Clinical Education I

The curricular unit “Clinical Education/Practice I” adopts teaching and learning methodologies that promote the articulation between theory and practice, in accordance with the student-centered pedagogical model and oriented towards the development of professional skills in the area of Occupational Therapy. Pedagogical active learning strategies, such as supervised practice and observation in the context of occupational therapy intervention, are designed to encourage autonomy, critical reflection and the practical application of acquired knowledge and skills already practiced, in order to develop students’ autonomy and responsibility. Practical classes in a work context, internships, have a workload of 95 hours. The internship hours will be taught at the internship sites, under the guidance of the internship supervisors. In this curricular unit, students will have the opportunity to apply assessment methodologies that cut across all  areas of occupational therapy, such as direct and indirect observation (interview and activity/performance analysis, application of formal assessments specific to occupational therapy). The tutorial sessions will be defined by the coordinator of the curricular unit, according to the availability of the students, and will guarantee the development of reflection and collaboration skills. A learning contract will be drawn up in a practical context, setting out the skills to be developed according to the Visual Analog Scale of the Competency Based Fieldwork Evaluation (CBFE) Form (attached).
In a logic of progression along the academic pathway, which culminates in the construction of a meta-profile at the end of the 1st cycle of studies in occupational therapy, students have the opportunity to begin contact with the contexts of intervention in occupational therapy in Portugal.
In a logic of progression along the academic path, students have the opportunity to begin contact with the contexts of intervention in occupational therapy in Portugal. Through these methodologies, the aim is to develop the ability to solve problems with logical thinking and critical analysis, demonstrating the capacity  to produce assertive conclusions and sustained decisions. The contents of this curricular unit (CU) focus on transversal constructs that support occupational therapy intervention in a logic that cuts across all areas of occupational therapy intervention. The internship sites will be selected in such a way as to allow the application of assessment methodologies focused on the person, regardless of the stage of life, health condition presented or stage of occupational adaptation. The aim is to build the capacity for professional reasoning based on occupation and occupational performance, and to develop self-knowledge about the skills to be developed as a professional in order to build a professional identity consistent with occupational therapy and its ethical and theoretical rationales.

Following the World Federation of Occupational Therapists’ proposal, the learning outcomes at the end of the course are :
Mastery of theoretical knowledge and its application in practice, with a view to realising the vocational performance profile that forms the basis of the intervention plan. Work with the client to identify their professional needs and objectives.
Capacity for critical reflection and self-awareness.
Communication and oral presentation skills.
Quality of clinical records and preparation of assessment reports.
Ethical and professional approach.
Teamwork and collaboration.
Students who obtain a minimum grade of 10 (ten), rounded up, will be considered to have passed this course unit.
Continuous assessment
This course unit is assessed solely on a continuous assessment basis and cannot be taken during the resit period. Students who do not pass under this system will have to re-enrol in the course unit in the following academic year.

Demonstrate knowledge and understanding of the person as an occupational being, analyse and evaluate the relationships between the person, their occupation, environmental and contextual factors and their influence on participation.
Understand and be able to outline the occupational therapy assessment process in individual intervention (a case study).
Know how to apply professional models in a collaborative and ethical manner in the assessment process and in outlining occupational goals;
Know how to record information, critically interpret, report and apply relevant evidence in the preparation of a case study.
Demonstrate competencies and skills to relate (ethics, integrity) and communicate effectively in the context of the placement.
Demonstrate flexibility, adaptability, openness and availability for continuous learning.
Adhere to regulatory standards in a reflective and collaborative manner.
Respect and understanding in professional and non-professional interactions.

Professional reasoning in occupational therapy
Occupational therapy code of ethics
Professional models in occupational therapy
Process in occupational therapy, focusing on assessment methodologies
Drawing up an occupational performance profile
Assessment of occupational needs
Influence of personal and environmental factors on health and occupational participation
Influence of environmental factors on health and occupational participation
Qualifying the body’s functions and structures in order to identify the causes of health conditions.
Collaboration with the person being assisted to identify their needs and design objectives, such as:changing personal factors to promote participation in occupations;reducing activity limitations;eliminating/minimising environmental barriers;facilitating participation through environmental changes;maintaining the potential for occupation by intervening at the level of the body’s functions and structures.

SIM