Publicado
Scope of Occupational Therapy postgraduate degrees around the world
Alcance de los programas de postgrado en terapia ocupacional en el mundo
DOI:
https://doi.org/10.15446/revfacmed.v66n3.63395Palabras clave:
Graduate Program, Research, Knowledge (en)Educación, Investigación, Conocimiento, Terapia Ocupacional (es)
Descargas
Introducción. La producción de conocimiento en el área de terapia ocupacional ha avanzado en todo el mundo.
Objetivo. Comprender cómo se ha desarrollado el campo de la terapia ocupacional como disciplina académica, en particular en lo que se refiere a sus áreas de investigación en las universidades.
Materiales y métodos. Se mapearon los programas de postgrado en terapia ocupacional (maestrías y doctorados, académicos y profesionales) que fueron registrados en la Federación Mundial de Terapeutas Ocupacionales (WFOT) hasta 2015. También se consultaron los sitios web de cada programa para completar las informaciones.
Resultados. Se recogieron y analizaron datos de 266 instituciones que ofrecían programas de postgrado en terapia ocupacional. Hasta 2015, había 348 programas en 11 países: 225 maestrías profesionales, 69 maestrías académicas, 30 doctorados profesionales (OTD) y 24 doctorados académicos (PhD). Este tipo de especializaciones existen desde 1918 y han tenido dos grandes períodos de crecimiento: uno en 1940 y otro 1990.
Conclusiones. El número de programas de posgrado en terapia ocupacional, especialmente a nivel doctoral, es bastante limitado. Soflo el 16% de los países que ofrecen cursos de pregrado también incluyen programas de maestría o doctorado.
Introduction: The production of knowledge in Occupational Therapy has been making progress worldwide.
Objective: To understand how Occupational Therapy has developed as an academic discipline, particularly with respect to its areas of research at different universities.
Methods: The Occupational Therapy postgraduate programs around the world (such as master’s degrees and doctoral programs), registered at World Federation of Occupational Therapists (WFOT) until 2015, were mapped and the websites of each program were visited to complete the information.
Results: Data from 266 institutions that offered postgraduate programs were collected and analyzed. As of 2015, there were 348 programs in 11 countries; 225 professional master’s degrees, 69 academic master’s degrees, 30 post-professional doctorates in Occupational Therapy (PPOTD), and 24 academic doctorates (PhD). Such programs have existed since 1918 and had two major growth periods in 1940 and 1990.
Conclusions: The number of postgraduate programs in occupational therapy is fairly limited. Only 16% of the countries that offer undergraduate courses also have master’s or doctoral programs. There are few postgraduate programs, especially at the doctoral level, which has limited the academic scope of this field.
Referencias
Latour B. Science in action: how to follow scientists and engineers through society. Cambridge: Harvard University Press; 1987.
Santos BS. A discourse on the sciences. Review. 1992;15(1):9-47; 1992.
Santos BS. The university in the twenty-first century: toward a democratic and emancipatory university reform. In: Apple MW, Ball SJ, Gandin LA, editors. The Routledge International Handbook of the Sociology of Education. Abingdon: Routledge; 2010. p. 274-282.
Good GA. The assembly of geophysics: scientific disciplines as frameworks of consensus. Studies in History and Philosophy of Modern Physics. 2000;31(3):259-292. http://doi.org/bckzkf.
World Federation of Occupational Therapists. History. WFOT; 2012 [cited 2014 Aug 4]. Available from: https://goo.gl/Vz9NRt.
World Federation of Occupational Therapists. Courses. WFOT; 2011 [cited 2011 Aug 8]. Available from: https://goo.gl/r1LqYp.
Crotty M. Critical inquiry: contemporary critics & contemporary critique. In: The foundations of social research. 3rd ed. London: SAGE Publication; 2013. p.138-159.
Neuman R. Doctoral differences: professional doctorates and PhDs compared. Journal of Higher Education Policy and Management. 2005;27(2):173-88. http://doi.org/dhb558.
Morley M, Petty NJ. Professional doctorate: combining professional practice with scholarly inquiry. British Journal of Occupational Therapy. 2010;73(4):186-88. http://doi.org/b3jzt9.
World Federation of Occupational Therapists. Entry level Educational Programmes WFOT Approved. WFOT; 2014 [cited 2014 Aug 4]. Available from: https://goo.gl/kDcGx8.
Esdaile SA, Roth LM. Education not training: the challenge of developing professional autonomy. Occupational Therapy International. 2000;7(3):147-52. http://doi.org/bskbkp.
Farrell J. Two imperatives for occupational therapy – occupation and research. British Journal of Occupational Therapy. 2004;67(Suppl 1):51-5. http://doi.org/cmn3.
Bannigan K. Is research valued as a legitimate career pathway in occupational therapy? British Journal of Occupational Therapy. 2001;64(9):425. http://doi.org/cmn5.
Barnitt R. Research assessment could benefit the client. British Journal of Occupational Therapy. 2002;65(6):255. http://doi.org/cmn4.
Henderson SL, Maciver D. To PhD or not to PhD: the question is, where do we work? British Journal of Occupational Therapy. 2003; 66(10):482-4. http://doi.org/cmn6.
Whiteford G. Occupational issues of refugees. In: Molineux M, editor. Occupation for occupational therapists. Oxford: Blackwell; 2004. p. 183-199.
Sakellariou D, Pollard N. A commentary on the social responsibility of occupational therapy education. Journal of Further and Higher Education. 2012;37(3):416-30. http://doi.org/fz38vp.
Freire P. Extension or communication. New York: The Seabury Press; 1973.
Dimensions
PlumX
Visitas a la página del resumen del artículo
Descargas
Cómo citar
Licencia
Derechos de autor 2018 Revista de la Facultad de Medicina
Esta obra está bajo una licencia Creative Commons Reconocimiento 3.0 Unported.
-
