Qualifying as an Occupational Therapist: An Educational Journey from Ward-Based to Workplace Learning

Abstract

This article reviews the ways in which occupational therapy qualifying programmes in the United Kingdom have changed over time as a result of political, sociological, professional and educational influences on the curriculum. Historically, professional and educational strategies were embedded in a set curriculum for a diploma qualification in occupational therapy. Critical observations about the rigidity of training methods and about the potential advantages of providing different educational opportunities for individuals led to greater freedom in curriculum design. The advantages of moving occupational therapy programmes into higher education were eventually acknowledged, leading finally to the award of degrees to those qualifying as occupational therapists.

This article tracks some of the educational developments from 1930, exploring key stances taken on curriculum design and models of programme delivery. The move away from, and back to, workplace learning is described. Future trends in Master's level education, distance learning and service learning are addressed briefly.

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