Clinical Education IV

The curricular unit “Clinical Education/Practice IV” 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 of occupational therapy intervention, are designed to foster autonomy, critical reflection and the practical application of acquired knowledge. In tutorials, the aim is to ensure the development of skills to solve increasingly complex problems throughout the academic journey. Through these methodologies, the aim is to develop the ability to solve problems with logical thinking and critical analysis, demonstrating the ability to produce assertive conclusions and sustained decisions. In this curricular unit, students are expected to participate even more actively, as they will have the opportunity to develop initiatives that promote occupational therapy in places where there are no occupational therapists or to develop it in emerging areas. The aim is to develop the capacity for increasingly complex professional reasoning, always based on the promotion of occupation, and to create entrepreneurial opportunities for students who wish to do so.
The internship sites will be selected according to their openness to these opportunities for student development and growth, covering different areas of activity. As already mentioned in the previous Clinical Education curricular units, at the end of the degree, students are expected to carry out internships in three different areas: one intervention with children/adolescents, another with adults or people at an advanced age of life, focused mainly on physical health conditions, and a third in the area of mental health.
These pathways will be outlined in collaboration with the students before the start of the Clinical Education II course, and the internship sites will be allocated based on their interests throughout the Clinical Education/Practice II, III and IV courses and according to the availability of internship sites. In Clinical Education IV, internship supervisors, i.e. the occupational therapists who collaborate in these curricular units, will be challenged to propose themes for the development of work plans, intervention programs and improvements to occupational therapy services, among others, and to encourage students to collaborate in their application. Students will also be able to submit a work development proposal to the curricular unit leader.

Based on the World Federation of Occupational Therapists’ proposal, the learning outcomes at the end of the course are that students should be able to demonstrate:
Mastery of knowledge in occupational therapy (OT) and occupational science and its application in practice with regard to carrying out the assessment, intervention plan and analysis of results in two case studies and a group intervention plan.
Mastery of the reasoning and professional process in OT, revealing an aptitude for teamwork and collaboration in responding to the occupational needs of individuals and groups.
Capacity for critical reflection and research into OT practice in response to the occupational needs of individuals and groups. Ethical and professional attitude and self-knowledge, revealing an aptitude for lifelong professional development in meeting the occupational needs of individuals and groups.
Communication and oral presentation skills and quality of clinical records and intervention plan report. 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.
To pass the course unit, students must obtain a grade of over 9.5 in the various components.

Demonstrate knowledge, understanding, analysis and evaluation of the interrelationships between the person, their occupations, environmental and contextual factors and their influence on participation, intersectionality, processes of social inclusion and exclusion, areas of intervention, policies and systems.
Understand and know how to outline occupational therapy processes in interventions aimed at individuals, groups and populations.
Know how to apply professional models in a collaborative and ethical manner.
Know how to record information, critically interpret, report and apply relevant evidence when designing an intervention program.
Demonstrate the skills and abilities to relate (ethics, integrity) and communicate effectively.
Demonstrating flexibility, adaptability, openness and availability for continuous learning.
Complying with regulatory standards in a reflective and collaborative manner.
Respect and understanding in professional and non-professional interactions.

Prevention and health promotion from the point of view of occupational therapy in various occupational therapy contexts in Portugal:
Hospital
Local Health Units
Rehabilitation Centers
Long-term care facilities
Social Services
Inclusion Resource Centers
IEFP Resource Centers
Other emerging areas of occupational therapy
In these contexts there are a variety of topics that can be considered (addictive behaviors; caregivers; family-focused intervention; emotional well-being, transitions throughout life, functional diversity, etc.).
All the content already covered in the curricular units throughout the academic career or even topics not yet covered can be covered in this final stage of this Curricular Unit, which marks the beginning of the transition to the job market.

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