research and be entirely familiar with the key literaturewhich pertains to practice and the study of occupation and health.

Each module co-ordinator will explain the increased expectations, assessments andappropriate documentation.

Meetings with the practice placement co-ordinators will consider the increasedreflectivity required and discuss potential elective placements.

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Academic tutors will meet with groups at least twice per year and individually toconsider personal and professional development.

10.5.1. Assessment

Progression is expected in terms of intellectual skills to include the ability to carefullyanalyse and evaluate research methodology, to differentiate between value judgements, assumptions and what constitutes evidence, to separate principles fromexample, to show increasing reflection and clinical reasoning skills and reveal highlevel analysis of occupational performance.

By the end of Level 3, learning outcomes should have been achieved in all the thirdlevel components contributing to reflection on occupation.

10.6. Level 4

The key themes which characterise Level 4 are: evaluation of occupation, occupationas a focus for enquiry, in-depth study of occupational performance, higher order transferable skills, choice, challenge, independence, multidisciplinary co-operationand scholarship.

This level is concerned with high level analysis, synthesis and evaluation of occupation in the lives of service users, carers, policy makers and researchers.

It is also a place to foster more originality of ideas, practice and co-operation withothers.

Each module co-ordinator will give details of the expectations, assessments andappropriate documentation but dialogue and negotiation is evident in deciding uponcontent and topics for assignment.

Meetings with the practice placement tutors have occurred at the end of Level 3 tofinalise Level 4 placement.

Academic tutors will meet groups at least twice per year and individually to completereferences and reflect upon personal and professional development.

10.6.1. Assessment

Honours students are expected to demonstrate originality of thought and action andto acquire the skills of designing and carrying out a small research project. High levelskills of oral presentation are required in a number of modules and increasingscholarship within all assignments.

By the end of Level 4, learning outcomes should have been achieved in all the fourthlevel components contributing to the components of the evaluation of occupation.

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11.0. Practice Education

11.1 IntroductionPractice education is an integral core element of the curriculum enabling students tointegrate theory and practice in a meaningful, reflective and realistic manner.Students have opportunities to apply, practice, consolidate and transfer existing skillsand, in addition, learn new skills relevant to each practice setting. Students also gainexperience in practicing in a safe and ethical manner.In accordance with the World Federation of Occupational Therapists Standards(2002), students gain experience of working with a range of different people whohave different needs and in different circumstances. Normally, student experienceswill encompass working with people of different age groups; individuals and groups/communities from different socio-economic and cultural perspectives; people whohave recently acquired and/or long standing occupational needs and healthconditions affecting different aspects of physical and psychosocial functioning. Eachprofessional practice placement module has a set of learning outcomes pre-determined by the University. Learning outcomes articulate with prior and future

university studies and previous practice placement modules. Emphasis is placedupon the process of practice. The modules encourage exploration and evaluation of practice, enhance learning and transfer of knowledge skills and instil professionalvalues to the level of competence required of an entry-level practitioner.

11.2 Practice placement delivery patternThe Queen Margaret University BSc (Hons) in Occupational Therapy programmerecognises the pivotal role of practice-based learning throughout the educationalprocess and employs a block model in which practice placements occur in each year of the programme. The delivery pattern for practice education is depicted in the Tablebelow :

Table 2: Practice placement delivery pattern for Bsc (Hons) OccupationalTherapy [Athens]

Year of Programme

Placement Semester Duration PlacementDays

Hours

Year 1 PPP1 2 6 weeks f/t 30 days 217




In order to meet standards established and monitored by professional bodies, by theend of Professional Practice Placement 4 each student must have successfully

completed a minimum of 1000 hours practice education (COT, 2008; WFOT, 2002).The exact number of hours is monitored through completion of weekly time cards,which are signed by the student’s practice educator. If difficulties arise withplacement hours, practice educators and students are actively encouraged draw thisto the attention of the professional practice tutor to develop a mutually acceptableplan of action.

11.3 Models of supervision during practice educationWithin the context of the BSc (Hons) in Occupational Therapy [Athens], a variety of supervision models may be used throughout practice placements to provide flexible,supportive learning experiences according to QMU policy. Examples include:

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11.3.1. Apprenticeship model (1:1)One student per practice educator. The practice educator structures the studentlearning experiences and provides direct supervision and role-modelling to thestudent throughout the course of their placement. The degree of supervision and theamount of responsibility given to the student may vary, depending on the practicesetting.

11.3.2. Peer assisted learning model (2:1)One practice educator supervises two or more students. Here the emphasis is onpeer and self-directed learning where the students support each other and worktogether and the practice educator acts as a resource, providing guidance to thestudent, monitoring performance and providing opportunity for the students to takeincreasing responsibility with service users. Benefits of this model includedevelopment of team-work skills, increased problem-solving skills and a sense of shared-ownership of the learning experience.

11.3.3. Split/Shared Model (1:2)

In this model, the education of a student may be shared between two or moremembers of a team within a workplace. Combinations might include an experiencedpractice educator and a new practice educator; two practice educators from differentorganisations and the placement being structured around the patient journey for example, from primary to secondary care. This model may be an attractive option for practitioners who work part-time, or if the practitioner’s caseload is coupled withmanagement responsibilities.

11.3.4. Project focussed modelThis model is influenced by global drivers to prepare students for practice in achanging health and recognises the need for contemporary occupational therapists topossess skills and leadership for working preventatively within complex systems and

whole populations (COT 2008; Scaffa 2010; Townsend & Polatajko 2007). Studentsare engaged to implement projects and /or undertake a key role in a developmentalaspect of project work.

Professional supervision is provided by an occupational therapist, this may be on aface-face basis, by distance via telephone and/or information technologies.Throughout the placement, an identified mentor at the host site co-ordinates thelearning outcomes. Students may work in pairs or groups during these placementsaffording opportunities to realise the benefits of peer assisted learning.

11.4. Responsibilities during practice educationThis section outlines the roles and responsibilities of the various individuals involved

in practice education. These are practice educator, student, personal academic tutor,practice placement co-ordinator and the professional practice tutor.

11.4.1. Responsibilities of the practice educator Practice educators play a key role in the professional development of occupationaltherapy students. Their duties are:•To obtain information on the QMU’s expectations for the specific practice placement,course assessment requirements and regulations for practice education from thePractice-based Learning Support web site: http://mcs.qmu.ac.uk/PBL•To forward pre-placement information to the student in advance of the start of theplacement. This includes an overview of the service, clear directions and travelinformation, recommended pre-placement reading and any other informationconsidered helpful.

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http://mcs.qmu.ac.uk/PBL

http://mcs.qmu.ac.uk/PBL




•To offer the student an induction into health and safety at work at the start of theplacement.•To review materials contained in the student’s practice education passport.•To provide a timetable outlining the overall structure of the placement and theresponsibilities of the student.•To negotiate a supervision structure with the student incorporating the learningagreement as part of this process.•To offer individualised constructive feedback to the student on a regular basis,identifying timing of feedback sessions.•To maintain records of supervision sessions.•To review the student’s practice education accreditation portfolio at least onceduring the practice placement and offer verbal comment.•To sign on a weekly basis time cards verifying the number of hours completedduring each practice placement.•To undertake the appropriate assessment of the student on practice placement andbe conversant with the guidelines provided by the College.•To contact the student’s personal academic tutor immediately if there are concerns

pertaining to the student’s well-being, behaviour or quality of performance over all.•To take cognisance of comments made in each student evaluation of placementform and to use this as an integral part of a constructive evaluation process.•To attend and participate in meetings, workshops associated with practiceeducation.

11.4.2. Responsibilities of the Personal Academic Tutor The personal academic tutor (PAT) is a lecturer from the programme team who actsas a named point of contact for a group of students and practice educators during aprofessional practice placement module. Their duties are:•To offer support throughout the placement, responding to requests for advice andinformation from practice educators and their students, fielding any on-site problems,

offering pastoral support and guidance as required.•To moderate their personal tutees on-line discussion area in Moodle.•To arrange a three way meeting between the practice educator, student and amember of the programme team if there is a serious concern requiring to beaddressed.•To liaise with the professional practice tutor if concerns arise about a student’sperformance during a professional practice placement.

11.4.3. Responsibilities of the studentStudents will work closely with their practice educators during professional practiceplacements. It is acknowledged that practice educators’ first responsibilities is toservice users and that in addition to facilitating students learning they have many

additional responsibilities to deal with on a day to day basis. Giving consideration andthought to practice educators’ needs and responsibilities should enable students toestablish a good collaborative working relationship. The students are:•To assume responsibility for their learning using available resources.•To discuss any planned absence with the programme leader and professionalpractice tutor in advance of the start date of the placement. Planned absence fromplacement will be allowed only in exceptional circumstances.•To attend and participate in all preparatory placement activities on the appointeddates specified by the AMC.•To prepare and maintain their practice education passport.•To study and become conversant with the QMU’s expectations for each practiceplacement, course assessment requirements and regulations for the practiceeducation component of the programme.

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•To read any pre-placement information materials provided or recommended by thepractice educator.•To abide by at all times the Health Professions Council Standards of Performance,Conduct & Ethics.•To abide by all health and safety at work issues and be cognisant of policies andprocedures specific to the practice setting.•To be responsible for any travelling and accommodation costs incurred to and fromplacement.•To be punctual at all times and dressed appropriately as befitting for the placementsetting and the work involved.•To reflect the status of a team member and respectfully engage with other membersof staff at the placement setting as appropriate.•To inform the practice educator and University if it is not possible to attendplacement for any reason.•To collaborate with the practice educator to devise a learning agreement for eachpractice placement.•To adhere to matters of patient/client confidentiality as advised by the practice

placement setting and the College.•To maintain a reflective diary and practice education accreditation portfolio inaccordance with the guidelines provided by the College.•To be fully prepared for supervision sessions and contribute to the supervisionprocess in a reflective manner.•To contribute towards an on-line discussion forum with other students and teachingand administrative staff.•To contribute towards and actively participate in the mid way and final evaluation of performance displaying openness to and acknowledgement of other people’s ideas.•To contact the University if there are factors adversely affecting performance duringpractice placement.•To complete the student evaluation of placement form and share this with the

practice educator at the conclusion of the placement experience.•To return copies of the practice placement assessment form and student evaluationof placement form to the AMC School office within 5 working days of completion of placement.

11.4.4. Responsibilities of the practice placement co-ordinator The practice placement co-ordinator (PPC) plays an essential role in fostering aculture whereby practice placements are seen as a positive activity contributing tostaff continuing professional development and recruitment within the service. S/hehas:•To collaborate with the AMC to identify new placement opportunities alongside newservice delivery developments.

•To co-ordinate the annual return of the AMC’s health and safety form.•To co-ordinate the returns for university requests for placement offers, wherepossible, within the timescale identified.•To bring to the attention of the AMC as soon as possible potential difficulties arisingwhich may result in the cancellation of a placement•To co-ordinate responses to students’ letters of introduction/record of previousexperience forms•To ensure staff acting in their capacity as practice educators have adequate trainingand demonstrate ongoing commitment to their professional role•To offer support to practice educators taking into account the time and resourcesnecessary for student supervision•To bring to the attention of the AMC any issues creating difficulty on placementwhich may not be reported by the practice educator or student.

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•To take cognisance of comments made in each student evaluation of placementform and to use this as an integral part of a constructive evaluation process•To attend and participate in meetings, workshops and other events associated withpractice education.

11.4.5. Responsibilities of the professional practice tutor The professional practice tutor (PPT) is responsible for the development, co-ordination and review of practice education within the framework of the BSc (Hons) inOccupational Therapy [Athens] curriculum. S/he has:•To engage with local, regional, national and where appropriate, internationalnetworks to promote and facilitate the continuing sustainability of practice educationwithin the occupational therapy curriculum and across the wider profile of alliedhealth profession programmes offered by the division of QMU Health Sciences.•To collaborate with placement providers to comply with practice education guidanceand standards provided by academic, regulatory and professional bodies.•To plan and implement a range of mechanisms for the distribution and cascading of

practice education documentation and information to practice placement co-ordinators, practice educators and students.•To plan a comprehensive, balanced placement profile for each pre- registrationoccupational therapy student ensuring that as far as is possible, satisfactory notice isgiven to the practice placement co-ordinators’ network, practice educators andstudents.•To prepare students for their roles and responsibilities during practice education.•To co-ordinate university contact mechanisms for students and practice educatorsduring practice placements.•To work with students, practice educators and placement providers to evaluatepotential/ actual challenging situations arising during placement learning anddetermine appropriate action plans.

•To review each student's progress and placement grade as assessed andrecommended by practice educators.•To contribute towards the education and training of current and potential practiceeducators.•To take cognisance of feedback from all stakeholders in practice education and usethis as an integral part of a constructive evaluation process.

11.5 Practice placement locations All of the placements are located in Athens and relatively close to the campus regionso far, thus ensuring that both students and practice educators can be effectivelysupported by the programme team. Placements include a diverse range of settingsproviding students with the appropriate educational experience in preparation for the

realities of practice. These settings are all established clinical practice placementcollaborators of AMC for the other health programmes run in collaboration with QMU.Their selection is based on the needs of the programme and has therefore beenexpanded to include new co-operations, such as a private psychiatric clinic. Thesettings are private hospitals, private rehabilitation centers, and the Cerebral Palsy Greece.

11.6 Major themes for practice placement modulesPractice placement modules seek to integrate theory and practice and transfer of skills in a meaningful and reflective manner. Each placement builds on all other related studies and helps students to prepare for future studies and the realities of professional practice. Students progress from entry-level student to entry-levelpractitioner over the four practice placements.

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11.6.1. Year 1: Professional Practice Placement 1Professional Practice Placement 1 (PPP1) offers students the first opportunity of learning in a practice setting. They are acquiring knowledge and a repertoire of skillsfor functioning in practice placements. Students observe, practice and reflect on their performance. They take an active role with clients, applying knowledge anddeveloping professional reasoning skillsThe focus of PPP1 includes opportunities to:•gain an understanding of occupational therapy in one practice context•establish the foundations for safe, effective and ethical professional practice•establish the foundations of continuing professional development•establish the foundations of effective professional communication•initiate the development of professional skills, attitudes and values•reflect upon and evaluate personal performance•exploring how the major concepts and principles of occupational therapy relate topractice•gain exposure to service users with a range of health conditions and socialcircumstances

•examine the relationship between occupational performance, health and well-being

11.6.2. Year 2: Professional Practice Placement 2Professional Practice Placement 2 (PPP2) encourages students to draw upon andintegrate knowledge from their university based studies and previous learning fromPPP1. During this placement they actively contribute to the practice setting.Emphasis is on practice and experience of the occupational therapy process,problem solving and communication.The focus of PPP2 includes opportunities to:•experience an area practice significantly different from that encountered in PP1•participate in safe and effective service delivery

•further develop appropriate professional skills, attitudes and values•reflect on and evaluate personal performance•continue to evidence professional development

11.6.3. Year 3: Professional Practice Placement 3 (PPP3)The third practice placement provides the students with the opportunity to broadenand consolidate their knowledge of practice. Students gain a greater degree of autonomy, adopting a co-worker role with their practice educator and assume jointresponsibility for active service provision. This placement will enable students to:•gain a greater degree of autonomy in the work setting•actively participate in all aspects of service delivery

•demonstrate an analytical approach to all aspects of service delivery•explore how research findings might be integrated into practice•reflect on and evaluate personal performance•continue to reflect and build evidence of professional development•observe and, where appropriate actively participate in work in an inter professional /multi agency setting.

11.6.4. Year 4: Professional Practice Placement 4 (PPP4)During this final placement students will be expected to demonstrate a competentlevel of attainment in all aspects of practice and that they have the knowledge, skillsand attitudes appropriate for practice now and in the future. This placement willenable students to:•work as independently as possible at pre-registration level•assimilate and synthesize knowledge and skills prior to completion of studies

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•provide evidence of independence in all aspects of learning•effectively integrate research findings into practice•enhance the development of an analytical approach to all aspects of practice•realistically evaluate effectiveness of interventions•effectively contribute to multi professional and inter agency working•reflect on and evaluate professional performance

11.7 Aims for professional practice placementsEach practice placement module has a unique set of aims, predetermined by theUniversity. Aims increase in complexity as the student progresses through theprogramme and each placement provides one of the building blocks for future ones.Practice educators collaborate with students to identify how the University aims for each professional practice placement will be achieved and help the student todetermine a clear pathway for achieving these through the development of a learningagreement.

11.8 Integrating knowledge and practice

Throughout practice education the integration of knowledge and practice forms thekeystone of professional development, meaningful and reflective learning andcontinuing professional development.Integration is facilitated by:•articulation of University based and professional practice placement modules•preparation of students prior to each placement•debriefing of students following each practice placement•strong communication links between the University and practice placementproviders•preparation of practice educators through short courses, presentations andworkshops.• discussions and meetings with individual or groups of practice educators

•Moodle discussion areas•use of learning agreements on all professional practice placements•use of reflective diaries•use of portfoliosStudent representatives, placement providers and practice educators are valuedmembers of programme planning teams and their contributions give useful insightsinto effective and practical ways of facilitating the embedding of knowledge withinpractice

11.9 Learning agreementFor each practice placement students prepare a learning agreement in collaborationwith their practice educator(s). This enables students to focus on aspects of practice

in which they wish to have more experience and helps them to capitalise uponlearning opportunities specific to each practice setting. Learning agreements foster the integration of theory and practice through their emphasis upon prior learning andexploration of the process and outcome of learning.

Students negotiate and fulfil the learning objectives and are active partners in their own learning process. Consequently, there is shared responsibility for the outcome of the learning experience as students work in partnership with their practiceeducator(s) to try to secure a successful outcome. Students and practice educatorsare provided with access to the learning agreement handbook either through Moodleor QMU’s Practice-based Learning Support web site athttp://www.qmu.ac.uk/pbl/OccTherapyHome.htm

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11.10 Reflective diaryStudents use reflective diaries as part of the process of learning and reflection and inpreparation for supervision with their practice educator(s). The diary in part, focuseson specific aspects of practice and students use it to plan and prepare for work.Students and practice educators have access to an electronic copy of the reflectivediary handbook.

11.11 Practice education accreditation portfolio As part of their professional development students compile a practice educationaccreditation portfolio during practice placements using a proforma developed bythe programme team. The portfolio is based on a range of items on the practiceplacement assessment form. The use of portfolios gives students opportunities toevidence and reflect on their learning. This process prepares students for usingportfolios to evidence their continuing professional development after completion of their studies. Students and practice educators are provided with electronic copies of the portfolio handbook.

11.12 Preparing students for practice placements Approaches to preparation for placement are blended within this programme to allowflexibility of delivery and to accommodate students’ different learning styles. Theseinclude interactive workshops, group work, personal development planning, self –evaluation activities, directed reading and e-learning.Key aspects of the preparation process will now be described in more detail below.

11.12.1. MoodlePractice placement modules are supported by the University’s virtual learningenvironment Moodle. This provides a useful platform for the implementation of aphased approach to placement preparation. In addition each Moodle module areahouses a bank of information resources and materials including useful web links,

discussion areas, sources of accommodation, handbooks, assessment forms,templates for reflection and reading materials.

11.12.2. Practice Education Passport All students maintain a practice education passport as a component of thepreparatory process for placement. This is a new initiative within the framework of theOccupational therapy pre-registration curricula and was piloted with QMU’s first year students entering the pre-registration programmes in September 2009. The passportis being developed in consultation with placement providers and its primary goal is toenable students to assume responsibility for aspects of the placement preparationprocess. The Passport acts as a site for formal assessment by the UniversityPractice-based Learning Team in order to verify that students have completed all of

the compulsory preparation tasks before being permitted to go on placement.Students collate documents, certificates and maintain records of having completedtasks required for progression to placement. They will present this evidence to their practice educator(s) during the induction phase of placement.

11.12.3. Copy of Criminal RecordSince students will be doing regulated work with children and protected adults duringpractice placements, they must provide a copy of their Criminal Record (theequivalent of the Scottish Protection of Vulnerable Groups Act). All students have tosubmit their criminal record document, which is issued exclusively by the Greek judicial authorities, prior their registration at the beginning of each academic year.Copy of this document should be provided to the clinical placements. Placementsproviders could require additional checks before accepting students on placements.

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11.12.4. Health Clearance Checks According to the regulations of the Greek Ministry of Education, all students have todeliver prior to their registration health clearance documents from a dermatologist, apathologist, a psychiatrist and a chest CT at the beginning of each academic year.The same regulation applies to the teaching staff as well, to allow a teaching permitto be issued by the Ministry of Culture. Copies of the Health Clearance Documentsare delivered to the relevant office of the Ministry supervising KEME (Centres of Post-Lyceum Education) and to AMC.

11.12.5. Uniforms AMC asks for the application of a strict dress code by all students, following hygienerules, in laboratory and practical classes and at placements. Students are supplieduniforms bearing the AMC logo. 11.12.6. HandbooksPrior to Professional Practice Placement 1 students are provided with hard copies of the:

•University Practice Education Handbook;•Health Professions Council Standards of Conduct Performance and Ethics;•Health Professions Council Guidance for Students on Conduct and Ethics;• Health Professions Council Standards of Proficiency: Occupational Therapists• College of Occupational Therapists Code of Ethics and Professional Conduct.•NHS Education for Scotland Quality Standards for Practice Placements

11.12.7. WorkshopsInteractive workshops facilitated by the professional practice tutor enable students toprepare for each practice placement. These tend to be incorporated into theOccupational Therapy Modules in level 1-3. Workshops focus upon topics salient to

each practice placement such as:•review of the aims for each placement and exploration of how these will facilitate theintegration of theory and practice•professional conduct during practice placements•learning cycle and learning styles/preferences•professional and clinical reasoning•review of the assessment format for each placement•preparation for and review of self evaluation on placements•developing and using learning agreements on practice placements•developing and using a professional development portfolio

11.12.8. Preceptor Education Programme (PEP) for Health Care Professionalsand StudentsStudents must complete this interactive on-line programme of study to complementthe face-face pre –placement workshops. The programme consists of eight modulescovering topics salient to practice placements and contains a reflective element.Students download certificates following completion of each module and retain thesein the practice education passport. Web link: www.preceptor.ca/

11.12.9. Risk managementStudents receive education and training upon a range of issues such as:

• Manual handling legislation

• Risk assessment; moving and handling of objects and people

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• Wheelchairs

• Walking aids

• Hand Hygiene E-earning module: NHS Education for Scotland Promoting

Hand Hygiene in Health Care. Web link: http://193.129.5.68/shh/index.asp

• Safe guarding children

• Sage guarding vulnerable adults

These topics are compulsory elements of the curriculum and occur prior to the firstpractice placement. Certificates of attendance are provided for retention in thestudent’s practice education passport.

11.12.10. Individual meetings AMC adhering to the QMU practice caters for disabled students actively encouragingthem to request appointments with the professional practice tutor to discuss anysupport or adjustments required to enable them to practice safely and effectively andmeet the learning outcomes of each practice placement. This is to occur through theannual self-declaration of fitness to practice procedure via Moodle. A student who fails a practice placement will be offered individual meetings with theprofessional practice tutor to prepare a personal development plan for a retrievalplacement.

11.13 Supporting students during practice educationThe programme team is committed to the learning experience of the student beingone that facilitates an active and interactive process promoting intellectual autonomy.

The value of diversity that individuals as adult learners bring to the programme isrecognised. Attention is paid to the skills of the students acquired within practiceeducation that foster their abilities to be self- directed learners.

The practice education handbook, which is issued to students prior to ProfessionalPractice Placement 1, covers a range of issue and topics relating to practiceeducation. It also contains the e-mail addresses and contact telephone numbers for all of the programme team.

Moodle provides a forum for group discussion and communication to facilitatesharing throughout the learning experience. At designated points throughout theplacement students participate in on-line discussions, which are moderated by their

personal academic tutors. Guidance on preparation for and participation in these on-line discussions is provided to students during preparatory sessions held at theUniversity. Activities are designed to facilitate the development of self-assessment inlearning and foster attitudes which value continuing professional development.Knowledge sharing amongst the on-line community is actively encouraged by thetutor through the use of peer-generated feedback.

Practice placement debriefing workshops are normally held following each placementoffering students a further opportunity to integrate the experience of practiceplacement context with the learning environment of the University. Within theseworkshops, students will be encouraged to review their personal and professionaldevelopment with the professional practice tutor, discuss relevant issues and prepare

for future practice placements.

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http://193.129.5.68/shh/index.asp

http://193.129.5.68/shh/index.asp




If a student’s performance is causing concern on any practice placement at therequest of the practice educator and/or student, a visit can be arranged. A studentmay be visited on more than one occasion.

11.14. Assuring the quality of practice placements A variety of systems and mechanisms are currently in operation/being developed byQMU to ensure that the quality of practice education is monitored and reviewedthereby contributing towards enhancement of the experience for all stakeholdersincluding AMC as a collaborative institution.

All potential placement sites are visited by the professional practice tutor. Initial visitswill involve discussions with the Director of AMC, Programme Leader and thePractise Placement Coordinator to consider the feasibility of locating students in theorganisation for practice placements.

The range of issues to be explored and discussed will include:•Overview of regulatory and professional bodies’ standards for practice-based

learning;•Roles and responsibilities of all stakeholders – College, students and placementproviders;•Health, safety and insurance issues;•Equal opportunities/ anti-discriminatory policies and how these might be applied topractice education;•Suitability of the location for students at various levels of the programme;•Staffing levels•Staff expertise including experience of student supervision and attending practiceeducators’ courses.•Resources available for students including library, accommodation, transport,technology, access to internet, study space, etc;

The overall structure of the curriculum and the support available from the AMC isalso to be discussed. Once the Director of AMC, Programme Leader and the PractisePlacement Coordinator are both satisfied that the organisation has the potential tosupport student placements, a further meeting will be arranged to give all staff theopportunity of discussing the matter further.

At the meeting, the PPT presents information about:•Roles and responsibilities•Overall structure of the curriculum and its educational philosophy•Brief resume of content of each programme module•Aims of the various practice placements

•Assessment of students’ performance during practice placements;•Contact mechanisms with the University before, during and after placements•School of Health Sciences Practice-based Learning Support web site•Educational opportunities available for practice educators

Other internal quality assurance mechanisms include:• New placement sites are only used when both placement providers and the Collegeare satisfied that all of the required standards and conditions have been met.• Staff and/or students with legitimate concerns about a practice placement bring thematter to the attention of the College PPT. The PPT will explore the issues raised inpartnership with the placement site. The PPT may then facilitate or advise uponappropriate strategies for assessment and/or learning opportunities for example,resetting of specific objectives. Should concerns/issues remain unresolved, the

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placement may be withdrawn temporarily or permanently from the potential pool of practice placements.•The PPT reviews all completed assessment report forms and student evaluation of practice placement forms following up any issues with either the student and/or placement provider as required.•External examiners review a sample of completed assessment report forms annuallyand provide feedback and/or recommendations for future action to the programmeteam.• Practice education is routinely discussed at the programme and student staff consultative committees.•An inter-professional distance learning on-line preparatory course for practiceeducators – “Facilitating Practice-based Learning” is offered by Queen MargaretUniversity. In this course could be potentially attended by AMC practice educators.

11.15 Communication and support mechanisms with placement providers andpractice educators

11.15.1. Practice-based Learning Support web sitePractice educators need clear information from the University about the aims of practice education, their roles and responsibilities, the scope of the activity involvedand how responsibilities are to be fulfilled. The development of this web site arose asa direct result of increasing number requests from the practice placementcoordinators’ network and practice educators for electronic copies of practiceeducation documentation and forms. The web site was developed in 2008 incollaboration with colleagues from Physiotherapy and the Centre for AcademicPractice. It is a school wide resource and the Occupational Therapy page sits alongside other programmes in the school. This can be accessed via web linkhttp://mcs.qmu.ac.uk/PBL.

11.15.2. Individual supportStudents’ personal academic tutors and the professional practice tutor are bothavailable via e-mail and/or telephone to answer any queries throughout practiceplacements. Personal academic tutors also carry out visits to placement sites at therequest of practice educators and/or students.

11.15.3. Workshops A variety of ½ day workshops for practice educators have been developed by the AMC programme team. Normally workshops are delivered in the workplace to aminimum of 25 participants.

11.16 Practice placement allocation processSpecific allocation of students to placement sites is completed normally 6 weeksbefore the start date of the placement and displayed in Moodle. The practiceplacement co-ordinators network is notified by post/e-mail when allocations havebeen completed for each practice placement module.

Students forward a record of previous experience form and introductory letter to therelevant practice placement co-ordinator or specific placement site at least six weeksadvance of each practice placement.

AΜC students will have their Clinical Practice Placements at rehabilitation centers,psychiatric clinics, centers for treatment of cerebral palsy, which belong in their

39




majority to the private sector and sign a contractual agreement with AMC. Moreover,students will contribute to the treatment process of cases that address the College soas to use its laboratories, a practice adopted by the College and included in the AKMIEducational Organisation’s Social activities of contribution and support to thecommunity. The students will enhance their portfolio with particular clinical cases thatthey undertake their treatment. The practice applied in the process of implementationof clinical placements adheres to the relevant practices followed by QMU.

Students complete a practice placement planning form on-line and upload this to anelectronic drop box in Moodle. The practice based learning team use this informationto help inform the allocation process. Placements are allocated by the professionalpractice tutor according to the profile of students’ practice placement experience todate, their development needs and placement availability. Normally students wouldnot be placed in a service where they have worked previously but in rotation todifferent available locations.

Efforts are to be made where possible, to accommodate the needs of disabled

students, those with family responsibilities and caring commitments or students withexceptional circumstances. There is no provision by ΑΜC for accommodation whilston placement. Yet, all placement locations have been chosen so as to be close to the AMC campus premises. Students are responsible for organising suitableaccommodation for the duration of their placements.

11.17 Assessment of students’ performance during practice educationStudents are assessed on each practice placement by the practice educator incollaboration with the student and, if appropriate, other departmental staff. Theprocess of assessment is ongoing throughout the placement and involves both thepractice educator and the student in evaluating performance, using evidence from

the student’s practice. Students are expected to actively participate in the midwayreview and final evaluation. This process of self-assessment contributes towards thedevelopment of students’ professional judgment.

There are different assessment forms one for each practice placement, which reflectthe learning outcomes for the placement and expectations for professionaldevelopment and practice at each level. The assessment forms focus on five areasof knowledge, skills and attitudes appropriate to each stage of professionaldevelopment.

Assessment report forms are graded in the range A-G in accordance with the QueenMargaret University grade to mark conversion scheme for undergraduate modules

(QMU, 2010a). Students who are awarded a grade D or above will pass theplacement.

A student who fails a placement will be permitted one attempt only to retrieve a failedpractice placement module. The hours of failed placement education will not counttowards the minimum requirement of 1000 hours. If the module is ultimately failedand retrieval processes for the module have been exhausted then the student will beasked to withdraw from the programme. A student may also be denied theopportunity to retrieve the module if the failure originally occurred on grounds of professional suitability (COT, 2008).

Students who are unable for legitimate reasons to undertake the placement at theallotted time or who have to withdraw from placement for such reasons as ill healthwill have a placement arranged at a deferred time. This will count as a first attempt.

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A retrieval or deferral of a practice placement will be undertaken over the summer prior to progression to the next year of the programme. This is dependent upon theavailability of an appropriate placement for the student concerned.

11.18. Student evaluation of practice placements At the conclusion of each placement students complete an evaluation of placementform and share this with their practice educators. The purpose of this evaluation isoffer constructive feedback to the practice educator, the placement provider and AMC to enable ongoing enhancement of the learning environment.

11.19. Appeals procedure A student wishing to appeal against a decision in practice education may do sosubject to the QMU procedures and practices as set out in the Academic AppealsRegulations (QMU, 2010b).

12.0. Entry to the programme

12.1. Principles of RecruitmentThe Subject Area needs to recruit individuals who already possess qualities thatenable them to undertake study in an appropriate manner and at the appropriateacademic level. Thus the students recruited to all programmes are committed,diligent, enthusiastic, and possess the curiosity and drive to enhance their knowledgebase.

12.2. Equal OpportunitiesThis Subject Area is committed to the provision of a policy of equal opportunity in

student selection. All applicants regardless of race, ethnic origins, religion, gender,sexual orientation, marital status or age can expect equal treatment.

AKMI Metropolitan College is responsible for ensuring the effective implementation of the Queen Margaret University’s Statement of Equality of Opportunity. In addition,recruitment to the programme will be informed by:





• The College of Occupational Therapists Pre-Registration EducationStandards (2008)


(2010)

• Quality Assurance Agency Higher Education (QAA) Subject Benchmark



Standards In Higher Education.

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12.3. Criminal Convictions

“Higher education institutions must request criminal records screening as partof their admissions procedure to pre-registration occupational therapyeducation.” COT Curriculum Framework for Pre-Registration Education (2004)

12.4. Protecting the Public

The programme will ensure that candidates have the potential to adhere to therequirements of the Statement of Good Character, Conduct and Health (2003) asstated by the Health Professions Council. COT (2004)

“There is a duty to protect the public as well as the student. If an occupational healthscreening and discussions with the applicant reveal that they may be a danger tothemselves or others either on the taught element or on practice placements, thenthey may be refused admittance to a programme.

Students should be informed that the protection of the public is HPC’s primaryconsideration and that “There may be instances when it is necessary for the HPC tomake decisions about people’s registration that are based on a disability of healthissue because a disability of health issue impairs their fitness to practice.” (HPC2004,p2)

12.5. Disability and Mental Health Issues

12.5.1. Self-evaluation

“If an applicant makes it clear at the admissions stage that they wish to apply for registration upon completion of the programme, they should be advised to consider the HPCs’ Standards of Proficiency and determine for themselves, as far as this ispossible, whether or not they are likely to meet them at the end of the programme.This process of self-evaluation should be available to any applicant. This process of self-evaluation will help to prepare the individual for judging their own suitability topractice should they choose to apply for registration”. COT 2004

12.5.2. Mental Health Issues

Students with a history of mental health issues will be carefully and fairly considered

for admission.

Queen Margaret University is firmly committed to the Widening Access to Higher Education, and Teachability agendas, and the applications from disabled individualsare welcomed. AMC, adhering to QMU policies is also committed to offer premiumquality services to disabled students and treat them individually according to their personal needs aiming at the best possible results.

Successful completion of the B.Sc. (Hons) Occupational Therapy [Athens]programme conveys eligibility to apply to the Health Professions Council for StateRegistration, through the international route, as an Occupational Therapist in the U.K.Individuals considering applying for this course are advised to note that the HealthProfessionals Council (HPC), is the sole judge of who can, and cannot, become aRegistered Occupational Therapist in the UK.

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All applicants who disclose a disability on their application form, or who choose tomake the Team aware of their disability, will be informed of the contact details of thedesignated AMC consultant should they wish further advice and information.

12.6 Entry Requirements for the B.Sc. (Hons) in Occupational Therapy

12.6.1. Introduction

In AMC the admission document deposition process is the following: the candidates,provided that they have completed the interview process, and meet the defined entryrequirements deliver the appropriate supporting documents to the registry of thestudy programme, complete the AMC’s registration form, which includes a personalstatement on the candidates’ rationale regarding their selection of the particular studysubject. The candidates also complete the financial settlement form for their fees,which is drawn with the responsible College Counselor. A copy of the applicationsincluding the supporting documentation are sent to QMU; after that, during theinduction week, the online matriculation process is guided and concluded.

Mature and international applicants whose applications indicate a potential tocomplete a course of study but who may have “special circumstances” may beoffered an extra interview. The purpose of the extra interview will be to resolve anyissues involved in enabling them to meet course entry requirements

12.6.2. Standard Entrants

Entry Requirements:Candidates must meet the following criteria: Academic qualifications – one of:Greek Lyceum graduates: applicants should have a Lyceum certificate with a final

grade above baseline (10 out of 20). Admissions staff will focus on Physics, Chemistry, Biology and Essay Writing gradesas more relevant to the course.

vocational qualifications recognised by the Greek Ministry of Education asequivalent to the Lyceum

successful completion of the AMC Preparatory (Foundation) programme

Two academic references.

Evidence of competence in English of IELTS (score 5) at the point of entry.This can be achieved by providing an IELTS certificate or equivalent or through satisfactory performance (equivalent to IELTS level 5) in AMC’s own

language placement test. Applicants must confirm they are aware of the needto provide an IELTS certificate with score 6 before the third year of studies. Attending the preparative English Language classes is mandatory sinceIELTS score 6 is a QMU prerequisite.

A written statement by the applicants referring to the reasons that led them tochoose occupational therapy studies.

Information about their state of health.

A signed criminal declaration form

Written consent to act as a model in practical classes and in practice-basedlearning.

In addition, an interview will be held with the Programme Leader and members of

the Programme Team. AMC implements the particular practice of applicantinterviews for all the study programmes on offer. Interviews may be contacted

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individually or in groups. This will be defined during the enrolment period, dependingon the number of applications and the availability of the members of the teachingteam.

12.6.3. Greek Language Requirements for International Students

International students will be expected to be able to communicate in Greeksubmitting certification for fluency in the Greek language issued by the relevantdepartment of the National University of Athens in both the reading and the writingsections.

13.0. Learning, Teaching and Assessment

13.1. Learning

Underpinning ideas for learning, teaching and assessment in the Bsc (Hons)Occupational Therapy [Athens] programme are provided by:

• Strategy for Quality Enhancement of Learning, Teaching and Assessment

• Curriculum Framework for Occupational Therapy Education 20

• Health Professions Council Standards of Education and Training

• Principles of lifelong learning

Those documents provide the parameters and guiding principles for the learningexperience that students will encounter over four years at AKMI MetropolitanCollege. In this programme of study, learning is understood as a change in the waythat prospective occupational therapists understand and interact with the worldaround them. Occupational therapy is a people centred discipline and the primeobjective is to ensure that students interact with the people who require their services, their families and other agencies in respectful, facilitating and effectiveways. The curriculum that is offered will provide:

• An atmosphere of support for this changing process of thinking, conceptualising

and generating new ideas

• Continuous opportunities for feedback and discussion about how learning does

change

• A reflexive approach to personal learning which critically locates the learner

within that process of change

• Learning which integrates experiences of practice education and acknowledges

the importance of praxis

• A culture of integration of policy, research, theory and practice and the ability to

analyse gaps that exist in this complex relationship

• A critical and reflexive approach to the contribution of an occupation focused

perspective on health, social care and society

Learning experiences, which will specifically operationalise those values andprinciples, are:

13.1. 1. Personal and Professional Portfolio The portfolio is based on course modules and the professional practice educationaccreditation portfolio; it provides evidence of the student’s personal and professional

development; it records the evolution of learning in the course of the four years of study and includes informal and non-formal experience as well as all the details of an

44




increase in professional knowledge and skills. Students will constantly reflect upontheir learning, self evaluate and record the changes that occur. The content of theportfolio in addition is intended to: promote the concept of lifelong learning, facilitatereflective practice and deep learning, help students develop personally relevantsupport networks and strategies, encourage students to take responsibility for their own personal and professional development.This has been used successfully within the existing programme in QMU and will nowassume a greater significance within the assessment process. AMC adheres to the exact processes as defined by QMU for portfolio compilation, soas to offer to the students the chance of capitalising upon this particular process.

13.1. 2. Experiential WorkIn all modules, the opportunity to promote inductive learning occurs in groups, inproject teams and with the local community. Enquiry based learning, which uses reallife situations to theorise and understand complexity, and subsequently reworkpossible interventions is at the core of this learning strategy. This has been shown tomaximise potential in nursing, medicine and psychology due to its ability to raise

motivation and empower learners to recognise their own learning preferences andtake charge of their own learning processes. Interprofessional education will alsoencourage interactive learning of this nature.

13.1. 3. Concept MappingThis technique assists learners in connecting knowledge and understanding the linksbetween theories, policy and research.

13.1. 4. Teaching and Learning OpportunitiesIn all modules within the curriculum there will be possibilities for learners to contributeto their own and others learning. This will take the form of brief presentations topeers, provision of group information using the e-learning platform or teaching other

students on other levels of the course in informal situations such as explanationsabout placements or help with academic conventions such as referencing. Practicalskills will be largely offered in this format. Peer feedback will be formalised throughpeer interactive feedback sheets to which staff contribute. Those feedback sheets willbe included in the learner’s personal and professional portfolio. A “buddy” system isalready in operation in AMC between level two students and level one students insimilar programmes and will be implemented in OT as well.

13.1. 5. Helping Learners Become Confident in Clinical ReasoningThis is intrinsic to all modules: learners will be encouraged to detect the relationshipbetween knowledge, cognition and metacognition. A considerable body of knowledgehas developed within occupational therapy on this topic and this will infuse the

curriculum at different points with attention to different types of reasoning,combination of reasoning and critical appreciation of how students and practitionersreason.

13.1. 6. Learning Through TechnologyThis includes the full range of technology and is a constantly changing phenomenon.Learners will encounter the use of the e-learning platform and Internet from the firstweek on the programme so as to become increasingly confident in search strategiesfor literature and use Moodle for direct learning of some modular content. This is tobe an integrated experience, contributing to the totality of the learning experienceover the four years.

Overall, the learning experiences offered on the programme intend to face effectivelyall uncertainties and fluctuations in resources and contexts due to the impeding

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financial crisis. The learning vision of the team is of a community of learners withinthe subject area who strive for joint responsibility towards high quality learning.13.2 Teaching

Sound teaching, learning and assessment are intrinsically linked. Members of staff are guided by the Centre for Academic Practice on updated pedagogical methodsand practices. Awareness exists about the consensus in research concerningteaching in higher education which stresses the following:

• Those who teach are most successful when they demonstrate a passion for their

subject

• There is respect for learners and recognition of different levels of understanding

• Learning thrives when there is good quality feedback built into the learning

process

• Teaching, which is well prepared, caters for different learning preferences and is

delivered in a climate of jointly learning from students produces successful results

• Teaching which establishes key principles and critical discussion of those rather

than covering copious material is preferred by students

• Teaching that fosters critical inquiry, independence in learning and professional

autonomy produces sought after graduates.The team endeavour to provide experiences which scaffold understanding andconceptualise learning as a joint responsibility over the four years. Efforts tocontinually engage in a dialogue about the contribution of teaching towards learningon the programme are offered by:

• Peer teaching

• Constant feedback through module monitoring which specifically highlights

teaching• Overview of each module and the provision of an internal marker’s proforma

which includes critical evaluation of teaching on the module

• Activity planning which considers assessment loads, innovations and evaluation

• External examiner’s views about teaching which they detect from the student

feedback, performance and other performance indicators

Those who teach on the programme are required to be versatile and skilled in a widerange of approaches. The full range of experiences is offered including interactivelectures, seminars, workshops, role play situations, practical skills, Moodle and groupdebates.

13.3 Assessment

This programme believes that assessment is part of the entire learning process. Assessment has always been conceived of as a way to get to know students and thequality of their learning. With the advent of anonymous marking this now is lesspersonalised and linked more to cohort attributes. It is a complex and dynamic processwhich involves learning from the students’ response to a particular form of assessment. As such, it informs about teaching in a powerful manner. With this in mind, the way thatassessment strategies have been planned in this programme is to:

• Ensure that the mode of assessment is appropriate for the learning outcomes

• Design of assessments cater for different learning styles and preferences• Assessment offers the opportunity for formative as well as summative measures

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• Assessments are accompanied by comprehensive feedback which has the

possibility of transferring into other learning situations

• Students have the opportunity for self assessment and peer assessment as part

of their learning

Choice of assessment methods is informed by the nature of the module and thisleads to an eclectic mix of strategies including reports, essays, critical incidentfocused work, tests, group work, oral presentations, poster presentations, reviews of literature, research proposal and experiential learning on practice placements. Thisresults in versatile learners who can negotiate different expectations. Suchexpectations are made clear to students within the module and at various times in thecurriculum, students are invited to offer a reflective piece on the experience.

The procedure for assessment is to follow a clear trajectory in compliance to QMUmethodology. In the summer of each academic year, the programme team will meetto review the year, the performance of students, the external examiner’s reports andthe staffs’ own view of the success or otherwise of the modules. Design of the next

academic years’ assessments will follow and careful attention is to be taken to offer arange of assessment, to consider assessment load and pressure points in thecurriculum. An assessment schedule will be designed, with correspondingassessments which is then to be forwarded to the external examiners for comment.When the assessments are returned, any changes or modifications that the externalexaminers’ make will be effected. The assessment schedules will be posted inSeptember of each academic year for the entire year to enable students to planahead.

Consideration of assessment is at the heart of learning and assessment. Smallchanges in the assessment of a module can significantly increase the quality of learning. The philosophy of assessment on this programme is that it should be part of

personal and professional development as a move towards becoming anautonomous practitioner. Students therefore must have an opportunity to commenton the nature of this event and for that to be transparent and subsequently actedupon. This happens with individual academic tutors, with module co-ordinators or with the programme leader when student representatives undertake reviews of theacademic year. Learning, teaching and assessment are part of a dynamic process.Critical reflection needs to be built into the event at all levels to ensure a qualityexperience for learners.

13.3.1. Assessment Feedback

Students will take feedback on their assessment and progress through theassessment feedback sheets whose form varies according to the kind of theassessment (theoretical, practical, written, and oral, its having a different set of marking criteria). The choice of the form aims at the fuller and more analyticalpresentation of the marks’ rationale and the specific points which students need toimprove.

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13.3. Assessment Schedule.

Module name andcode

Semester 1or 2

Assessment type Wordage

Occupation, Interactionand Performance - 1118

1 Skills evaluation (100%) 1000 words

Conceptual foundationsof Occupational Therapy-O1119

1 & 2 Semester 1:Portfolio/essay (60%)Semester 2:

On-line manual handling

test. (40%)

Semester 1:2000 word

Participation inOccupation: Mind-Brain-Body and Context 1-O1120

1 & 2 Part 1 - Poster outlining acontemporary issue in OT.(50%)

Part 2 – Verbal defence of

the poster (50%)

Part 2 – 10 minutes

Musculoskeletal

Anatomy: Theory-

1 & 2 Written, closed-book

examination with unseenquestions. (100%)

3 hour (four questions to

be attempted)

First Aid and ManualHandling-

1 1. One Practical examination(60%)2. Multiple choice writtenassessment (40%)

2. 1 hour

Research Skills 1:Introduction to Research& Critical Appraisal-O1122

2 Critical appraisal of aresearch article (100%)

1000 word

Professional Practice

Placement 1- O1123

2 Final evaluation completed

and graded by the practiceeducator. (100%).

Occupational Therapy asan Enabling Profession-O2120

1 & 2 Semester 1.OT-focussed assessmentwith a peer. Evaluative andreflective commentarySemester 2.

Intervention objectives and

relevant OT analysis for

selected case.

Semester 1.2000 words.

Semester 2.2000 words.

Research Skills 2:Introduction to Data

Analysis and EvidenceBased Practice- O2121

1 Test based on a researchproposal. (100%)

Participation inOccupation: Mind-Brain-Body and Context 2-O2122

1 & 2 Semester 1.Group led tutorial. (80%)Group handout to guide theworkshop participants (20%)

Semester 2. Assessed debate on teamsof four students.(50%)

Individual essay (50%)

Semester 1.30 minute1,000 word

Semester 2.

1,500 words

Musculoskeletal Anatomy: Practical

1 2 short practical viva tests.(50% each)

15 minutes each.

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Application- P1114

Health and Welfare(sociology)- D1145

2 2000 word Essay (100%) 2000 word Essay(100%)

Professional PracticePlacement 2- O2124

2 Final evaluation completedand graded by the practice

educator. (100%).

ContemporaryEpistemologies of Occupational Therapy-O3134

1 2000 word assignment.100%

2000 word assignment.100%

Occupational Therapy:reflecting on practice-O3136

1 & 2 A and defence of a selectedcase study. 100% weighting

20 minute oralpresentation

Research Skills 3:Theory & Practice(Exploring Methodologyand Data Analysis)-O3137

1 & 2 (Learning Outcome 3):essay concerning amethodological issue.Students will construct their own question. The questionwill require that implicationsfor occupational therapy,theoretical andphilosophical, as well aspractical issues beaddressed. Weighting 100%

3000 word

Exploring Participation inOccupation: Mind-Brain-Body and Context 3-O3138

1 resource pack to accompanythe teaching session(Learning Outcomes 2 &3).Weighting 100%.

2000 word

Interprofessional

Education: deliveringintegrated care-

1 & 2 1. A leader-and peer-

assessed grouppresentation within aconference setting – 20%

2. A reflective report on theindividual’s participationin the interprofessionaleducation learningprocess – 80%

30 minute

1500 word

Enabling occupationalperformance throughassistive technology-

O3141

2 reflective portfolio 2000 word

Working with Children-O3143

2 Essay 2500 word

Professional PracticePlacement 3- O3145

2 Final evaluation completedand graded by the practiceeducator. (100%).

Professional PracticePlacement 4

1 Final evaluation completedand graded by the practiceeducator. (100%).

Research Skills 4: FromResearch Consumer toResearch Producer: FirstSteps- O4127

1& 2 systematic review or literature review- 50%research proposal. - 50%

3,000 word4,000 word

3,000 word

Counselling &Group-Work in Occupational

1 & 2 Essay – 50%Participation (critical

2500 word500 word

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Therapy- O4131 reflection-10%)In pairs, design, formationand presentation of anoccupational therapy group-40%

Contemporary Issues in

Occupational TherapyO4129

Part 1 – poster on

contemporary issue in OT.50%.Part 2 – Verbal defence of the poster. 50%

poster

10 minute

Childhood Studies-O4133

2 Essay 2500 word

Creative Studies- O4135 2 critical evaluation 2500 word

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14.0. Programme Management

14.1 The Teaching Team

The programme of studies is based within the AMC Faculty of Health and HumanSciences and the resources to support the course are the responsibility of theProgramme Leader and the Academic Link Person based in QMU. The day to dayadministrative arrangements for the course is the remit of the programme leader,responsible ultimately to the Academic Link Person supported by occupationaltherapy staff. The structure of the team is as follows:-

Occupational Therapy Staff Course leader 1Occupational therapy lecturers 5Professional Practice Tutor 1Biologist 1Psychologist 1

Physiotherapists 3Visiting lecturers/experts 200 hours + Approx

Rationalising staff time and energy and taking into consideration the configuration of modules into mainly 20 point units but with a number of 30 point modules and one 40point module, the course team have decided to opt for a system of teaching teams tomanage large complex modules. Each theme which pervades the programme will bethe responsibility of a named member of staff. This is designed to monitor progression of subject matter throughout the four years in terms of knowledge andintellectual attributes. Level co-ordinators will work closely with teaching teams toensure integration of subject matter across a level of study. In this way the curriculum

matrix is closely monitored to ensure a coherent learning experience. AMC followsthe above procedure in order to meet the demands of the programme which derivesfrom QMU.

Students are encouraged to be involved in the organisation and development of modules from the onset and have been part of the planning process. The design andthe updating of the modules take into consideration the students’ feedback.

14.2 The role of the programme leader shall include:1. Participating in the recruitment, selection and admission of students in

conjunction with the admissions team and other staff as required.

2. Promoting a supportive attitude towards students and dealing with matters of student welfare referred by academic tutors, module co-ordinators or students.

3. Ensuring that the necessary staff and resources are available in order to meet therequirements of the course.

4. Delegating staff to be responsible for different components of, and tasksassociated with the course through the annual roles and responsibilities exercise.

5. Informing and advising staff and students on all aspects of the course.6. Maintaining regular and effective contact with all level and module co-ordinators.7. Preparing the assessment schedule for the Course Committee, organising the

preparation of assessments, collation of marks from module assessments andpresentation of evidence to the Board of Examiners.

8. Liaising with the External Examiners, concerning assessment and programmedevelopment issues.

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9. Convening and chairing the Programme Committee, the Sub Committee of theExamination Board and Programme Planning meetings

10. Liaising with students to prepare the Student Staff Consultative Committeeagenda and attending this meeting.

11. Initiating overall course planning, development and evaluation of the programme.12. Preparing the annual course report.

14.3 The role of level co-ordinator shall include:1. Taking responsibility for the experience of students throughout a particular

year/level.2. Negotiating with the course leader and individual module co-ordinators well in

advance of the commencement of the modules, to ensure that the necessaryresources are available and in order.

3. Receiving from individual module co-ordinators, draft assessments, markingschemes and collated marks timely for the course leader for the Board of Examiners approval.

4. Identifying budgetary requirements to the programme leader.5. Working closely with programme leader concerning timetabling.

14.4 The role of module co-ordinator shall include:1. Being responsible for a specific module.2. Negotiating with the programme leader and level co-ordinator well in advance of

the commencement of the module to ensure that the necessary resources areavailable and in order.

3. Making arrangements as required to meet the teaching pattern, learning andassessment strategies of the particular module.

4. Marking and collating marks from module assessments for presentation to the

programme leader at the appropriate time.5. Seeking student evaluations regarding the efficacy of the module and

incorporating feedback into subsequent modules as appropriate6. Completing the internal markers’ proforma concerning the health of a module.

14.5 The role of practice placement tutors shall include:1. Determining, in conjunction with other staff, the suitability of departments

continuing, or commencing to offer professional practice placements2. Ascertaining the potential number of places available and dealing with

administrative matters between students, departments and University staff.3. Planning a comprehensive programme of experience for each student throughout

the three-year or four-year courses.4. Co-ordinating visits by other lecturers to students on placement.5. Checking each student's progress and grade as assessed and recommended by

practice educators6. Planning and developing courses for practice educators especially committed to

the BSc/BSc(Hons) Occupational Therapy course at AKMI Metropolitan College.7. Chairing meetings of practice educators normally held in the University once

each semester 8. Running workshops and other professional development experiences9. Providing support for students, practice educators before, during and after

practice placements

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14.6 The role of the academic tutor shall include:

1. Arranging meetings of the group at least four times in level 1, semester 1 and atleast twice per year thereafter.

2. Acting as facilitator and mentor.3. Encouraging students to optimise learning outcomes.4. Providing guidance for students in their choice of elective modules.5. Reviewing the progress of each student in the group, each semester, using a

personal and professional development profile system.6. Giving advice and assistance with any difficulties which may arise in connection

with a student's studies.7. Keeping a brief record of matters discussed and action agreed at specific

meetings with individual students on particular issues.8. Identifying any student in the group who may be at risk in relation to achieving

course requirements.9. Directing students to other sources of help within the University. (The University

Counsellor is available to talk with students and provides a confidential service.)

14.7 Academic Disabled Student Co-ordinator A member of staff has been appointed to this role within the subject area acting as akey contact throughout the student experience. Co-ordinators help in thedevelopment and monitoring of individual Learning Plans and liaise with colleaguesto ensure that students are supported effectively. This is a vital role within the teamand the co-ordinator communicates any issue concerning disability to the programmeleader, module co-ordinators and visiting lecturers. Any needs are discussed under the reserved business section of the programme committee and at the subcommittee of the course examination board if alternative assessments are required.Part of this role is communicating any issues about disability to practice placement

tutors.

14.8 Personal and Professional Development Portfolio The programme teambelieves in the necessity to reflect upon affective as well as cognitive features in anyeducational experience and this portfolio is an important record of achievements,goals and aspirations for each student

14.8. a. PurposeTo enable student and academic tutor to consider the development of transferableskills, examine organisation of time, ability to interact with others, to cope with stressand respond to constructive criticism.

14.8. b. Process Consider and complete the personal development portfolio prior to discussion withthe academic tutor.

1. Compare tutor's and student's perceptions within the portfolio in the last weekof each semester.

2. Enable the student to demonstrate development of knowledge, skills andattitudes appropriate to professional practice placements

3. Set goals for the subsequent block of study.

The portfolio is based on the practice education accreditation portfolio and providesevidence of the student’s personal and professional development. Thedocumentation is held by the student and will contain evidence collected from coursemodules and the professional practise placements. The content of the portfolio willreflect the aims for each level of the course and in addition is intended to:

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• promote the concept of lifelong learning

• facilitate reflective practice and deep learning

• help students develop personally relevant support networks and strategies

• encourage students to take responsibility for their own personal and professional

development

14.9. Management of student support

14.9.1. Student Support

For Student Support structures and procedures see section 9.

14.10 Programme Committee (PC)The Programme Committee is the major decision-making body and is the forum for policy concerning conduct, review and development of the course and students on it.

Student representatives and academic staff from the OT programme will meetformally at the PC to address issues of mutual interest, discuss and proposeprogramme changes; discuss programme reports and other documentation.

The Programme Committee for the BSc (Hons) Degree in Occupational Therapy ischaired by the Programme Leader. Its membership includes all of the full-timeacademic staff who teach or assess the course, or representation from the relevantdepartment, and students from each year of the course. The chairman may invite anynon-member to attend a meeting and participate in the discussions.

Terms of Reference:a) To keep under review the subjects of study within modules, the integration of

subjects, curricula, syllabi and assessment arrangements (consonant with anyrequirements of relevant external bodies) in respect of the programme.

b) To be responsible for the maintenance of academic standards in the programmeand for the conduct of the programme including the work and progress of students

c) To monitor the operation of the programme and to report annually on suchoperation and on possible improvements to the course to the School. Futureproposals are included within an action plan as part of this annual report.

d) To keep under review the regulations for the course.e) To establish a Student/Staff Consultative Committee for the course and to

consider the minutes of meetings of the Consultative Committee.

f) To plan for the re-approval of existing programmes and to prepare appropriatedocuments for consideration by the Course Approvals Committee.

g) To receive, consider and take action as appropriate on external examiners'reports. The reports and an account of action taken shall be included in theannual report.

h) To appoint such ad-hoc sub-committees as may be required from time to time.i) To make available the minutes of its meetings to the School Academic Board.

14.11 Student/Staff Consultative Committee (SSCC) A Student/Staff Consultative Committee will operate for each programme or schemefor the purpose of ensuring an adequate and effective opportunity for discussionbetween students and staff, in the context which allows wide student participation.

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Student Staff meetings will be organised by the Programme Leader and Administration of AMC at time mutually convenient to staff and students.

Will be chaired by one of the student representatives and meets once per semester.In cases of urgent issues, extra meetings take place.

The minutes of these meetings are attached in the Annual Monitoring Report anddiscussed in the Joint Board of Studies.

14.11.1. FunctionThe function of the Committee is to provide a forum for constructive discussion of theprogramme or scheme in general terms, of the demands of the programme or scheme on students and of possible developments. The educational progress andprobable problems are discussed by the year tutors, the course leader and thestudents’ representatives. These will enable issues from module, placement deliveryand other general administrative or academic issues to be discussed. Studentrepresentatives are encouraged to participate in these meetings where practical

ways of resolving problems are openly discussed. They are also encouraged to makesuggestions on how to improve their individual.

14.11.2. RemitTo consider any matters directly related to the programme or scheme and to report or make recommendations, as felt necessary to the Course Committee.

14.11.3. MembershipThe membership of the Committee is to be drawn from the staff that teach on thecourse scheme and student representatives there should be more students thanstaff. The student membership should cover the main subject areas and activities of the course. It is appropriate for a student to convene the Committee and a member of

staff to act as secretary.

These SSCC and PC committees will be serviced by the AMC Registry of theProgramme who will circulate documentation for meetings and record minutes of meetings to members. AMC will strongly encourage students to become student representatives pursuant to AMC guidelines it is a valuable experience and, inaddition to them influencing programme issues, it contributes to their CV and employment references later. Students will have access to the QMU ClassRepresentative Handbook in order to be able to fully engage in this additional role.

14.12 Board of Examiners

14.12.1. Membership of the Board of Examiners shall be:Chairman: a representative of QMU concerned and appointed by the AcademicCouncil of QMU.

14.12.2. Members ex-officios: external examinersNormally two external examiners shall be appointed to the course, in accordancewith Queen Margaret University procedures and practices.The external examiners will normally be involved in all assessments for an exitaward.

The rights, responsibilities and duties of the external examiners shall be inaccordance with Queen Margaret University procedures and practices.

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Internal assessors: All full-time academic staff who teach or assess on the courseand such part-time staff as determined by the Board of Examiners.

Others with a right to attend as non-voting observers:No student may be a member of a Programme Assessment Board or attend anassessors meeting other than as a candidate for assessment.

14.12.3. Secretary to the Board of Examiners

Academic Council shall ensure that arrangements are made to appoint a secretary tothe Board of Examiners and shall require the secretary to maintain detailed andaccurate records of the Programme Assessment Board's proceedings.

The rights, responsibilities and conduct of the Board of Examiners shall be inaccordance with Queen Margaret University procedures and practices. The Board of Examiners has delegated to it by the Academic Council, executive powers to dealwith matters concerned with examinations and the assessment of students.

14.13 Sub-committee of Board of Examiners

14.13.1. Membership

A sub-committee of the Board of Examiners meets once per year to consider proposed assessments for the forthcoming academic year. Upon scrutiny andagreement within the course team, the assessments plus assessment schedules aresent to the two external examiners or to the academic link person of QMU for the firsttwo levels of study. Upon return of the comments from examiners, the programmeleader makes any necessary amendments in discussion with the respective module

co-ordinator. The assessments are then distributed to module co-ordinators andofficially signed off by the programme leader for that semester.

14.13.1. Membership includes:Chairman of Board of ExaminersCourse leader Practice placement tutors All Lecturersand a representative from the School office of QMU to take minutes

14.14 Joint Board of Studies

The Board’s terms of reference are:

• overseeing the overall administration, general operation and monitoring of the

Agreement;

• ensuring there is adequate ongoing communication between QMU and AMC.

Composition of the Board will normally include:

• Dean of host School at QMU or the Dean’s representative (in practice this is

likely to be the International Academic Leader or the Head of Division)

• International Academic Leader from QMU (if not convening)

• Secretary (member of staff from QMU)

• Programme Leader at AMC

• Staff involved in teaching and marking at AMC

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• Other key staff involved in providing support at AMC (eg programme

administrator)

• Student representation (normally two students from each cohort).

The Board will meet at least once a year on a date to be determined at least six

months in advance. QMU will be responsible for arranging meetings of the Board.Meetings may take place in Athens or by video-conferencing (or similar mechanism).

The terms of reference of the Board will be the oversight of the operation of the Agreement, including:

• Admissions and recruitment

• Marketing

• Student support

• Administration

• Communication

• Identification of staff development needs

• Identification of resource needs

15.0. Quality Assurance Mechanisms of the Programme

15.1 Quality Assurance of the Programme

The Division aims to provide the highest level of quality provision and to review andenhance its quality procedures on a regular basis. Quality will be consistent withQMU policies, procedures and codes of practice. Quality Assurance will also reflectexternal reference points: The Health Professions Council, College of OccupationalTherapists and the Scottish Credit and Qualifications Framework.

The Division delivers its programmes within the context of the QMU Governance andRegulations and Quality Assurance Handbook available from the Quality website:http://www.qmu.ac.uk/quality/qa/default.htm. The Quality at QMU website is designedas a central and authoritative reference source for the regulations, policies andprocedures governing the academic life of Queen Margaret University. Thiscomprehensive resource is designed to assist staff, collaborative partners, externalexaminers and others in a range of academic related activities to maintain standardsand assure the quality of programmes delivered and awarded by QMU. It is also asource of advice for students on regulations governing performance and conduct.

The named award of Bsc (Hons) Occupational Therapy [Athens] is subject to theQueen Margaret University quality assurance procedures on behalf of Senate.Modules have been developed in line with the QMU QELTA strategy (2006) and theCentre for Academic Practice (CAP). This process has also been informed by QAAguidelines regarding the code of practice for assurance of academic quality andstandards in higher education, and the Scottish Credit and Qualifications Framework(SCQF 2007).

15.2 Programme Management

QMU management structure ensures that all programmes are delivered, monitoredand evaluated in a systematic and rigorous manner. The committee system ensuresa close relationship between external examiners, the programme team and the

student body as well as providing a structural framework for communication of

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information to QMU committees. AMC adheres the defined policies for theprogramme management by QMU as follows:

Annual programme monitoring takes place at programme level through the QMUQuality Enhancement Unit. Annual monitoring of programmes ensures that learningaims and outcomes are being met and that the curriculum and assessment strategycontinue to be effective.

The annual monitoring report is produced by the Programme Leader and team andconsidered by the Programme Committee. Issues raised in the report draw onexternal examiners’ reports, student and staff views, module evaluations and anyfeedback from other stakeholders, such as employers and practise educators. Thereport informs changes for the next academic session. The Annual Monitoring reportis required for each programme leading to an award of the University. The content of the report is approved by the Programme Committee, after which a copy is providedto the Academic Link Person of QMU. The School Academic Board acts as guarantor of academic standards and quality of curricula, programmes, promotion of best

practice and general educational matters. Fuller details can be found on the QMUquality website (http://www.qmu.ac.uk/quality).

Students are involved in the quality process in a number of ways. These range frominformal mechanisms to more formal representation. Informal involvement includesdiscussion with academic tutors; reflective mechanisms in assessments; and Moodlediscussion postings. Formal mechanisms include feedback through moduleevaluation forms which includes an evaluation of visiting lecturers; discussions withexternal examiners; contributions to the annual report; representation through theStudent Staff Consultative Committee, and Programme Committee.

Responsibility for the operation of the programme including quality assurance and

enhancement rests with the Programme Committee which includes representationfrom the programme team and student cohort. It is the role of this committee tooversee the operational management and development of the programme, topromote best practice, to make changes and improvements, to respond to studentfeedback and to respond to external examiners’ reports.

External examiners’ views of the programme are valued and recognised assignificant benchmarks of quality against peer institutions and/or similar programmesoffered in the higher education sector. External examiners’ comments are relayedinto the system via the Programme Committee and formal responses are provided tomaintain the annual audit loop.

The Examination Board is responsible for the conduct of examinations andassessments, the assessment of student academic performance, progression of students and award decisions. This Board comprises members of the ProgrammeTeam, Registry, School office and external examiners.

All Committees function according to standard procedures determined by the Senateof the University.

The programme is regularly and continually monitored by the Programme Leader.The Programme Leader is responsible for the day-to-day health and well being of theprogramme and its student cohort, and through the Programme Team and Head of Division, ensures compliance with University procedures and maintenance of quality.Whilst the Programme Committee has overall responsibility for the quality anddevelopment of the curriculum, individual Module Co-ordinators have responsibility

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for the content, delivery and assessment of specific elements of the curriculum. TheProgramme Committee is responsible for ensuring the balance of assessmentworkloads, the appropriateness of learning and teaching approaches andassessment tools and the adequacy of resources to support the programme as partof its annual quality assurance monitoring. As part of its enhanced qualitymechanisms the Programme Committee also submits individual moduleassessments to the External Examiner for their scrutiny. The External Examiner isinvited to comment on the nature of the assessment as well as the overall balance of assessments for each level.

15.3 Staff Support and Supervision. A variety of formal and informal procedures are in place to ensure adequate staff support and supervision. All new members of staff attend a short learning, teachingand assessment course offered by the Centre for Academic Practice and receiveregular mentoring from experienced members of staff (normally the ProgrammeLeader). Training and development needs for experienced members of staff are

considered as part of the Institution’s Activity Planning process.

AMC runs special induction seminars integrating any new teaching staff to the British Academic procedure implemented and introducing them to the College regulations.The teaching staff concurrently with the commencement of their collaboration withthe College are delivered a special package including educational material from theseminars for their integration and the development of teaching skills. Additionally,QMU’s CAP organizes seminars annually for the teaching staff of all programmes.

15.4 Internal VerificationQuality Assurance through internal verification is essentially a two-stage process –Stage 1 is “Assessment Verification” and Stage 2 is “Marks Verification”.

15.4.1. Assessment Verification Assessment verification ensures the appropriateness of intended assessment toolsand provides internal scrutiny of all assessments, both course work and exams, prior to external scrutiny. This process is undertaken by a Sub-Committee of theProgramme Exam Board. It provides a means of ensuring consistency of expectationacross elements of the programme and appropriateness of assessment at each level. Assessments for both first and second diets, together with marking guidelines andexpected content, are considered at the same time to ensure consistency of practice.The assessment verification process is scheduled to be completed prior to thecommencement of the academic year.

15.4.2. Mark VerificationMark verification enables the marker, the Programme Team and students to haveconfidence that work has been marked fairly, consistently, in conformance withstated assessment criteria and that it reflects the institutional marking criteriaframework. Mark verification also ensures that marks awarded are a true reflection of the students’ performance in the assessment set.

All Honours Dissertations are double marked in a manner consistent with QMUprocedures. Detailed mark and feedback forms are completed by each marker for presentation to External Examiners.

All other assessments are sample second marked consistent with QMU procedures.The sample frame includes all failed and merit assignments (70+%) and one sampleof each mark band.

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Where agreement on the mark to be awarded cannot be reached between twomarkers a third internal marker is engaged to enable an agreed mark to be allocatedto the work.

The programme is compliant with the institutional policy on anonymous marking. Allwork is submitted in an anonymous manner wherever possible andmarked/moderated anonymously. Work that cannot be subjected to anonymousmarking is clearly documented on the relevant module descriptor.

15.5 Feedback Mechanisms.Formal feedback to students on their work is provided through feedback pro formas,which are returned to the student electronically and available to the student throughthe student portal. This provides students with a quantitative evaluation of their performance together with qualitative comments/advice on how their work could beimproved. Feedback from formative assessment is provided throughout the academicyear and is intended to enable students to reflect on their learning and to prepare

them for summative assessment. In addition each Module Co-ordinator is required tocomplete an “Internal Marker’s Pro forma” which provides an overview of studentperformance within a module and notes any issues which require consideration bythe programme team. Internal Markers’ Proformas are also submitted for scrutiny byExternal Examiners.

Feedback from students is obtained in a variety of ways:1. Module evaluation forms are distributed to individual students in each module. Thisprovides both quantitative and qualitative commentary on the students’ view of eachmodule including an evaluation of visiting lecturers. This data is collated and referredfor consideration by the Sub-Committee of the Programme Exam Board.

2. AMC distributes questionnaires and surveys concerning the operation of the

institution and the campus and the general student experience.3. The Student/Staff Consultative Committee and the Academic Tutor Group systemprovide further formal and informal mechanisms for receiving substantive feedbackfrom students and taking their views into account in future planning.

4. Student representatives for each level on the Staff/Student Committee are alsoinvited to comment on the Programme Annual Report in a substantive way

16.0. Staff Research and Development

AMC applies a series of procedures, regarding the development and the upgrading of the teaching staff skills, both in the field of pedagogical methodologies and in their scientific grounding.

Staff Development within AMC is defined as: all those processes and procedureswhich enable both administrative and teaching staff to further develop knowledge,skills and capabilities required to successfully support both institutional goals as wellas personal career development. This policy is firmly grounded in the College’s EqualOpportunity policy, therefore all staff, full time, part time and contract are entitled toand expected to undertake developmental activities, whatever their position.

The AMC Staff Development Programme aims at developing an appreciation of theacademic culture and values of AMC and the organisations and institutions it

collaborates with, and of the roles of colleagues at all levels and in all sites of AMC.

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The AMC Staff Development Programme includes general induction events towelcome new staff to the College and enables staff to develop throughout their careers by implementing a comprehensive staff development programme andpromotion of the appraisal to ensure all staff are engaged in this process. It thusranges from staff induction for the new colleagues to on-going continuousdevelopment and appraisal. Staff induction seminars are organized during the firsttwo weeks of the academic year, for any new members of the teaching staff. Suchseminars include sections on the use of the electronic platform Moodle,administrative procedures pertinent to the operation of the College, basic methods of assessment and marking, determent of plagiarism, the use of Turnitin and other methods of plagiarism detection, basic educational and teaching methodologies, etc.

In addition to the induction seminars held by AMC, special seminars on a recurrent,annual basis are conducted by academic staff in charge of the relevant departmentsof learning and teaching enhancement, originating from the collaborative BritishInstitutions of Higher Education. The content of these seminars pertains to generalteaching methods, special teaching approaches, and the particular demands of the

programmes of studies on offer. The QMU Centre for Academic Practice will providesupport and schedule series of seminars at relevant points to ensure the ProgrammeTeam are familiar with the relevant learning, teaching and assessment methods, inaddition to providing familiarisation with the role and remit of the various ProgrammeCommittees. These series usually take place annually around January and earlyMarch. The main topics that have been discussed in such seminars are: CourseStructure; Learning; UK philosophy, theory, styles, approaches to learning; Levels of learning (Bloom, SCQF); Student-centred learning; Constructive alignment of learning, teaching, assessment; L&T: Methods and Approaches; Teaching methodsto encourage deep learning / student engagement; Small group learning; Evaluatingyour teaching and student learning; Assessment principles and practices; Feedbackfor learning; Criteria-based marking activity; Roles and Responsibilities of

Programme Leaders (PLs); Leading and Motivating Staff; Managing DifficultSituations; Running Meetings; Inducting new teaching staff; Time and crisismanagement. Such seminars include also microteaching sessions evaluated by theteaching teams of the QMU programmes delivered in collaboration with AMC.

Moreover, AMC supports the publications and the participation of the teaching staff,potentially in collaboration with their students, in national and international meetingsand conferences.

The Educational Organisation AKMI operates two lifelong learning educationalinstitutions, KEK AKMI & EEO GROUP which materialize programmes by E.U.targeted towards adult education. In the frameworks of these programmes’

materialization, the organization’s tutors have attended programmes delivered by theGreek Ministry of Education and E.U. whose aim was to educate and familiarize themwith the latest pedagogic methods of adult education.

17.0. Resources

17.1. Learning Resource Centre (LRC)Electronic services are available to students via the QMU library web pages off- campus,via Remote Access. AMC supports the academic procedure via the electronic learningplatform Moodle. This facility also allows off campus access to the students.

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17.2. Educational ResourcesSince 2004-05, AKMI Metropolitan College (Athens campus) has been housed in itscampus in Maroussi.

17.2.1. Teaching facilitiesThe space is distributed as follows in the Maroussi campus:▪ 1 library and adjoining reading room and internet access area▪ 2 specialised clinical practice laboratories for SLT studies▪ 1 computer engineering laboratory (for Computer Engineering students)▪ 2 computer laboratories▪ offices for staff and administrators▪ registries for each different programme▪ 1 auditorium (capacity 200 students)▪ 8 teaching rooms with overhead projectors that seat between 25 & 30 students each

The auditorium is supplied with a multimedia projector and further advanced audiovisualfacilities. Each teaching room is equipped with one multimedia projector and one PC, while

mobile multimedia and overhead projectors are availiable to tutors upon request. In addition,all PCs have access to internet.

The computer labs are equipped with state-of-the-art computers (31 PCs in total)with the following characteristics:

17.2.2. Hardware information:13 PCs Intel Pentium D 3.4 GHz 2 GB (DDR 2) 160 GB SATANVIDIA Ge Force 6600GTNetwork Adaptor 100 Mbps On Board Internal DVD/CD RW MON CAPTIVA TFT17' E1701 DVI/BLACK (with speakers) DLP View Sonic PJ402D

18 PCs Intel Core 2 Quad Q9400 (2.66GHz,1333MHz,12MB) 4 GB DDR3 1333MHz

500 GB Serial ATA GIGABYTE VGA N240OC-1GI Network Adaptor 1 Gbps OnBoard Internal DVD/CD RW MON CAPTIVA TFT 17' E1701 DVI/BLACK (withspeakers) DLP View Sonic PJ402D

Note: Due to the general upgrading of the College infrastructure the IT equipment isgoing to be upgraded as well.

17.2.3. Software information All computers are equipped with all necessary software applications (e.g. applicationdevelopment packages, database development packages, CASE Tools, multimediadevelopment applications etc.) and a high-speed internet connection.

17.2.4. Specialist Rooms/ Laboratory Facilities AMC houses one library and study room, which are located on campus. The libraryis stocked with a large variety of books, journals, magazines, and reference readingmaterial in relation to the programmes offered by the College. Students may borrowbooks from the library for study purposes.The stock of the library is currently designed principally to meet the specific needs of the courses currently offered. Thus it cannot properly be compared to a full library inan established British tertiary education institution. There are considerable short-comings in the areas of general literature and there is limited provision of academic journals and periodicals. However, serious attempts are being made towards theenrichment of the library stock, so that students can have substantial learningsupport from library material on campus.

The current stock of the Athens campus Library is:

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Approximatenumber of titles

PeriodicalsandJournals

CDROMs

4879 90 50

Note: Multiply copies of the majority of the titles are also available raising the totalnumber of the volumes to 6030. The CD ROMs refer to student’s dissertations.

The AMC library is open from Mondays to Fridays, from 9a.m. till 9p.m and everySaturday from 10a.m to 2p.m.

Study Room facilities: The main body of the library includes study areas with Internetaccessto accommodate student needs.

A number of specialist resources such as professional tests, audio/visual equipment,and relevant educational material are available to teaching staff and students in order

to support the needs of the programmes.

The library operation regulations are included in the Students’ Handbook; theyadhere strictly to the current Greek Statutes on Copyrights.

17.2.5. Specialised computer software:SPSS 17.0 (for statistical analyses)

17.3 New DevelopmentsDuring the current academic year, the College is in the process of constructing anadditional building within its premises, targetting at starting its operation for the

academic year 2012-2013, thereby facilitating the needs and the demands of theconstant developmental progress of AMC.

17.4 Student FacilitiesStudent facilities include 1 student coffee lounge. Sport facilities have been provided for inthe plans for the new infrastucture which are under construction.

18.0 Academic staff

Staff development is included in Section 16, and the structure of the programmeteam under Programme Management in Section 14.

AMC’s Programme Team have a commitment to incorporate up to date learning andteaching methods and recognising that this is essential to ensure the SCQF graduateattributes are developed and supported in a diverse student cohort.

Having already established carefully managed strategies in accordance to QMUacademic strategy, AMC is sufficiently equipped to deliver the curriculum. The multi-faceted nature of the programme requires a wide range of staff with variedexperience. All staff have more than one degree and / or professional qualification. All have wide ranging experience either in research or clinical settings, in industry

including private work, in other academic institutions. Research, publications andexternal activities all ensure that the staff are well informed and experienced in

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contributing to the curriculum. The composition of staff, complemented by staff fromother subject areas and visiting lecturers, provides an effective team for the deliveryof the curriculum.

Roles of the administrative and teaching team are defined in job descriptions andthrough consensus. There is regular consultation through formal meetings andinformal networks. Peer support and the mentoring of new staff are critical toproducing complementary and supportive attitudes.

Induction study days within AMC and regular academic staff development seminarsorganised by the Centre Academic Practice of QMU are considered as an integralpart of the process. This works towards a balance of teaching, developmental andadministrative activities between staff.

The AMC programme Team is also cognisant of the benefits of developments in e-technology that can widen accessibility in the curriculum and which is a key strategyof QMU (QELTA). Embracing the virtual learning environments as a tool for

facilitating learning also assists in supporting students on practice placement toenhance learning through their reflective discussions and this will be achievedthrough via AMC’s e- learning platform Moodle.

Each tutor will be available to meet students at pre-determined office hours for atleast 2hrs per week. Key people have been appointed as an interim measure and asyears progress more tutors will be involved.

All subject areas will be taught by staff with relevant subject and specialist knowledgeand expertise. Relevant aspects of teaching are carried out by occupationaltherapists and other healthcare professionals who are active in practice, relevant tothe area being taught (see Teaching Staff CVs’ document). The Athens programme

will be delivered by 5 OTs, 1 Psychologist, 1 Biologist, 2 Physiotherapists andVisiting Lecturers and experts. Taking into account the needs of the market inGreece and the specifications of the Occupational Therapy programme of QueenMargaret University a licensed OT was sought for the Programme Leader position,holding a PhD and teaching experience. Dr Panagiotis Siaperas has a Phd in OTfrom Cambridge University and wide teaching experience both in British and GreekUniversities (mainly in the department of Occupational Therapy at TEI of Athens). Inaddition, the teaching team consist of licensed OTs with long clinical experience andteaching experience from the only other BSc programme in OT taught in Greece, TEIof Athens.

AMC staff is in constant communication with QMU colleagues in order to deliver the

programme in the best possible way and in accordance to QMU educationalphilosophy. Staff will be up-to-date with QMU educational procedures and therelevant required actions (including any necessary forms or pro-formas) that staff and/or students need to take in order to ensure that these procedures are indeedbeing followed.

18.1 Professional Practice placementsExpectations of the student, practice placement educator, practice placement tutorsare clearly defined. There is an extensive network of practice placement educators. All are supported through documentation, personal and telephone contact, midwayvisits on the majority of student placements, additional visits as necessary, andworkshops/meetings in the College at least twice per year. Induction sessions bypractice placement tutors are offered to all new practice placements. New practice

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placement educators are helped in their understanding of what is required for eachplacement.

19.0 Support staff

Administrative support is provided centrally by the AMC school office. Specializedpersonnel, inducted in and fully aware of the administrative processes in effectcurrently at QMU, also offers administrative support for the programme, as it hasbeen working for other collaborative programmes accredited by QMU for a number of years .

Throughout the whole period of operation of the College and delivery of classes,technical support is offered by the IT department of AMC.

The specialized library staff offers assistance and guidance both to the teaching staff and the students.

The AMC director, career advisor, student welfare officer, members of registry allcontribute to provide support and guidance as and when necessary.

20.0. Regulations and Progression of Students

It is expected that Programme regulations will be consistent with QMU’s University’sgeneral assessment regulations. Any exceptions must be approved through thevalidation or committee approval process.

Unless otherwise stated full QMU regulations apply. Relevant extracts from the QMU

regulations are presented in italics below with their corresponding regulation number.However, where programme regulations supersede QMU regulations, the QMUregulation will be presented with the programme specific regulation highlightedbelow.

The Bsc (Hons) Occupational Therapy [Athens] fully complies with the UniversityGovernance and Regulations (June 2010). These can be found at the following link:www.qmu.ac.uk/quality/gr/default.htm

20.1 Admission Regulations

The College according to the QMU standards shall have a reasonable expectationbefore admission that an individual applicant will be able to fulfil the objectives of his/her proposed programme of study.

20.1.1 Minimum Entry Requirements

A summary of the admission criteria is given below.

20.1.1.1 Typical entry: Admissions to the course are carried out by a selection committee consisting of theDirector of the College, the Programme Leader and selected course tutors. Finaldecisions are made by the selection committee.

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http://www.qmu.ac.uk/quality/gr/default.htm

http://www.qmu.ac.uk/quality/gr/default.htm




Candidates must be at least 18 years of age in the year of entry. This is the age of graduation from secondary education. All Applicants should have a Lyceum(equivalent to S5 & S6) certificate. Admissions staff will focus on Physics, Chemistry,Biology and Essay Writing grades as more relevant to the course. They also have toprovide two references by two Lyceum tutors concerning their performance anddiligence in the above modules.

20.1.1.2. Recognition of Prior Learning (RPL) All other candidates who do not come from secondary education, like professionalswith no previous formal education or other special cases, will be evaluated by theDirector of the College, the Course Leader, the members of the Course Committeeand final approval will be given by QMU. We explicitly state that other qualifications,including the IVT diploma qualification, will be mapped against the SCQF frameworkand curriculum content of the Occupational Therapy programme and as such will bedealt with on a case by case basis with credit being given if relevant. All applicants should submit the proposed Bsc (Hons) Occupational Therapy [Athens]application form completed to the Admissions office of AMC in order to be sent to the

QMU Records.

20.1.1.3. Equal Opportunities AMC is committed to the provision of a policy of equal opportunity in studentselection. All applicants regardless of race, ethnic origins, religion, gender, sexualorientation, marital status or age, can expect equal treatment.

Queen Margaret University is firmly committed to the Widening Access to Higher Education, and Teachability agendas, and welcomes applications from disabledindividuals. The Athens programme will be in line with this philosophy and aims toimprove the support in more cases of disabled than today in the next few years.

20.1.1.4. English language requirementsOn admission to the programme “Applicants must be able to communicate in Englishto the standard equivalent of level 5.0 of the International English Language TestingSystem (IELTS)”

The first two years of the programme will be taught and assessed in Greek and thatthe 3rd and 4th year of the programme will be taught and assessed in English.Students’ competence in English should be of IELTS (score 6) or equivalent, in order to progress into the 3rd year. Students will not be able to attend level 3 and 4 modulesunless they provide a valid IELTS certificate with a minimum score of 6.0 at thebeginning of academic year 3. (Note IELTS certificates are only valid for 2 years fromthe exam date).

Students are obliged to attend the preparative English Language classes and sinceIELTS score 6 or equivalent certificate is a QMU prerequisite:

Except where a programme is specifically exempt, all students in undergraduateLevels 1 and 2 whose first language is not English will be eligible for 25% extra-timein examinations. Details of all such students to be allocated extra-time must besubmitted by Divisions to the Records Administration Section of Registry inconjunction with exam papers.

Programmes may apply for exemption from allocating extra-time in examinationsto students in undergraduate Levels 1 and 2 whose first language is not English.Proposals should be submitted to the School Board for approval. All relevant

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programme documentation, particularly student handbooks, must make thisexemption explicit. The following programmes are exempt: BSc (Hons) and GraduateDiploma Speech and Language Therapy; BSc (Hons) Physiotherapy.

20.1.1.5. Criminal Conviction Checks Applicants with serious criminal convictions, notably those convicted of violence,sexual or drug offences, may be excluded from programmes as they may be unableto undertake certain clinical education placements or find employment on completionof the programme. Exclusion should not however be automatic. Most ex-offendersare essentially law-abiding citizens and will not re-offend. In reaching a decisionabout an applicant, therefore, programme teams are asked to take into account theage, nature and relevancy of the conviction, the applicants’ attitude to it and his or her achievements since the conviction. Dependent on the case students may beadmitted to the programme, but would be informed that, subsequent progression topractice placements and successful registration with the HPC via the Internationalroute cannot be guaranteed. Students will be responsible for and required to declareany criminal convictions during their period of registration. All applicants will be

obliged to complete and sign the criminal convictions sector in the application form.

20.1.1.6. Health Screening All students admitted to the programme will undergo a formal Health Screenunderpinned by an official medical certificate signed by a physician clarifying thatthey do not suffer from an infectious disease. Students are also advised that anychanges in health that occur during the programme between these time points shouldbe notified to the Programme Leader.

NB Students will be made aware on admission that where necessary and relevantany such information regarding health or criminal records may be disclosed torelevant third parties e.g. Practice Providers.

20.2 Award Regulations

A student’s overall performance on the Bsc (Hons) Occupational Therapy [Athens]will be given one of seven grades as follows

Grade Mark Corresponding level in an

Honours degree classification

A 70% and

above

first class

B 60 – 69.9% upper second

C 50 – 59.9% lower secondD 40 – 49.9% third class

E 30 – 39.9% fail

F 20 – 29.9% fail

G 19.9% or

below

fail

To gain an undergraduate award, a student must normally be a registered student atthe University for at least one academic year.

To qualify for the following awards the student must fulfil the subject specificrequirements for the name of the award and also:

Cert HE 120 credit points at SCQF Level 7

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Dip HE 240 credit points, at least 120 at SCQF Level 8Degree 360 credit points, at least 120 at SCQF Level 9

and 120 at SCQF level 8Honours Degree 480 credit points, at least 120 at SCQF Level 10

and 120 at SCQF Level 9

20.2.1. Undergraduate programmes of study are designed on four levelscorresponding with Scottish Credit and Qualifications Framework levels 7, 8, 9 and10, with conceptual and material progression being designed into the structure fromlevel to level. Thus it is expected that students will progress from level to level, andthe structure of the programme and the timetables are developed accordingly. Although the above regulations may allow a full time student to stay in full timeregistration albeit without a completed level of study, it may not be possible toconstruct a programme around the timetable available which is academicallycoherent and which makes best advantage of the student’s time. In most casesstudents will be expected and advised but not required to complete a level of study

before progressing to the next level.

20.3. Reassessment Reassessment is permitted in order to allow a student to make good an initialfailure, . This affords the student an opportunity to demonstrate the standard requiredto pass modules, and ultimately to gain an award. All reassessments shall takeplace before the commencement of the next session of the programme. They shouldbe late enough to allow the students time to prepare themselves, and to avoidoverload of assessment shall normally take place in the autumn diets. In the eventof a failure after reassessment in a module, the Board of Examiners may permit astudent to repeat the module, with full re-assessment facilities. No parts of theprevious assessment may be carried forward. The regulations for attendance shall

apply to the repeated module unless otherwise specified by the Board of Examiners. A student may repeat a failed module only once.

20.4. Programme specific academic regulations: A number of regulations are specific to the programme. These are necessary to meetthe HPC and COT requirements for a professional programme. Programmeregulations for progression and award are written in the context of QMU’s generalassessment regulations; they should be interpreted in that context and where theyare silent QMU’s general assessment regulations are taken to apply. Programmespecific regulations cover the following points:

The requirements for passing a module the requirements for progression the

conditions and limits to the provision for re-assessment of modules the conditionsand limits to the provision for repeating a module or a level the conditions under which a student shall be required to withdraw from the programme.

The HPC Standards of Proficiency for Occupational Therapists (2007) for entry to theprofession (HPC, SOP 1b.3) state that at the point of entry to the register applicantsmust be able to communicate in English to the standard equivalent to level 7 of theInternational English Language Testing System, with no element below 6.5.

Students embarking on a professional programme are expected to adopt responsibleattitudes for punctual attendance at all classes. Students are required to normally

attend at least 80% of the class hours for each academic module. Otherwise,students will not be allowed to sit for the examination of the respective module.Requests for leave of absence for good reason must be made to the programme

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leader. For absence because of illness for up to five days, a University form certifyingthe cause of absence must be submitted to the programme leader. Absence becauseof illness for more than five days or during assessments must be supported by amedical certificate

Students who are registered for the BSc (Hons) in Occupational Therapy [Athens]and whose first language is not English and/or Greek, are not permitted the allocationof extra time in examinations.

All students whose first language is not English and/or Greek will normally bepermitted to use language-only dictionaries in examinations. Electronic dictionariesare not permitted (please refer to Exam Regulations section).20.4.1. To qualify for the award of Bsc (Hons) Occupational Therapy [Athens] thestudent must:(a) Successfully complete all modules and practice based learning placements.(b) Complete a minimum of 1000 hours of facilitated practice based learning.

20.4.2. Students leaving the Bsc (Hons) Occupational Therapy [Athens] programmeafter having completed level 3 successfully will be awarded a BSc Health Studies.The BSc in Health Studies award does not confer eligibility to apply for registrationwith the Health Professions Council as an occupational therapist.

20.4.3. The classification of the award of the Degree with Honours will be basedon the marks obtained in Level Three (20%) and Level Four (80%). Weightedaggregate scores will be rounded to one decimal place. The classification will bebased upon the average mark obtained by combining the weighted results of allmodules studied in Levels Three and Four.70 and above First Class>=60% and <70% Second Class: Upper division

>=50% and <60% Second Class: Lower division>=40% and <50% Third Class

20.4.4. A student who has been recommended for the award of the Degree withHonours of Bachelor of Science in Occupational Therapy will be eligible to apply for registration with the Health Professions Council, and to apply for full membership of the College of Occupational Therapists and of the World Federation of OccupationalTherapists.

20.4.5. There can be no aegrotat degree for the purposes of registration as anoccupational therapist.

20.4.6. Students must attend all elements of the programme where their absence willbe detrimental to their professional development, and may also affect that of fellowstudents, e.g. in an interactive group and work which is subject to group assessment. Attendance is monitored and students who have less than 80% attendance will bedeemed to have an unacceptable level of absences and may be prevented fromgoing on Practice Placement or continuing on the programme and may be referred tothe Fitness to Practise Panel.

20.4.7. Students are required to abide by the ethics of the profession asencompassed by the Health Professions Council Standards of Conduct Performanceand Ethics. A failure in this respect will bring into question a student’s suitability as afuture member of the profession and discontinuation of studies may be required.

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20.4.8. At least one external examiner who is a member on the HPC OccupationalTherapy register will be appointed.

20.4.9. To complete a level and hence progress to the next level a student willnormally be required to successfully complete that level.

20.4.10. In order to progress to practice placement, students must have submitted acopy of their Criminal Record Document and must complete successfully the moduleFirst Aid and Manual Handling.

20.4.11. The College of Occupational Therapists sets the maximum time in whichstudents should normally complete the programme and gain the professionalqualification Bsc (Hons) Occupational Therapy [Athens]. This is to ensure that thosequalifying have currency of professional knowledge for safe practice and protection of the public.

20.4.12. In order to comply with the requirements for approval by the World

Federation of Occupational Therapists, there is a requirement for students tosuccessfully complete a minimum of one thousand assessed hours of practiceeducation. Normally students will work with a variety of people across the life span,with different needs and in a wide range of settings covering health and social careas well as new and emerging areas of practice. Areas of practice may include bothestablished and emergent services within the statutory, independent and voluntarysectors and may include physical, mental health and community settings and/ or acombination of these.

20.4.13. With regards to practice placement, where a student is deemed to havedemonstrated unsafe practice, students can be required to withdraw from theprogramme on the grounds of professional unsuitability irrespective of academic

achievement. This should be investigated under the University’s Fitness to Practisepolicy.

20.4.14. Although reassessment is permitted in order to allow a student to makegood an initial failure, with regard to practice placement modules a student may bedenied the re-assessment if the failure originally occurred on grounds of professionalunsuitability. In any other case, the programme team will endeavour to enable thestudent to be re-assessed before the commencement of the next session of theprogramme; however this is dependent on practice placement availability and cannotbe guaranteed.

20.4.15. Normally a student who has failed to satisfy the assessors at the second

attempt in any level of assessment may be required at the discretion of the Board of Examiners, to repeat the failed module(s) once only, or to repeat the level, providedthat successful completion is within the maximum period for completion of theprogramme. Programme Document Bsc (Hons) Occupational Therapy [Athens]

20.4.16. No student shall be permitted to repeat any level more than once.

20.4.17. A student who has failed to satisfy the assessors in the second attempt inone or more modules in the academic year in which he/she has repeated a level of the programme shall be required to withdraw from the programme.

20.4.18. A student shall only be allowed one re-assessment of a practice placementmodule. If the module is failed after re-assessment, the student is required towithdraw from the programme.

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20.4.19. The Bsc (Hons) Occupational Therapy [Athens] programme is exempt fromallocating extra time in examinations to students in undergraduate Levels 1 and 2whose first language is not English.

21.0 Procedures for Dealing with Professional Unsuitability and Fitness toPractice.

21.1 University Fitness to Practice PanelQMU has an obligation to ensure that graduates from its undergraduate and pre-registration healthcare programmes are fit to practise. This means the Universityneeds to consider whether students:have a long-term health condition or disability which could prevent them frompractising safely without supervision; have any criminal convictions or cautions whichcould make them unsuitable for registration; have demonstrated that they canmaintain the standards of conduct expected of a health professional.

Students studying to become a professional in a regulated profession have certainresponsibilities and they are expected to meet high standards of conduct and ethicsthroughout their studies. They are advised that their behaviour in university,placement and in private life has the potential to affect their eligibility for registrationwith the Health Professions Council.

If QMU becomes aware of an issue regarding a student’s behaviour it may initiateFitness to Practise proceedings. Where there are serious concerns, a Fitness toPractise Panel may be convened by QMU. The Fitness to Practise Panel has theauthority to impose a range of sanctions including requiring student to suspend studyor even leave the programme.

21.2. Monitoring students’ fitness to practice on the Bsc (Hons) OccupationalTherapy [Athens]

Fitness to practise is monitored through the following procedures:

On Application1. Each applicant must sign a health declaration.2. Each applicant must submit his/her Criminal Record Document regards criminalconvictions and/or cautions.

During the programme

1. Students are required to declare whether or not they have a conviction or cautionas part of the annual matriculation process.

2. Students are required to work within the framework of the Health ProfessionsCouncils Standards of Conduct, Performance and Ethics.

3. Students are required to complete an annual self-declaration of fitness to practiseform.

4. Records of absence will be kept for each student noting the duration and thereasons for absence. Students must inform both the practice educator and College of any absences from coursework and placement. A supporting medical certificate mustbe obtained to cover absences of five working days or more from placement.

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5. All students are expected to adopt a responsible attitude towards attendance atclasses and practice placements. Punctuality is essential.

21.3. Disability and health issuesStudents should keep their personal academic tutor or programme leader andpractice educator informed of any changes to their health and disability status. AMCwill seek to put in place measures to support students with health problems so far asis practical. It is essential that students discuss any concerns they might have withstaff as early as possible.When a student goes to the College counsellor to have an Individual Learning Planagreed, they must consent to their information being passed on to the ProgrammeTeam.Disabled students are actively encouraged to meet with the PPT to discuss their Individual Learning Plan including any necessary support or adjustments which maybe necessary to enable them to meet the learning outcomes of each practiceplacement. Normally, requests for a meeting are initiated through the annual self-declaration of fitness to practice procedure via Moodle.

To protect service users’ safety, students must inform their practice educators and AMC immediately if they contract a communicable disease. Any concern raised bypractice educators related to fitness to practice - which may manifest as adversereactions to clients/situations and may be related to health problems, will beinvestigated by the Programme Leader in liaison with the Academic Link Person of QMU.

If the AMC counsellor becomes aware that a student’s medical condition may pose arisk to patient safety, the Programme Leader will be informed.

Students may develop short-term health conditions that affect their fitness to practise.

If the student is unable to commence or complete academic studies or a practiceplacement due to a short term health condition (e.g. bone fracture) the placement willdeferred and the student will undertake a placement once she/he is in sound health,as a first attempt. The Programme Leader will discuss a revised programme of studyto allow students to catch up on work, it may be necessary to defer studies.

Mental health conditions may be short or long term. AMC has a responsibility tosupport the student to ensure the best chance of recovery. A decision may be takento postpone the practice placement and academic studies, until the studentscondition has stabilised.

If it is judged by the programme team that the student may not be safe to commence

placement, or if a practice educator raises such a concern during placement, areferral will be made to the Fitness to Practise Panel.

In the interests of a student’s and/or service users’ safety AMC may act to suspend astudent temporarily pending the outcome of Fitness to Practise proceedings in order to remove the student from placement or prevent him or her from starting aplacement.

A student who appears to have developed a health related problem during theprogramme that could affect fitness to practice may be required to provide anindependent medical report and /or occupational health assessment regardinghis/her fitness to practise.

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21.4. Professional unsuitabilityProfessional unsuitability refers to observable behaviours and/or attitudes inferredfrom behaviour which makes students unfit to enter, continue with or qualify from aprofessional programme of study.

If certain behaviours and/or attitudes are exhibited during practice placement bystudents then concerns may arise about their suitability for the profession.These may include:

• Actions that are likely to constitute an unacceptable risk to the student and

others;

• Actions that are harmful to service users, staff or members of the public;

• Use of abusive language, obscene comments, verbal harassment, and

comments or remarks that discriminate on the basis of sex, race or any other irrelevant distinction;

• Conduct that could bring into disrepute the reputation of the occupational

therapy profession and is prejudicial to the best interests of service users;

• Breach of confidentiality, misuse of confidential material relating to a service

user;

• Boundary violations with service users;

• Incapacity for work due to the influence of alcohol or use or possession of

illegal drugs;

• Theft, deliberate misuse of or damage to equipment or materials;

• Being persistently unpunctual for placement; Inadequate standards of record

keeping;

• Persistent absenteeism without good cause;

• Attitudes such as disloyalty, dishonesty, insensitivity, intolerance,

irresponsibility, lack of commitment, lack of initiative, poor motivation,unreliability

If a concern arises about a student’s behaviour and or attitudes during practiceplacement, the processes outlined below will be followed:

1. The practice educator should contact the student’s personal academic tutor immediately. Normally a meeting will be arranged and discussions will takeplace with both the practice educator and student. A summary of the meetingwill be recorded on the link lecturer’s report form by the university member of staff. Copies of the link lecturer’s report will be forwarded to the programmeleader, practice educator and the student. A copy of the report will also beretained in the student’s University file.

2. The student’s practice educator should identify and document areas causingconcern and requiring improvement from the student within the supervisionrecord. The student should be referred to the relevant sections of the HealthProfessions Council Guidance on Conduct and Ethics for Students (HPC,2009) and the College of Occupational Therapists Code of Ethics andProfessional Conduct (COT 2010).

3. In order that students are given reasonable opportunity for improvement theimprovement period should be determined, taking into account: the time bywhich the student can reasonably effect an improvement; the practiceeducator’s need to make a suitable assessment of the improvement; the

likelihood of any reoccurrence; any other factors relevant to the individualsituation.

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4. In order that students are given reasonable opportunity for improvement, theimprovement period should be determined, taking into account: the time bywhich the student can reasonably effect an improvement; the practiceeducator’s need to make a suitable assessment of the improvement; thelikelihood of any reoccurrence; any other factors relevant to the individualsituation.

5. Any improvement must be sustained otherwise further action will be taken.

If a concern arises about a student’s behaviour and or attitudes within the College,the process outlined below will be followed:

The students' personal academic tutor will arrange a meeting with thestudent. A summary of the meeting will be documented and retained in thestudent’s College file.

The student’s personal academic tutor should identify and document areascausing concern and requiring improvement from the student within thesupervision record.

The student should be referred to the relevant sections of the HealthProfessions Council Guidance on Conduct and Ethics for Students (HPC,2009) and the College of Occupational Therapists Code of Ethics andProfessional Conduct (COT 2010)

In order that students are given reasonable opportunity for improvement, theimprovement period should be determined, taking into account:

• the time by which the student can reasonably effect an improvement;

• the personal academic tutor’s need to make a suitable assessment of the

improvement;• the likelihood of any reoccurrence;

• any other factors relevant to the individual situation.

In some circumstances specific action may be required, for example production of amedical certificate. This will be recorded on the student academic file and signed bythe academic tutor and student.

Any period defined for the purposes of improvement will operate on the basis that theimprovement must be sustained thereafter. The ending of the improvement periodwill be noted, the student either being informed that the improvement is satisfactoryor that further action will be taken.

21.5 Appeals Procedure A student wishing to appeal against a decision on progression may do so subject tothe university procedures and practices as set out in the Academic AppealsRegulations (QMU, 2007). These can be found at the following link:http://www.qmu.ac.uk/quality/qm/AZindex.htm#a

21.6 Formal stageThis stage is for those behaviours that have not been resolved through the systemdescribed previously.1. The issues that have arisen and consequent actions taken are referred to the

Programme Leader.

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http://www.qmu.ac.uk/quality/qm/AZindex.htm#a

http://www.qmu.ac.uk/quality/qm/AZindex.htm#a




2. The Programme Leader will discuss the current situation with the student and thepractice educator and review the evidence available in collaboration with the Head of Division.3. If the allegation cannot be resolved locally by the Programme Leader and AMCDirector, the matter will be referred to the QMU academic link person who willarrange a contact with the student. At this point in the interests of service user safetythe College may take action to suspend the student temporarily in order to removethem from the placement4. The QMU academic link person will then consult with the AMC Administration onwhether or not the matter should be dealt with summarily or referred to a Fitness toPractise Panel5. In cases where the conduct giving rise to concern is linked to a mental healthcondition the student’s case will normally be referred to the Fitness to Practise Panelas health matter 6. The Fitness to Practise Panel has the delegated authority to reach the followingdecisions listed below:

• The student continues on the programme;

• The student continues on the programme but is cautioned, meaning that if any further fitness to practise issues arise in the following twelve months, thestudent will be dealt with for both matters;

• The student continues on the programme subject to fulfilment of certain

conditions as specified by the Panel;

• The student is required to suspend study to allow time for medical

investigations (for cases where unacceptable behaviour is linked to a mentalhealth condition);

• The student is required to suspend study for up to twelve months;

• The student is advised to transfer to an alternative programme;

• The student is required to withdraw.

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Bsc (Hons) Occupational Therapy[athens]

Validated Programme Modules

2012

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Programme Modules Bsc (Hons)Occupational Therapy [athens]

Profile of Student Experience: Level One

Theme: Occupational Therapy: Values and Beliefs

Level One Coordinator Alister Landrock

Associate Coordinator Maria Giatsi-Clausen

Semester OneUniversity contact weeks 12 weeks Average contact hours per week 11 hoursSemester TwoUniversity contact weeks 10 weeks

Average Contact hours per week 10 hoursProfessional Practice Placement 1(6 weeks @ 36 hours, minimum, per week) 216 hours

Learning Experience and AssessmentSemester OneModules Assessment

• Occupation, interaction & Performance Report/Evaluation

Self assessment

• Conceptual Foundations of Occupational Therapy Unseen Timed Test

• Participation in Occupation

Mind-Brain-Body & Context 1 Essay

• interprofessional Education Group Poster

Semester TwoModules

• Conceptual Foundations of Occupational Therapy Portfolio

• Participation in Occupation

Mind-Brain-Body in Context 1 Oral Presentation

• interprofessional Education Essay

• Research 1 Essay

• Professional Practice Placement 1 Assessment Report