&

Bsc (Hons) Occupational Therapy [Athens]

Validation Document 4/ /!"#!

$eneral %n&ormation 'ame o& %nstitution (ueen )ar*aret +ni,ersity (ueen )ar*aret +ni,ersity Dri,e )ussel-ur*h .ast /othian .H!# 0++ 1etra 2end Dr 4iona 5outts %an )c)illan

1rincipal Dean/Head o& 3chool Head o& Di,ision

Occupational Therapy 1ro&essional /ead /inda 6enton A7)% ).T6O1O/%TA' 5O//.$. 1ro*ramme /eader 1ro*ramme Team /e,el # 5o;ordinator /e,el ! 5o;ordinator /e,el > 5o;ordinator /e,el 4 5o;ordinator Admissions Tutor Academic Disa-led 3tudent Ad,isor 1ro&essional 1ractice Tutor Technical 3upport /i-rarian 3chool o&&ice Team Ai<aterini Bouri<a 1oli=eni 3<altsi )aria Boyiat?i 1ana*iotis 3iaperas Tatiana @enou TB5 )aria Boyiat?i %lias Verros .mmanouela Ai*initou Vic<y )a<ellara<i A /ina Dront?a; )arilena 3tasinopoulou 48 3orou )aroussi Athens #9#!9 Dr: 1ana*iotis 3iaperas

2

De*ree 1ro*ramme Title o& the pro*ramme B3c(Hons) Occupational Therapy [Athens]

Type o& pro*ramme )odular 3H. le,el 4 .li*i-ility to apply &or re*istration Bith Health 1ro&essions 5ouncil ,ia the %nternational route

35(4 le,el #" 'um-er o& Bee<sC #!" Bee<s o,er &our years

'um-er o& practice placement Bee<s A !D Bee<s )ode o& attendanceC 4ull time

'um-er o& students predicted on the pro*rammeC Academic year !"#!;#> Academic year !"#>;#4 Academic year !"#4;#9 #9;!" !";!9 >"

Date o& commencement A Octo-er !"#!

3

6ationale &or 1ro*ramme -.1. 5ourse 1hilosophy 2. "#e Division of $!rsin%& '((!pational "#erap) an* Arts "#erapies 3..3. Careers an* 0mplo)abilit) Centre 5. 3tudent .0.1.0. 5onte=t &or the B3c(Hons) Occupational Therapy [Athens] 1.. Mission 1.2.2. 9or/s#ops& "al/s& Presentations 5. 3.0.1.' !e%el 2 Bsc (Hons) Occupational Therapy [Athens] 7.1.( !e%el Bsc (Hons) Occupational Therapy [Athens] 7.1. Drop8in8Servi(e 5. Assessment 10. 3- .1.1.3. AMC Brief Profile 2.-. . "#e '" Stat!s in +ree(e . Location .1 A(a*emi( "!tor S!pport 5. 5urrent status o& A)5 in colla-oration Bith the OT Department o& ()+/ Di. Assessment ..ducational Or*anisation 2.2 Educational Aims of the Bsc (Hons) Occupational Therapy [Athens] 7.. 0n%lis# 3an%!a%e s!pport 5.0.2.1.5ontents $eneral in&ormation 1ro*ramme 3peci&ication 5ontents 3ection A 1. . St!*ent :an*boo/ 5.3.4.3. C(o!nselin% Centre 5.1.0. n*!(tion 10. 3tudent 3upport 5. M''D30 5.0. 0. Personal A(a*emi( "!tor 6PA"7 5.=perience and 1ro*ression throu*h the 1ro*ramme 10. 112 14 14 14 14 15 20 20 21 21 22 22 23 23 21 24 24 24 24 25 25 30 30 30 30 30 31 31 31 32 32 32 33 33 33 3.1.a.3.1. A)5 as 1art o& a /ar*er . 't#er opport!nities for mar/et resear(# -.0.5. Assessment 10.ision o& 'ursin*8 Occupational Therapy and Arts Therapies 3. nvolvement of pra(titioners an* ot#ers -.0.-. 0vi*en(e from first *estination statisti(s 1.10.0.!al 'pport!nities 10.$ !e%el & B#c(Hons) Occupational Therapy [Athens] 7..it# professional pra(ti(e e*!(ators -.1.2.2 9i*enin% A((ess 5.. 5urriculum )odel Ta-le #C 5urriculum 3tructure A)5 )odule coordinators8 )odule team: 5.-. P#ilosop#) 10. )ar<et 6esearch -. 3evel 1 10.Building Facilities – Infrastructure 3. !earnin" outcomes of the B#c(Hons) Occupational Therapy [Athens] 7. Vision Statement 2. 4 4 4 5 5 10 11 11 11 12 1. Rationale For Collaborative Development – nstit!tional Plans 2. 3evel 2 10.1.0. 3evel 3 10.1. Pro%ramme Aims an* 3earnin% '!t(omes 7.1.1 Meetin%s .2.2.1. 1ro*ramme Aim 2. A(a*emi( 3earnin% Centre 5.1.b.7 !e%el $ Bsc (Hons) Occupational Therapy [Athens] 4.1.3. Va(an(ies 5.1..

3.10. Assessment 311.2 Pra(ti(e pla(ement *eliver) pattern 31 Ta-le !C 1ractice placement deli.1.13 S!pportin% st!*ents *!rin% pra(ti(e e*!(ation ..1 Ma>or t#emes for pra(ti(e pla(ement mo*!les .. ?ear 2< Professional Pra(ti(e Pla(ement 2 6PPP27 .2 11...11.12.1 11.-..2 11.5.0. Ass!rin% t#e ..12.3. Pra(ti(e 0*!(ation Passport .eb site .1 11. Prin(iples of Re(r!itment .5 12.5 11.1 11.3 11.1.2 11..12.1-. 310.3 11.2. n*ivi*!al s!pport .. 11.1 11. Split=S#are* Mo*el 61<27 32 11.12.14..ery pattern &or Bsc (Hons) Occupational Therapy [Athens] 31 11.1. 9or/s#ops .15. Responsibilities of t#e Personal A(a*emi( "!tor 34 11..1ractice . 0..1.1-. Pre(eptor 0*!(ation Pro%ramme 6P0P7 for :ealt# Care Professionals an* St!*ents ..3 11.1.-.< Professional Pra(ti(e Pla(ement .2.3..0 11.1. ?ear .12. Prote(tin% t#e P!bli( -0 12.3. Responsibilities of t#e pra(ti(e e*!(ator 32 11.1-.12 Preparin% st!*ents for pra(ti(e pla(ements ..3.11.le*%e an* pra(ti(e .. . 11.0 11.3 11.ntry to the pro*ramme .1.3..2 11. ?ear 3< Professional Pra(ti(e Pla(ement 3 6PPP37 .0.3..12. :ealt# Clearan(e C#e(/s .. St!*ent eval!ation of pra(ti(e pla(ements .!al 'pport!nities .2 11.5 12. 6PPP. 11.1. Cop) of Criminal Re(or* .. @niforms .1 11.2 11.2.2.12.12.5 3earnin% a%reement ..0 11.11 Pra(ti(e e*!(ation a((re*itation portfolio .3 11.3.5 12. Responsibilities of t#e professional pra(ti(e t!tor .12.1.. Responsibilities *!rin% pra(ti(e e*!(ation 32 11.!alit) of pra(ti(e pla(ements .10. Peer assiste* learnin% mo*el 62<17 32 11.3 11. 9or/s#ops .1. Disabilit) an* Mental :ealt# ss!es -0 - .1.2.4 nte%ratin% /no.1 ntro*!(tion 31 11.-.12 Assessment of st!*entsA performan(e *!rin% pra(ti(e e*!(ation .1.11 Pra(ti(e pla(ement allo(ation pro(ess . Ris/ mana%ement ...1.4.1. Responsibilities of t#e pra(ti(e pla(ement (o8or*inator 35 11.2. Criminal Convi(tions -0 12. ?ear 1< Professional Pra(ti(e Pla(ement 16PPP17 .2 11.2. Appeals pro(e*!re . 11. Moo*le . n*ivi*!al meetin%s .4 11.. Apprenti(es#ip mo*el 61<17 32 11..ducation 31 11..2 Aims for professional pra(ti(e pla(ements .7 . 11. Pra(ti(e8base* 3earnin% S!pport .3.2 11.10 Refle(tive *iar) .3 Mo*els of s!pervision *!rin% pra(ti(e e*!(ation 31 11. 3evel .1. 11.Comm!ni(ation an* s!pport me(#anisms ... Pro>e(t fo(!sse* mo*el 32 11.5 12.Pra(ti(e pla(ement lo(ations .it# pla(ement provi*ers an* pra(ti(e e*!(ators . :an*boo/s .12. Responsibilities of t#e st!*ent 34 11..3..1.

"#e role of mo*!le (o8or*inator s#all in(l!*e< 1..13 S!b8(ommittee of Boar* of 0Baminers 1. :elpin% 3earners Be(ome Confi*ent in Clini(al Reasonin% 13.11. Assessment Verifi(ation 1-.2. /earnin*8 Teachin* and Assessment & . 6esources 12.. Personal and Professional Portfolio 13.Fee*ba(/ Me(#anisms. -..1.2.. 3ta&& 6esearch and De. 1.1.1.12.1 0ntr) Re.11 St!*ent=Staff Cons!ltative Committee 6SSCC7 1. &.1 D!alit) Ass!ran(e of t#e Pro%ramme 1(.. Pro(ess 1. Experiential Work 13. (uality Assurance )echanisms o& the 1ro*ramme 1-..2.0. #eac$ing and Learning %pportunities 13.1.. 0*!(ational Reso!r(es 12.1... Mar/ Verifi(ation 1-. 1.1.2. P!rpose 1.-. ntro*!(tion 12.elopment 12. 3.. 1. Members#ip in(l!*es< 1..1. 6:ons7 in '((!pational "#erap) 12.12 Boar* of 0Baminers 1.13.13.....2. 3earnin% Reso!r(e Centre 63RC7 12.4 Personal an* Professional Development Portfolio 1. Members#ip 1. St!*ent S!pport 1.3..2 Progra))e !anage)ent 1-.12.10 Pro%ramme Committee 6PC7 "erms of Referen(e< 1.3.1.1..4...1. "ea(#in% fa(ilities -0 -0 -1 -1 -1 -2 -2 -2 -2 -3 -3 -3 -3 -3 -.0. Members eB8offi(ios< eBternal eBaminers 1.3 Staff S!pport an* S!pervision... 1(. Members#ip 1. Self8eval!ation 12. 2. 1ro*ramme )ana*ement 1.11.1. ". 1.1.2 A(a*emi( Disable* St!*ent Co8or*inator 1.5..!irements for nternational St!*ents 13.1.1 "#e "ea(#in% "eam 1.. Members#ip of t#e Boar* of 0Baminers s#all be< 1. -.5..!irements for t#e B.3.3. Coint Boar* of St!*ies 1-. 1.S(.1.1.. oncept !apping 13.2 #eac$ing & . Assessment S(#e*!le 1.-.. Assessment Fee*ba(/ 13.1.12. Remit 1.. Learning #$roug$ #ec$nolog' 13.2 "#e role of t#e pro%ramme lea*er s#all in(l!*e< 1..1.1 "#e role of t#e a(a*emi( t!tor s#all in(l!*e< 1..3 "#e role of level (o8or*inator s#all in(l!*e< 1.1.2. F!n(tion 1..0.1. +ree/ 3an%!a%e Re. !earnin" 13. Stan*ar* 0ntrants 12. Mental :ealt# ss!es 12. Assessment 13.2.1.12.&. Mana%ement of st!*ent s!pport 1..3.0. 2.1."#e role of pra(ti(e pla(ement t!tors s#all in(l!*e< 1.11." Internal *erification 1-. 1. Se(retar) to t#e Boar* of 0Baminers 1. 11112 12 12 12 14 14 15 15 20 20 1 ..4. --1 -5 -5 -5 10 10 10 11 11 11 11 11 12 12 12 12 13 13 13 13 13 13 1.0.. 11.

are information< 12.1.2.. Spe(ialist Rooms= 3aborator) Fa(ilities 12.2 A. 2.1.-.1. 21. Spe(ialise* (omp!ter soft..1 @niversit) Fitness to Pra(ti(e Panel 21.. :ealt# S(reenin% 20.!al 'pport!nities 20.ar* Re%!lations 20. @n*er%ra*!ate pro%rammes 20.1.2.1 Formal sta%e 22.are information 12. Soft..2. Monitorin% st!*entsA fitness to pra(ti(e on t#e Bs( 6:ons7 '((!pational "#erap) EAt#ensF 21.1. 222221 21 21 25 25 40 41 42 42 4. Progra))e specific acade)ic regulations.2.1.0. 0n%lis# lan%!a%e re.1 Minim!m 0ntr) Re..12. :ar*.3.0 1rocedures &or Dealin* Bith 1ro&essional +nsuita-ility and 4itness to 1ractice: 21.1 ")pi(al entr)< 20. 6e*ulations and 1ro*ression o& 3tudents 20..1.!irements 20. 0.1 Professional Pra(ti(e pla(ements 15.0 6e&erences used to in&orm the . Disabilit) an* #ealt# iss!es 21.1 A*mission Re%!lations 20. Developments 12.3. Professional !ns!itabilit) 21.0 Academic sta&& 14. 2. Reassessment 2+.Appeals Pro(e*!re 21.alidation document 20 20 20 21 21 21 21 22 23 23 23 23 23 2.1. St!*ent Fa(ilities 14.2.3 $e.1.2.2.Criminal Convi(tion C#e(/s 20.are 12..1. 2 .3.1.1.1.2.!irements 20.1.0 3upport sta&& 20..-.".3.1. Re(o%nition of Prior 3earnin% 6RP37 20.

it# a t#oro!%#l) relevant e*!(ation& o!r tea(#in% an* resear(# is *esi%ne* to a**ress t#e so(ial an* e(onomi( iss!es affe(tin% S(otlan*& t#e @G an* t#e rest of t#e . disciplinary . '!r international approa(# .n for *eliverin% inter.ill #elp en(o!ra%e professional %ro!ps to .ill stren%t#en o!r rep!tation a(ross t#e .ill be (entral to o!r . "#is .orl*& as .ill be industry.ell8bein% of t#e person in min* at all times.it#in an* a(ross a(a*emi( an* pra(ti(e areas& (ross8fertilisin% t#in/in% an* fa(ilitatin% t#e *evelopment of >oine*8!p sol!tions.or/ better to%et#er for t#e benefit of ot#ers.e provi*e . Resear(# .ance in t#e follo. t #as been *esi%ne* to (ompl) .ill (ontin!e on%oin% revie. '!r resear(# . 9it#in t#e (onteBt above& t#is *o(!ment o!tlines t#e BS( 6:ons7 in '((!pational "#erap).a)s< 9e .& (!lt!ral8spe(ifi( approa(#es to t#e iss!es t#at affe(t o!r .ill a ri%oro!s fo(!s .it#< • :PC Stan*ar*s of 0*!(ation an* "rainin% 620057 .#:": 5onte=t &or the B3c (Hons) Occupational Therapy [Athens] From its ver) in(eption& D!een Mar%aret @niversit) #as fo(!se* on a**ressin% so(iet)As nee*s. '!r international approa(# 8 in terms of o!r st!*ent bo*)& (!rri(!l!m an* resear(# – . an* eval!ation of o!r tea(#in% an* learnin% to ens!re t#at it meets so(iet)-s (#an%in% nee*s.in% . '!r strate%i( plan is *esi%ne* to ens!re t#e f!t!re s!stainabilit) of D!een Mar%aret @niversit) as an in*epen*ent !niversit) an* to enable !s to maBimise o!r positive impa(t on so(iet).ant8 %!i*e* b) t#e nee*s of so(iet) for #i%# .it# all t#e e(onomi( an* so(ial problems fa(in% so(iet)& t#is fo(!s on relevan(e is all t#e more important.pro&essional e*!(ation an* resear(# t#at #as t#e . As . '!r inter. "#is mission is en#an(e* b) o!r stron% (ommitment to e(onomi(& so(ial an* e(olo%i(al s!stainabilit).or/ .pro&essional e*!(ation an* resear(# .e serve& t#e lo(al (omm!nit) an* so(iet) as a .or/.ill (reate (areer *evelopment opport!nities for o!r a(a*emi(s& enablin% !s to attra(t an* retain t#e ver) best staff.ell8bein% of in*ivi*!als an* t#e (omm!nities .#ole.rele.n for *emonstratin% e(onomi( an* so(ial rele.or/in% an* resear(#.orl*.ill allo.or/& an* avoi* narro. #:!: Vision 3tatement 9e .ill ens!re t#e relevan(e of o!r .!alit) an* so(iall) responsible in*!str)& t#e professions .ill be /no. "#e e*!(ation an* resear(# t#at .ill inform o!r tea(#in%& en#an(in% t#e st!*ent eBperien(e& an* it .ill be in(reasin%l) /no. '!r inter8*is(iplinar) approa(# . !s . #:#: )ission D!een Mar%aret @niversit)As mission is to en#an(e t#e .it#in t#e !niversit) on meas!rin% an* improvin% o!r performan(e 9e .ill be a(#ieve* t#ro!%# inter.orl*.e serve t#ro!%# so(iall) an* e(onomi(all) relevant e*!(ation an* resear(#. "o*a)& .ell as preparin% o!r %ra*!ates for !sef!l (areers t#ro!%# provi*in% t#em .

Fo!n*e* in 1542& AMC en>o)s t#e rep!tation of t#e top in*epen*ent #i%#er e*!(ation instit!tion in +ree(e.le*%e an* S/ills Frame.ever& t#e b!l/ of t#e *o(!ment is (on(erne* . Sin(e t#en& AMC #as establis#e* a n!mber of (ollaborations .• • • • • • • • • • • • :PC Stan*ar*s of Profi(ien()< '((!pational "#erapists 620027 :PC Stan*ar*s of Con*!(t& Performan(e an* 0t#i(s 620057 :PC +!i*an(e on :ealt# an* C#ara(ter 620057 "#e Colle%e of '((!pational "#erapists C!rri(!l!m +!i*an(e for Pre8 Re%istration 0*!(ation 620057 "#e Colle%e of '((!pational "#erapists Pre8Re%istration 0*!(ation Stan*ar*s 620047 Colle%e of '((!pational "#erapists Co*e of 0t#i(s an* Professional Con*!(t 620107 "!nin% '((!pational "#erap) +ro!p Referen(e points for t#e *esi%n an* *eliver) of *e%ree pro%rammes in '((!pational "#erap) 620047 9orl* Fe*eration of '((!pational "#erapists Revise* Minim!m Stan*ar*s for t#e 0*!(ation of '((!pational "#erapists 620027 D!alit) Ass!ran(e A%en() :i%#er 0*!(ation 6DAA7 S!b>e(t Ben(#mar/ Statement< :ealt# (are pro%rammes< '((!pational "#erap) 620017 DAA 620027 Co*es of Pra(ti(e for t#e Ass!ran(e of A(a*emi( D!alit) an* Stan*ar*s n :i%#er 0*!(ation< 5.or/ 6200. :o.it# @G an* ot#er 0!ropean @niversities aimin% at *eliverin% of a n!mber of !n*er%ra*!ate an* post%ra*!ate pro%rammes.it# over 2-00 st!*ents nation. A7)% )etropolitan 5olle*e is a private (olle%e of #i%#er e*!(ation& a (onstit!tive member of t#e AGM 0*!(ational 'r%anisation.or/ are in(l!*e*. it is mana%e*. AGM 0*!(ational 'r%anisation is t#e lar%est e*!(ation or%anisation in +ree(e.ducational Or*anisation AGM Metropolitan Colle%e is a member of t#e AGM 0*!(ational 'r%anisation& t#e lar%est private postse(on*ar) or%anisational %ro!p in +ree(e .!alit) ass!ran(e me(#anisms an* #o. "#e nfl!en(in% fa(tors for t#e *esi%n of t#is pro%ramme #ave been< • • • DM@ Strate%) for 0n#an(ement of t#e D!alit) of 3earnin%& "ea(#in% an* Assessment D03"A 620017 "#e lifelon% learnin% a%en*a C'" *o(!ment – '((!pational "#erap) as a CompleB ntervention 6Cree/ 20037 "#is *o(!ment o!tlines t#e (onteBt for t#is pro%ramme& t#e means b) .or/s 62003& 2002& 20057 "#e $:S Gno.it# spe(ifi(s abo!t t#e pro%ramme in(l!*in% its overar(#in% p#ilosop#)& (!rri(!l!m *esi%n& spe(ifi(s abo!t (ontent& learnin%& tea(#in% an* assessment strate%ies. !:#: A)5 Brie& 1ro&ile - . !:": A)5 as 1art o& a /ar*er . 9or/ Base* an* Pla(ement 3earnin% S(ottis# Cre*it an* D!alifi(ation Frame. Arran%ements for a*mission& pro%ression an* t#e re%!lator) frame.7 "#is *o(!ment eBplains t#e nat!re an* p!rpose of t#e pro%ramme.i*e.#i(# it is reso!r(e*& .

or/.!alit) pro%rammes in a n!rt!rin% atmosp#ere .it# Britis# @niversities an* t#e !n*erta/in% of resear(# pro>e(ts.o!l* enable t#em to be(ome #app) in*ivi*!als& s!((essf!l professionals an* pro*!(tive (itiHens in a %lobaliHe* . "#e %ra*!al liberaliHation of #i%#er e*!(ation an* t#e ali%nment of t#e +ree/ le%islation to t#e one intro*!(e* b) t#e 0!ropean @nion in all member states in 2010& #as (reate* t#e frame. "#e Colle%e a(/no.ne* area of 4&000 s.orl* is t#e (ore mission of t#e Colle%e.ell8establis#e* position in t#e fiel*s of st!*) it #as been offerin% sin(e 1542.it# .ell e.ell establis#e* Britis# !niversities& a lea*in% provi*er of #i%#er e*!(ation in a broa* ran%e of a(a*emi( an* professional *is(iplines b) *eliverin% #i%# .a)s *i(tate* b) t#e *rive for eB(ellen(e an* t#e (ommitment to t#e prin(iples an* promises of transformational e*!(ation.!alit) is al.#ere .it# t#e ne.!alit) !n*er%ra*!ate an* post%ra*!ate (o!rses of .!are meters in Maro!ssi 6a nort#ern s!b!rb of At#ens7 .ill be pla(e* on 1 . !:!: 6ationale &or 5olla-orati.#ile t#e aim is to in(rease t#e n!mber of (o!rses an* t#e areas of spe(ialiHation.!alit) stan*ar*s.ell establis#e* #i%#er instit!tions.!alit) of provi*e* e*!(ation.or/ . t is anti(ipate* t#at more emp#asis .it# pra(ti(e& t#!s preparin% %ra*!ates for professional *evelopment.#i(# blen* t#eor) .e De.it#in a ver) (learl) *efine* frame.l) intro*!(e* le%islation. "#is *evelopment #as been bot# a (#allen%e an* an opport!nit)& sin(e it fa(ilitate* t#e instit!tionaliHe* (ross8bor*er (ollaboration . (#allen%es a#ea*& an* a n!mber of ent#!siasti(& #i%# (aliber professionals an* eBe(!tives are alrea*) part of t#e AMC team.ducation an* its instit!tional stat!s in line .#i(# AMC plans to be(ome a lea*in% provi*er of #i%# .!irements bot# of st!*ents an* of an ever8(#an%in% an* more *iverse emplo)ment mar/et.AGM Metropolitan Colle%e 6AMC7 fo!n*e* in 1542& is .!ire* t#eir t#oro!%# or%aniHation an* str!(t!re inspe(tion a((or*in% to spe(ifi( . Bein% . At t#e same time& it is %ra*!all) eBpan*in% at bot# national an* international level. "#e str!(t!re of AMC #as *ifferentiate* in or*er to better refle(t t#e ne.it#in . a(a*emi( (ollaborative a%reements . Sin(e t#e be%innin% of last a(a*emi( )ear 62010820117 (olle%es in +ree(e #ave re(eive* offi(ial %overnmental re(o%nition& a pro(ess t#at #as re. pro%rammes of st!*) in #i%#8*eman* areas& t#!s respon*in% to t#e re. AMC fo(!ses on *evelopin% pro%rammes . AMC #as re(eive* its operatin* license -y the $ree< )inistry &or .!are meters in t#e #eart of t#e (it).!ippe*& AMC (an establis# its presen(e an* promote its (o!rses an* t#e (ollaboration >ointl) .le*%e& #abits an* lea*ers#ip attrib!tes t#at . AGM Metropolitan Colle%e is lo(ate* in a privatel) o. "#e mission of t#e Colle%e is to provi*e transformational e*!(ation to its st!*ents inten*e* to instill in t#em stron% a(a*emi( s/ills an* *is(ipline& b!ilt professional (#ara(ter et#os an* (reate life8lon% intelle(t!al passion.!ippe* to eB(el in t#e provision of private #i%#er e*!(ation in +ree(e. 0.!ippin% t#em .#ile t#e "#essaloni/i bran(# is lo(ate* in a site of 2&-00 s. n terms of (ollaborations& AMCAs strate%) s#ifts t#e fo(!s from !n*er%ra*!ate to post%ra*!ate (o!rses& .elopment A %nstitutional 1lans AMC aims at maintainin% an* f!rt#er en#an(in% its .le*%es t#e importan(e of intelle(t!al& vo(ational& professional an* et#i(al *evelopment& (omm!nit) servi(e& (!lt!ral involvement an* so(ial responsibilit). A)5 is also accredited -y the British Accreditation 5ouncil and a mem-er o& the Hellenic 5olle*es Association: "#e vision of t#e Colle%e is to be(ome& in (ollaboration .ell e. At t#e international level& AMCAs eBpansion plans in(l!*e t#e establis#ment of ne.it# t#e /no. 9it# respe(t to t#e national level& AMC intro*!(es ne.it# its partners& .#ile at t#e same time& it (an f!rt#er en#an(e t#e .

ne* area of 4&000 s.in% ri%oro!s ar(#ite(t!ral %!i*elines an* (orrespon*s to t#e ever8in(reasin% st!*ent nee*s.7. D!een Mar%aret @niversit) .as vali*ate* at D!een Mar%aret @niversit). "#e first *e%ree pro%ramme in '((!pational "#erap) in t#e @nite* Gin%*om .it# (omp!ter fa(ilities • P!rpose8b!ilt Comp!ter 3aboratories • A!*itori!m • 'bservation laboratories& St!*ios& labs& • "ea(#in% Rooms • offi(es for members of a(a*emi( staff 6%ro!pe* b) s!b>e(t7 an* a*ministrators • St!*entsA Coffee 3o!n%e AMC has recently inaugurated its new facilities in Thessaloniki.as b!ilt follo.as also t#e first #ono!rs *e%ree . "#is .ision o& 'ursin*8 Occupational Therapy and Arts Therapies "#e Division (!rrentl) in(orporates t#e follo.!are meters in t#e #eart of t#e (it).in% #ealt# an* so(ial (are *is(iplines an* its main aim is Ito maintain& restore& or (reate a mat(#& benefi(ial to t#e in*ivi*!al& bet.(onsoli*atin% t#e n!mber of (ollaborations in or*er to rationaliHe a*ministration an* ot#er a(tivities an* (reate a !ni.it# eas) a((ess from t#e (entre of At#ens.s< • 3ibrar) an* a*>oinin% Rea*in% Room e. "#e area of $!rsin% an* t#e area of '((!pational "#erap) K Arts "#erapies (ame to%et#er in '(tober 2010 to form t#e Division. b!il*in% is eBpe(te* to be (omplete* b) t#e en* of s!mmer 2011 in or*er to be f!ll) f!n(tional for t#e a(a*emi( )ear 201282013.3 A %'46A3T6+5T+6.ision o& 'ursin*8 Occupational Therapy and Arts Therapies I'((!pational "#erap) enables people to a(#ieve #ealt#& .as revali*ate* to in(l!*e an #ono!rs option. n At#ens t#e AMC (amp!s .een t#e abilities of t#e person& t#e *eman*s of #is=#er o((!pations in t#e areas of self (are& pro*!(tivit) an* leis!re& an* t#e *eman*s of t#e environmentJ 6Cree/ 2003<-7 >:#: The ()+ Di.or/s #ave be%!n for o!r bran* ne. b!il*in% in o!r At#ens (amp!s. !:>: /O5AT%O' . "#e spa(e is *istrib!te* as follo. t is one of t#e fastest %ro.#ile t#e "#essaloni/i bran(# is lo(ate* in a site of 2&-00 s.!ippe* .ellbein% an* life satisfa(tion t#ro!%# parti(ipation in o((!pationJ C'" 6200. >:": 5urrent status o& A)5 in colla-oration Bith the OT Department o& ()+/ Di.!e i*entit) to (apitaliHe (ommer(iall).!are meters in Maro!ssi 6a nort#ern s!b!rb of At#ens7 . B+%/D%'$ 4A5%/%T%. "#e pro%ramme pro*!(e* t#e first BS( %ra*!ates in 1545& an* in 1553 t#e (o!rse . As of $ovember 2011& a((or*in% to o!r B!siness Plan& (onstr!(tion . offering similar provisions as at the Athens campus. "#e ne.in% *is(iplines< $!rsin%& '((!pational "#erap)& Art Ps)(#ot#erap)& M!si( "#erap) an* Dan(e Movement Ps)(#ot#erap).as also t#e first #i%#er e*!(ation establis#ment to appoint a Professor of '((!pational "#erap). '((!pational "#erap) K Art "#erap) %aine* a :i%#l) Satisfa(tor) %ra*e in t#e 1554 S:0FC D!alit) Assessment eBer(ise an* #as a(tivel) 2 . t is lo(ate* in a prime lo(ation in t#e m!ni(ipalit) of Maro!ssi& .it#in S(otlan*. AGM Metropolitan Colle%e is lo(ate* in a privatel) o. Re(ent resear(# i*entifies o((!pational t#erap) as a (ompleB intervention.

>:!: The OT 3tatus in $reece n +ree(e tertiar) e*!(ation is *ivi*e* into t.ere eit#er traine* in '" abroa* 6mainl) @SA K @G7 or follo.it# st!*ies *!ration of fo!r to siB or seven )ears. "#e e*!(ational instit!tions of t#e #i%#est level are (alle* :i%#est 0*!(ational nstit!tions 6A0 7& @niversities& .n for its s!pport in enablin% in*ivi*!als to a(#ieve t#eir potential an* aspirations.it# an in(reasin% portfolio of name* a.as establis#e* an* be(ame a member of 9orl* Fe*eration of '((!pational "#erapists in 154.orl* . AMC vent!res to fill in one more %ap t#at eBists in t#e p!rs!it of st!*ies in t#e :ealt# Se(tor in +ree/ :0. "#e e*!(ation of '((!pational "#erapists #as ta/en pla(e in 0*inb!r%# for over 2)ears an* #as b!ilt a stron% rep!tation . For man) )ears t#e +ree/ %overnment #as state* t#e nee* for t#e (reation of a se(on* *epartment of '((!pational "#erap) in a #i%#er e*!(ational nstit!tion& b!t t#e (ir(!mstan(es an* t#e problems in +ree/ e(onom) #ave postpone* t#e materialiHation of s!(# a pro>e(t.o Resear(# Assessment 0Ber(ises.ar b) +ree/s .as establis#e* at t#e "0 of At#ens in 1522& a. 'n t#e ot#er #an*& t#e *eman*s of t#e profession are in(rease* ma/in% o((!pational t#erapists nee* to be al.as !p%ra*e* to Ba(#elorsA in '"& operatin% !p to t#is *a)N B) 200. "#is #as ta/en t#e form of (ons!ltan(ies& a(a*emi( partners#ips an* instit!tional eB(#an%es for st!*ents t#ro!%# t#e 0RASM@S an* 3eonar*o initiatives. 4 .ar*s an* repertoire of learnin% opport!nities. Man) international lin/s #ave been for%e* an* establis#e* bet.o levels& #i%#er an* #i%#est. At present& t#ere is no le%al (ommitment b) +ree/ o((!pational t#erapists to !n*erta/e lifelon% learnin% or (ontin!in% professional *evelopment similar to Britain . 0Bternal eBaminers (onsistentl) (omment !pon t#e (ontin!al *evelopment of o!t(omes an* stan*ar*s of learnin%. )ears later& in 1543& t#e pro%ramme . "#e above *ata (on(!r .e* spe(ial seminars after (ompletin% n!rsin% s(#ool at +ree/ re#abilitation #ospitals an* t#e +ree/ Re* CrossN nevert#eless& t#e first '" pro%ramme .it# t#e in(rease* *eman* for st!*ies at t#e a(a*emi( level in t#e fiel* of o((!pational t#erap) as a profession. '((!pational "#erap) 6LM7 60r%ot#erapia in +ree/7 in +ree(e appeare* after t#e en* of t#e se(on* .#o .(ontrib!te* to t#e last t. "#e e*!(ational instit!tions of #i%#er level are (alle* "e(#nolo%i(al 0*!(ational nstit!tions 6"0 7 an* t#e *!ration of st!*ies is !s!all) t#ree )ears or in some (ases fo!r. n 1542 t#e :elleni( Asso(iation of 0r%ot#erapists .& 240 '"s #a* %ra*!ate* from t#e pro%ramme.an* also a member of t#e Co!n(il of '((!pational "#erapists for t#e 0!ropean Co!ntries: "o*a) in +ree(e t#ere is onl) one pro%ramme of st!*ies in '((!pational "#erap) 6Bs(.7 *elivere* b) t#e *epartment of '((!pational t#erap) at "0 of At#ens.#ere o((!pational t#erapists #ave to /eep a portfolio in or*er to rene. "#e nee* for anot#er !n*er%ra*!ate pro%ramme in '" alon% . t#eir professional ri%#ts.ar*in% t#e first *iploma in '". Fe.#i(# en(o!ra%es an* s!pports innovation& '((!pational "#erap) is /no.it# t#e *evelopment of post%ra*!ate pro%rammes in '" in +ree(e is imperative as ma) be atteste* b) t#e n!mbers of )o!n% people t#at leave +ree(e to p!rs!e !n*er%ra*!ate an* post%ra*!ate st!*ies in '" abroa*.a)s !p8to8*ate in s(ientifi( *evelopments an* t#e ne. appli(ations in t#e fiel* of o((!pational t#erap).een t#e (o!rse team an* ot#er !niversities in @nite* States of Ameri(a& Cana*a an* 0!rope. "#e overar(#in% spirit of '((!pational "#erap) is one .

ill be t#e main bo*) .ill #ave to be a%%re%ate* so at to form a !nifie* professional bo*) t#at .#i(# are (ollaboratin% . +ra*!ates of t#is pro%ramme (an obtain t#eir professional ri%#ts !n*er t#e *ire(tive of t#e 0@ . All of t#e AMC Bs( 6:ons7 '((!pational "#erap) EAt#ensF pro%ramme a(a*emi( staff are members of t#e :elleni( Asso(iation& in(l!*in% Dr Pana%iotis Siaperas& t#e pro%ramme lea*er. "#e :elleni( Asso(iation of 0r%ot#erapists operates in s!(# a transitional stat!s .ell.ill be provi*in% professional ri%#ts . n (on(or*an(e to (!rrent le%islat!re& t#ese asso(iations .in% professional ri%#ts."#e stat!s of t#e a((re*itation of professional ri%#ts in +ree(e stan*s in a transitional sta%e for some #ealt# professions s!(# as< n!rsin%& spee(# K lan%!a%e t#erap)& p#)siot#erap)& o((!pational t#erap)& mi*. Conse.#en all +ree/ or%aniHations t#at .#ere all t#e ot#ers are %oin% to be in(orporate*& %ettin% (onstantl) !p*ate* on an) f!t!re *evelopments re%ar*in% t#e materialiHation of t#e parti(!lar pro%ramme an* an) potential (ollaboration to.#i(# alrea*) follo.it# le%al po..it# t#e :elleni( Asso(iation of 0r%ot#erapists .ar*s effe(tive a(a*emi( operation.!entl)& t#e members of t#e pro%ramme are (onstantl) informe* for t#e professionAs *evelopments an* (omm!ni(ate t#e Asso(iationAs %!i*elines to t#e pro%ramme.o more asso(iations of t#e same s!b>e(t in fo(al points of +ree(e< an asso(iation base* in "#essaloni/i an* an asso(iation base* in Crete. "#ere eBist t.ill pro(ee* to possess a!t#orities an* responsibilities of an asso(iation .er to %rant professional li(enses to its members.0. A((or*in% to t#e 0@ *ire(tive& %ra*!ates m!st appl) to t#e @G :ealt# Professions Co!n(il 6:PC7& an* on(e t#e) a(. "#e Asso(iation #as been (onstit!te* as a !nion of professionals of t#e S!b>e(t& vin*i(atin% professional ri%#ts.ill be allo.#i(# .!alifi(ations7& *i(tates t#at +ree/ le%islation a((ept professional ri%#ts obtaine* from lo(al e*!(ational instit!tes . "#e +ree/ le%islation #as (reate* a temporar) bo*)& t#e :elleni( Co!n(il for t#e Re(o%nition of Professional D!alifi(ations 6SA0P7 of t#e Ministr) of 0*!(ation for t#e perio* !ntil 2013& .e* to !n*er t#e (on*ition t#at t#e) #ave been establis#e* as a 3e%al 0ntit). "#e la(/ of eBisten(e of a !nifie* professional bo*) (an be noti(e* in ot#er relate* spe(ialties s!(# as *ieteti(s an* lo%opae*i(s AMC is in (onta(t .s t#e :PC Stan*ar*s of 0*!(ation an* "rainin% an* t#e Britis# Asso(iation '((!pational "#erapists an* Colle%e of '((!pational "#erapists +!i*an(e& (onferrin% eli%ibilit) for re%istration . C!rrentl) t#e :elleni( Asso(iation of 0r%ot#erapists #as no a!t#orit) to %rant professional ri%#ts an* t#ere is no le%islation in effe(t t#at %!i*es t#e enrolment of '((!pational "#erapists to a sin%le re%ister. n a((or*an(e to t#e (!rrent +ree/ le%islation in for(e an* t#e *ire(tives of 0.on t#e re(o%nition of professional .#o are fo!n*in% members of t#e Asso(iation are members in (#ar%e of or%aniHin% t#e life8 lon% e*!(ation seminars for '" professionals !n*er t#e a!spi(es of t#e Asso(iation.!ire t#eir professional ri%#ts from :PC& t#en t#e) (an appl) to t#e +ree/ Professional Bo*) an* transfer t#eir professional ri%#ts from Britain to +ree(e. F!rt#ermore& Ms PoliBeni S/altsi an* Ms oanna "sipra& . "#e 0!ropean @nion *ire(tive 6D R0C" V0 200-=31=0C 'F ":0 0@R'P0A$ PAR3 AM0$" A$D 'F ":0 C'@$C 3 of 2 September 200. For t#e time bein%& onl) +ree/ prefe(t!res are responsible for besto.ill #ave been forme*. vali* !p to 2013& t#e relevant professional asso(iations t#at *i* not #ave t#e a!t#orit) to %rant professional ri%#ts .ifer)& *ieteti(s.it# t#e :PC& it is anti(ipate* t#at %ra*!ates of t#e BS( 6:ons7 in '((!pational "#erap) EAt#ensF 5 .#i(# #as been in(orporate* into +ree/ la. As it is t#e intention of t#e AMC LM pro%ramme to (losel) mirror t#e eBistin% DM@ pro%ramme .it# 0@ re(o%nise* !niversities.

ill be eli%ible to appl) for re%istration . 9it#in t#e (onteBt above& t#is *o(!ment o!tlines t#e BS( 6:ons7 in '((!pational "#erap).een t#e abilities of t#e person& t#e *eman*s of #is=#er o((!pations in t#e areas of self (are& pro*!(tivit) an* leis!re& an* t#e *eman*s of t#e environmentJ 6Cree/ 2003<-7 "#e p#ilosop#) of t#is pro%ramme of st!*ies follo.#i(# is part of t#e :ealt# Se(tor& li/e t#e '((!pational "#erap) pro%ramme.ar* of t#e B3c (Hons) in Occupational Therapy [Athens]. t #as been *esi%ne* to (ompl) .in% *o(!ments provi*e val!able referen(e points& in*i(ative (ontent an* stan*ar*s .s t#e p#ilosop#) of t#e relevant pro%ramme t#at DM@ offers sin(e it is oriente* to *eliverin% a (!rri(!l!m . "#erefore& apart from DM@ aims& t#e pro%ramme ta/es into (onsi*eration also t#e nee*s of +ree/ so(iet) t#at t#e prospe(tive st!*ent of o((!pational t#erap). I'((!pational "#erap) enables people to a(#ieve #ealt#& .it# t#e same aims& t#e same ob>e(tives an* st!*ent assessments& a*apte* to +ree/ realit). "#is *o(!ment o!tlines a (ollaborative mo*!lar pro%ramme of st!*ies bet.a) a *eman*in% pro%ramme of st!*ies& .een AMC an* DM@& t#e intention bein% to no.#i(# #ave infl!en(e* t#e ne.ellbein% an* life satisfa(tion t#ro!%# parti(ipation in o((!pationJ C'" 6200.it# t#e :PC via t#e international appli(ation ro!te.in% #ealt# an* so(ial (are *is(iplines an* its main aim is Ito maintain& restore& or (reate a mat(#& benefi(ial to t#e in*ivi*!al& bet. C!rrentl) 62011820127& t#e pro%rammes of st!*ies EBS( 6:ons7 P#)siot#erap)& BS( 6:ons7 Dieteti(s& BA Mass Comm!ni(ation K Me*ia Arts& BA Performin% Arts in pen*in% stat!sF vali*ate* b) t#e DM@ are ta!%#t at AGM Metropolitan Colle%e in At#ens an* "#essaloni/i. "#e follo.7.een DM@ an* AMC lea*in% to t#e a. "#is is an eBtension of t#e eBistin% (ollaborative relations#ip bet.een t#e 0*!(ational 'r%aniHation AGM an* DM@ starte* in t#e a(a*emi( )ear 200182002.pro%ramme . *evelop an* *eliver a BS( 6:ons7 '((!pational "#erap) EAt#ensF in At#ens (amp!s from September 2012. t is one of t#e fastest %ro. pro%rammeAs (ontent& assessment& tea(#in% an* learnin% strate%ies.it#< • :PC Stan*ar*s of 0*!(ation an* "rainin% 620057 • :PC Stan*ar*s of Profi(ien()< '((!pational "#erapists 620027 • :PC Stan*ar*s of Con*!(t& Performan(e an* 0t#i(s 620057 • :PC +!i*an(e on :ealt# an* C#ara(ter 620057 • "#e Colle%e of '((!pational "#erapists C!rri(!l!m +!i*an(e for Pre8 Re%istration 0*!(ation 620057 10 .le*%e of t#e e*!(ational pro(e*!res of Britis# :i%#er 0*!(ation t#at t#e a*ministrative an* tea(#in% staff of AGM Metropolitan Colle%e #as %aine* from t#e above (ollaborations& it is firml) believe* t#at AMC is s!ffi(ientl) able to materialiHe in t#e best possible . 4:": 6ationale &or 1ro*ramme "#e (ollaboration bet. Re(ent resear(# i*entifies o((!pational t#erap) as a (ompleB intervention. After t#e eBperien(e an* t#e /no.

it# private e*!(ation instit!tions 6(olle%es7 in t#e form of fran(#ise* an* vali*ate* a%reements& t#e mar/et is li/el) to eBpan* (onsi*erabl) in t#e )ears a#ea*.#i(# (alls for t#e offi(ial re(o%nition of 0!ropean a(a*emi( *e%rees offere* in (ollaboration .ell. 11 .le*%ement of t#e renaissan(e of o((!pation as t#e (ornerstone of o((!pational t#erap) e*!(ation • C#an%in% epistemolo%ies of pra(ti(e • C#an%in% te(#nolo%ies of learnin%& tea(#in% an* assessment • "#e *e(ision b) t#e (o!rse team to ta/e a stron%er approa(# to so(ial in(l!sion& so(ial >!sti(e an* anti8*is(riminator) pra(ti(e Re%ar*in% t#e materialiHation of t#e P0 mo*!les& BS( 6:ons7 in '((!pational "#erap)& EAt#ensF #as ne(essaril) a*apte* t#e (o!rse. "#e mo*!le is to be (o8atten*e* b) t#e st!*ents of t#e follo.7 "#is *o(!ment eBplains t#e nat!re an* p!rpose of t#e pro%ramme.or/ to t#e *eman*s of t#e +ree/ #ealt# s)stem.it# DM@.#i(# . "#e nfl!en(in% fa(tors for t#e *esi%n of t#is pro%ramme #ave been< • DM@ Strate%) for 0n#an(ement of t#e D!alit) of 3earnin%& "ea(#in% an* Assessment D03"A 620017 • "#e lifelon% learnin% a%en*a • C'" *o(!ment – '((!pational "#erap) as a CompleB ntervention 6Cree/ 20037 • +ree/ De(ree $o 23=2005 At a more lo(al (!rri(!l!m level t#ose . 9or/ Base* an* Pla(ement 3earnin% S(ottis# Cre*it an* D!alifi(ation Frame.i*er infl!en(es mean< • A(/no.ill loo/ to ma/e an impa(t on t#e nei%#bo!rin% Bal/an (o!ntries an* re(r!it st!*ents from t#ose mar/ets as .or/ 6200.• • • • • • • • "#e Colle%e of '((!pational "#erapists Pre8Re%istration 0*!(ation Stan*ar*s 620047 Colle%e of '((!pational "#erapists Co*e of 0t#i(s an* Professional Con*!(t 620107 "!nin% '((!pational "#erap) +ro!p Referen(e points for t#e *esi%n an* *eliver) of *e%ree pro%rammes in '((!pational "#erap) 620047 9orl* Fe*eration of '((!pational "#erapists Revise* Minim!m Stan*ar*s for t#e 0*!(ation of '((!pational "#erapists 620027 D!alit) Ass!ran(e A%en() :i%#er 0*!(ation 6DAA7 S!b>e(t Ben(#mar/ Statement< :ealt# (are pro%rammes< '((!pational "#erap) 620017 DAA 620027 Co*es of Pra(ti(e for t#e Ass!ran(e of A(a*emi( D!alit) an* Stan*ar*s n :i%#er 0*!(ation< 5.or/ in (ollaboration primaril) . 9:": )ar<et 6esearch: Presentl)& over 20&000 st!*ents in +ree(e enrol )earl) in private (olle%es of #i%#er e*!(ation .it# Britis# !niversities in offerin% vali*ate* an* fran(#ise* *e%ree (o!rses.or/s 62003& 2002& 20057 "#e $:S Gno.le*%e an* S/ills Frame.in% spe(ialiHations< p#)siot#erap) an* *ieteti(s& of t#e relevant pro%rammes offere* b) AMC in (ollaboration . AGM Metropolitan Colle%e is strate%i(all) positione* to pla) a lea*in% role in t#e private #i%#er e*!(ation mar/et in +ree(eN via its presen(e in "#essaloni/i& it . 9it# a 0!ropean Dire(tive in pla(e .

#ere *emonstrate t#e #i%# *eman* for o((!pational t#erapists re."#e risin% iss!e of in(reasin% ol* pop!lation alon% . st!*ents .ere anal)se*& it is foreseen t#at t#e above apportionment in 20-0 .#ile 10. 9it# a pop!lation over 11 million& +ree(e #as onl) one :i%#er 0*!(ation *epartment a.155 people applie* to re%ister in t#e same pro%ramme of 12 .ell *o(!mente* for 0!rope.ill be as follo.in%< 6A%e apportionment of t#e +ree/ pop!lation in 20-07 All st!*ents #ave t#e opport!nit) to !n*erta/e pra(ti(e8base* learnin% in t#eir *eliverin% (are to t#e ol*er patient.it# t#e relate* impli(ations in t#e form of (#roni( *iseases is .!ire* b) t#e +ree/ mar/et.ar*in% BS( in '((!pational "#erap) 6"0 of At#ens7. Res!lts of s(ientifi( resear(# (on*!(te* in +ree(e an* else. 6A%e apportionment of t#e (!rrent +ree/ Pop!lation7 A((or*in% to t#e *emo%rap#i( mo*els t#at .ere re%istere* in t#e first )ear of st!*ies of t#e ba(#elors in '" after s!((ee*in% in national eBams& . "#e a%e apportionment of t#e +ree/ pop!lation is in*i(ate* for t#e f!t!re. A((or*in% to t#e report of t#e +ree/ ministr) of 0*!(ation for t#e a(a*emi( )ear 201182012& 12 ne.

<ι % =ι!6λ."ι" 8" &'ediatric 9nstitute( • Boar*in% S(#ool for (#il*ren . 13 .#om maintain private #ealt# (enters for t#e treatment of a!tism an* ot#er relevant (ases& #ave e*!(ational eBperien(e at t#e "0 6Siaperas& S/altsi& see Staff CVs *o(!ment7. "#e parti(!lar .ell. "#e pro%ramme .st!*ies. D!e to t#e limite* n!mber of '" in +ree(e t#e vast ma>orit) of ne.it# a!tism Agios :icolaos &.it# t#e parti(!lar (ollaborations re%ar*in% t#e eBpansion of t#e Memoran*!m of A%reement.ill be a*vertise* b) AMC in a((or*an(e to DM@ mar/etin% re%!lations& promotin% t#e val!e of t#e (ollaborative pro%ramme an* t#e stron% (onne(tion . AMC r!ns a .#ere t#e '((!pational "#erapist is missin%& be(a!se no professional '" (o!l* be lo(ate* for t#e post.%( • Private Ps)(#iatri( Clini( >ι* 85$% &?inouris( "#e pra(ti(e e*!(ators 6see p%. "#is fa(t provi*es to t#e pro%ramme t#e asset of (ombinin% in its e*!(ational pro(e*!re professional eBperien(e an* a(a*emi( approa(#. 327 for t#e pla(ements a*#ere to t#e e*!(ational pro(esses provi*e* for b) DM@ re%ar*in% t#ese e*!(ators in parti(!lar& fa(ilitatin% t#eir meetin% t#e *eman*s of t#e pro%ramme an* t#eir e*!(ational responsibilities. "#e *ire(t emplo)ment of o((!pational t#erap) %ra*!ates in p!bli( #ospitals an* re#abilitation instit!tions is not %!arantee* b) t#e #ealt# s)stem in +ree(e& b!t is rat#er base* on t#e private se(tor& #ospitals an* re#abilitation instit!tions or even visitin% patients at #ome.it# DM@N *etails of t#e pro%ramme are provi*e* b) t#e AMC an* DM@ .or/ of private an* m!ni(ipal (lini(al pla(ements for t#e materialiHation of t#e (lini(al pra(ti(e pla(ements of t#e pro%rammes of st!*ies P#)siot#erap) an* 3o%ot#erap) in (ollaboration . (ollaboration espe(iall) for t#e o((!pational t#erap) pro%ramme7 • "#e spe(ialiHe* in a!tism private (enter of pe*iatri( o((!pational t#erap) 3-ι4ι-"5ι!6 7*.ell establis#e* net. "#ese *ata verif) t#e %reat nee* for an a**itional pro%ramme of st!*ies in '" 6appen*iB Ministr) of 0*!(ation7 "#e nee* for '((!pational "#erapists in +ree(e #as been stea*il) risin% over t#e past )ears.ebsite. '" %ra*!ates is #ire* imme*iatel) after t#eir %ra*!ation.$ &Anaplasi( • Cere/ral 'alsy 0reece • "#e private Ps)(#iatri( Clini( 1-λ#*$ &0alene(2 a ne. "#ere are m!ltiple (ases in re#abilitation teams . F!rt#ermore& '"s ma) . 9:# )eetin*s Bith pro&essional practice educators All t#e members of t#e tea(#in% team for t#e pro%ramme in(l!*in% t#e Pro%ramme 3ea*er are a(tive professionals& o((!pational t#erapists& some of .or/ as freelan(e professionals in p!bli( #ospitals an* private (lini(s& t#e p#arma(e!ti(al in*!str)& in e*!(ation& p!bli( #ealt#& s(ientifi( resear(#& sports or%aniHations& %ro!ps an* (l!bs.λ-.o!l* t#erefore s!%%est t#at t#ere are f!rt#er opport!nities an* a mar/et for t#e *evelopment of anot#er *e%ree pro%ramme in +ree(e an* in t#is instan(e At#ens.it# DM@. "#e (lini(al pla(ements are< • Private re#abilitation (enter Φιλ !"#"$% &'hiloctetes( • Private re#abilitation (enter )*+.or/ environments #ave t#e potential to satisf) t#e *eman*s of t#e o((!pational t#erap) pro%ramme as . "#e mana%ement team of AMC #as (omm!ni(ate* . "#ese fa(ts .

Part of t#eir remit #as been to (anvas vie.or/ of inter(onne(tions . 9:4 .or/ of st!*ent pra(ti(e pla(ements (onstit!tes part of t#e (#arit) poli() of AGM e*!(ational or%aniHation.#i(# *erive from t#e asso(iations& so )o!n% people .#et#er o!r prospe(tive %ra*!ates are meetin% t#ose (#allen%es. Besi*es& AMC is %oin% to or%anise (ampai%ns for p!bli( an* private s(#ools in At#ens in or*er to present an* promote t#e profession of '((!pational "#erap).s from t#eir area of pra(ti(e an* to *isseminate information abo!t t#e (o!rses.#o li/e to follo. 9:>: %n. Moreover& t#e tea(#in% staff of t#e BS( in '((!pational t#erap) EAt#ensF #ave alrea*) promote* t#eir (onta(t . "#is pra(ti(e #as been s!((essf!ll) operatin% in ot#er (ollaborative #ealt# pro%rammes of t#e Department of :ealt# an* :!man S(ien(es. a (areer in #ealt#(are or in pae*iatri(s (#oose to st!*) o((!pational t#erap) /no.it# t#e t!tors& e*!(ators& an* t#e Pra(ti(e Pla(ement Coor*inator of t#e pro%ramme...it# private patients t#at are bein% monitore* an* treate* b) t#e st!*ents of t#e AMC :ealt# pro%rammes 63o%ot#erap)7 s!pervise* b) t#e tea(#in% team at t#e AMC laboratories. "#e n!mber of '((!pational "#erapists in +ree(e is ver) limite*& approBimatel) .ol.it# a!t#orit) abo!t t#e (#an%es .it#in t#e frame. .i*e ran%e of re#abilitation an* t#erapies offerin% a *iverse spe(tr!m of possibilities for t#e %ra*!ates.it# instit!tions s!(# as OPQR 6'pen Care Centres for t#e 0l*erl)7& an* ot#er relevant m!ni(ipal or%anisations& b!t also .ill also offer opinion an* a*vi(e . "#e above mentione* pra(ti(e pla(ements. "#e parti(!lar o((!pational fiel* (overs a . #ave t#e (apa(it) to fa(ilitate t#e nee*s an* t#e *eman*s of t#e pro>e(te* n!mber of st!*ents for t#e a(a*emi( )ears 201282013 an* 20138201.ell establis#e* fa(t t#at t#e re(ent finan(ial (risis affli(tin% t#e (o!ntr) for(in% )o!n% people to see/ innovative sol!tions for t#eir professional f!t!re.ill be easier to fin* a >ob after %ra*!ation. Pra(ti(e pla(ement e*!(ators form an inte%ral (omponent of o!r pro%rammes an* are essential for an) plannin% pro(ess for t#e o((!pational t#erap) pro%ramme in parti(!larN t#e) (an spea/ .ell. AMC #as alrea*) (reate* an* establis#e* a net. "#e ver) same mo*el is %oin% to be applie* to t#e o((!pational t#erap) pro%ramme& as .idence &rom &irst destination statistics S=P as t#e pro%ramme #as not starte* operatin% )et: 1. "#e n!mber of t#e st!*ent inta/e is never to eB(ee* t#e n!mber of (orrespon*in% pla(ements.it# %reat *evelopmental potential."#e e*!(ators are in (onstant (ollaboration .008 -00 a((or*in% to t#e *ata . "#e (!rative s!pport of patients from v!lnerable so(ial %ro!ps . 9:!: Other opportunities &or mar<et research As #as alrea*) been state*& o((!pational t#erap) is a re(ent fiel* for t#e +ree/ Cob Mar/et .it#in #ealt# an* so(ial (areN t#e) . t is a . "#e AMC a*ministration ens!res t#at t#e n!mber of pla(ement a((ommo*ates t#e pro>e(te* t#e n!mber of st!*ents t#ro!%# m!ltiple s#ifts& time s(#e*!le Hones an* st!*ent spe(ifi( arran%ements.ement o& practitioners and others: 3o(al pra(titioners an* mana%ers #ave been *ire(tl) involve* in t#e plannin% of AMC :ealt# pro%rammes.it# t#e :elleni( Asso(iation of 0r%ot#erapists& t#e Britis# Asso(iation of '((!pational "#erapists& t#e 0$'":0 an* t#e 9orl* Fe*eration of '((!pational "#erapists.in% t#at it .

een en%a%ement in o((!pation an* a personAs #ealt# an* . "#is #as impa(te* !pon t#e p#ilosop#) an* *esi%n of t#e propose* (!rri(!l!m At servi(e level& (#an%e #as been *riven b) i*eas of !ser empo. At a 0!ropean an* national level& t#e /e) i*eas of so(ial >!sti(e an* so(ial in(l!sion #ave been *rivin% poli() *evelopment.or/s& (onta(ts an* t#e eBtent to . '((!pational t#erapists #ave respon*e* b) (riti(all) refle(tin% !pon t#e (onteBts of (#an%e an* *evelopin% a broa* s(#olars#ip to meet t#e (#allen%es. As a profession t#at stra**les t#e *omains of #ealt# an* so(ial (are& o((!pational t#erap) #as *emonstrate* its versatilit) an* a*aptabilit).!ir). '((!pation is t#e professionAs (ontrib!tion . "#e appraisal of #o. it is (onstr!(te* is (onsi*ere* to be an e*!(ational imperative for f!t!re entrants to t#e profession. $e.ellbein%.le*%e& s/ills an* val!es to enable t#em to ma/e an effe(tive (ontrib!tion .#en people eBperien(e illness& impairment& *isabilit)& so(ial problems or loss. "#e a(#ievement of t#is aim re.!ires pra(tisin% t#erapists to #ave *evelope* (ore (ompeten(ies an* a broa*& (riti(al s(#olars#ip.#i(# t#e) (an a(.ellbein% t#ro!%# o((!pation is t#e (entral (ontrib!tion t#at t#e profession is able to ma/e to peoplesA lives.le*%e is !se* an* #o.#i(# a person is in(l!*e* .!ire an* (onsoli*ate s/ills. "#e 0!ropean C#arter of F!n*amental Ri%#ts an* t#e Ma*ri* De(laration on *is(rimination a%ainst *isable* people are seen as bein% (entral to an* (onsistent . A fo(!s !pon o((!pation as a pivotal (on(ept #as been t#e /e) feat!re of a renaissan(e in o((!pational t#erap) st!*ies over t#e last *e(a*e an* t#e *evelopment of a *istin(t fiel* of s(ientifi( in.ill offer learners t#e means b) . "#e informin% *is(iplines in t#e form of biolo%i(al& so(ial an* o((!pational s(ien(e& enable o((!pational t#erap) to ma/e a *istin(tive (ontrib!tion to #ealt# an* so(ial (are servi(es. '((!pation is a *)nami(& (ompleB an* (#allen%in% (onstr!(t& .it# ot#ers.in%.ill be en(o!ra%e* to re(o%nise t#at t#e) are en%a%e* in t#e politi(s of /no.#i(# #as le* to t#e *evelopment of a n!mber of *is(rete mo*els of pra(ti(e.ell as f!n*amental (#an%es in p#ilosop#)& #ave (#ara(terise* t#e *evelopment an* *eliver) of #!man servi(es over t#e past fort) )ears. /no. +ra*!ates .it# t#e /no.ill en(o!ra%e t#em to *evelop a ran%e of . "#e pro%ramme of st!*) embra(es t#e prin(iples of lifelon% learnin% an* .it#in a so(ial (onteBt an* is *epen*ent !pon relations#ips& personal net. Promotin% an* improvin% #ealt# an* .erment& anti8 *is(riminator) pra(ti(e an* inter8professional .it#in t#e (omm!nit).or/in%. "#e (!rri(!l!m is *esi%ne* to meet t#ese (#allen%es b) provi*in% %ra*!ates . t is not onl) abo!t I*oin%J b!t also abo!t Ibein%J an* t#!s is (entral to a personAs in*ivi*!al i*entit) an* self8#oo*.ellbein%.it# t#e et#os of evi*en(e8base* pra(ti(e& refle(tive pra(ti(e an* more re(entl) refleBive pra(ti(e.a)s of t#in/in% abo!t o((!pation as a (entral an* life *efinin% element of peopleAs 1- . epistemolo%ies of pra(ti(e are bein% *evelope* to refle(t t#e (ombination of /no. More spe(ifi(all) it .it#in t#is (ompleB servi(e environment. '((!pational t#erap) (an ma/e a restorative an* t#erape!ti( (ontrib!tion to a personAs #ealt# an* t#e promotion of .le*%e& s/ills an* val!es ne(essar) for pra(ti(e an* resear(#. A person (an en%a%e in I*oin%J eit#er in*ivi*!all) or . "#erapists #ave en%a%e* .0:": 5ourse 1hilosophy "#e pra(ti(e of o((!pational t#erap) rests !pon t#e belief t#at t#ere is a relations#ip bet. A perio* of rapi* politi(al& so(ial an* te(#nolo%i(al (#an%e& as . IBein%J ta/es pla(e .it# t#e professionAs (ore aims an* val!es. "#is belief #as informe* t#e profession sin(e its in(eption in t#e earl) part of t#e 20 t# Cent!r).

Central to t#e a(#ievement of t#is aim is t#e st!*entsA abilit) to arti(!late an* appl) t#e !ni.ill be enable* to *evelop t#e s/ills or refle(tive an* refleBive pra(ti(e.or/ effe(tivel) .!e (ontrib!tion of o((!pation to t#e #ealt# an* .ill maBimise potential t#ro!%# learnin%& en(o!ra%e t#e val!es of lifelon% learnin% an* operate a s)stem of transparen() an* (ontin!o!s improvement.le*%e .le*%e& s/ills an* val!es to .eBisten(e. St!*ents s#o!l* leave t#e pro%ramme .it# a stron% professional i*entit) an* . :#: 1ro*ramme Aims and /earnin* Outcomes "#e main aim of t#e pro%ramme is to enable prospe(tive %ra*!ates to appre(iate an* a(.le*%e& professional s/ill an* attit!*es ne(essar) for (ompetent an* safe pra(ti(e. :o. :": 1ro*ramme Aim "#e overall aim of t#is pro%ramme is to pro*!(e %ra*!ates . As f!t!re #ealt# an* so(ial (are professionals .ill see/ to broa*en t#e nat!re of in.!irin% an* (riti(al in t#eir approa(# an* to lo(ate people at t#e #eart of t#eir pra(ti(e.it#in a (ontin!o!s (limate of (#an%e in #ealt# an* so(ial (are Develop an* promote an inter*is(iplinar) an* intera%en() approa(# to learnin% an* pra(ti(e Develop t#e prospe(tive %ra*!ateAs abilit) to per(eive t#e relations#ip bet.!ir) an* stren%t#en o((!pational t#erapistsA professional (ontrib!tion to mar%inalise* people& mar%inalise* (omm!nities an* t#e a(#ievement of o((!pational >!sti(e an* so(ial >!sti(e.it# people an* (omm!nities . t .ducational Aims o& the B3c (Hons) Occupational Therapy [Athens] "#e vision in#erent in t#e D!een Mar%aret @niversit) Strate%) for t#e D!alit) 0n#an(ement of 3earnin%& "ea(#in% an* Assessment is !p#el* b) t#e (o!rse team& .#o are a!tonomo!s lifelon% learners an* .#i(# t#e) .een pra(ti(e& t#eor)& resear(# an* poli() an* operationalise t#is 0nable t#e prospe(tive %ra*!ate to ar%!e (o%entl) an* *ra.ellbein% of in*ivi*!als an* (omm!nities.#o aim to provi*e a learnin% eBperien(e . "#e) . A /e) ob>e(tive is to pro*!(e %ra*!ates are able to respon* effe(tivel) to t#e rapi*l) (#an%in% (onteBts in . '((!pational t#erap) st!*ents are en(o!ra%e* to be (!rio!s in. (on(l!sions base* !pon a *is(ernin% an* (riti(al approa(# to eBistin% /no.ever& in a (ompleB an* (#an%in% #ealt# an* so(ial (are (onteBt& o((!pational t#erapists nee* to #ave a broa* s(#olars#ip an* t#e abilit) to promote #ealt# t#ro!%# o((!pation.#i(# .ill pra(ti(e.erment.or/in% in (ompleB environments& st!*entsA . 9it# parti(!lar referen(e to o((!pational t#erap)& t#e (o!rse team aim to< 8 Pro*!(e able& (ompetent an* (onfi*ent o((!pational t#erapists t#at (an (ontrib!te positivel) .#o meet t#e :ealt# Professions Co!n(il Stan*ar*s of Profi(ien() in '((!pational "#erap) 620027 for safe an* effe(tive pra(ti(e.!ire t#e (ombination of /no.it#in o((!pational t#erap) 11 .ill be en(o!ra%e* to *evelop pra(ti(e base* !pon et#i(al prin(iples of so(ial >!sti(e& so(ial in(l!sion& anti8*is(rimination an* empo.it# t#e /no.it#in *iverse pra(ti(e (onteBts. :! .

ill f!lfil t#e so(ietal& professional an* e*!(ational stan*ar*s o!tline* in t#e :ealt# Professions Co!n(il Stan*ar*s of Profi(ien()< '((!pational "#erap) 620027& DAA ben(#mar/ statements for o((!pational t#erap) 620017& t#e 9orl* Fe*eration of '((!pational "#erapists stan*ar*s 6200.it# s)stemati( in.it# p!bli( servi(e& (arers& self8#elp an* t#e vol!ntar) se(tor Demonstrate t#e (apa(it) for en%a%ement in (ontin!e* professional *evelopment an* lifelon% learnin% • 12 .it#in professional pra(ti(e e*!(ation to *evelop professional /no. :> /earnin* outcomes o& the B3c (Hons) Occupational Therapy [Athens] @pon s!((essf!l (ompletion of t#e pro%ramme& st!*ents .it#in (#an%in% (onteBts Anal)se& sele(t an* !se #!man o((!pation as a t#erape!ti( intervention a(ross t#e *iversit) of pra(ti(e Confi*entl) !se an o((!pational t#erap) pro(ess Demonstrate a #i%# level of !n*erstan*in% of t#e #!man (on*ition an* t#e potential (onstraints !pon f!n(tion an* . +ra*!ates .or/ in partners#ip .#i(# (ater for *ifferent learnin% st)les "o enable st!*ents to *evelop an et#i(al frame.le*%e& s/ills an* attit!*es "o provi*e opport!nities .7 an* t#e Colle%e of '((!pational "#erapists C!rri(!l!m +!i*an(e 620057. a profession fo(!sse* !pon t#e st!*) an* pra(ti(e of #!man o((!pation (an (ontrib!te to so(ial >!sti(e an* so(ial in(l!sion.le*%e of anti8oppressive& (!lt!ral sensitivit) an* so(ial responsibilit) Be able to (ollaborate an* .!ir) Demonstrate /no.ellbein% Demonstrate (ompeten() in interpersonal s/ills Appl) (ompetent levels of refle(tive an* reasonin% s/ills (on(omitant ."o provi*e %ra*e* opport!nities .it#in t#e (!rri(!l!m for (#oi(e in bot# (ontent an* assessment .it# ot#er professions& ot#er a%en(ies (on(erne* .ill be able to< 8 • Demonstrate professional (ompeten() lea*in% to eli%ibilit) for a li(ense to pra(ti(e • • • • • • • • @se an* (riti(all) eval!ate (ontrib!tor) s(ien(es an* *is(iplines ne(essar) for pra(ti(e .or/ for pra(ti(e "o s!pport an* %!i*e t#e prospe(tive %ra*!ate in t#e *evelopment of transferable personal an* professional s/ills "o foster so(ial responsibilit) an* an appre(iation of #o.

ill< 8 • Demonstrate /no.#i(# a minim!m of 50 are at S:0 level 1 or #i%#er Ge) (omponents in t#e learnin% eBperien(e –(on(ept!al fo!n*ations of o((!pational t#erap)& val!es an* beliefs& s/ills for t#erape!ti( intervention& professional pra(ti(e e*!(ation& !n*erpinnin% s(ien(es an* (riti(al appraisal& (onteBts of pra(ti(e.le*%e of t#e !n*erpinnin% s(ien(es .el ! B3c (Hons) Occupational Therapy [Athens] S:0 level 2 6SCDF level 47 Cre*it *efinition 8 at least 2.!ire* .el # B3c (Hons) Occupational Therapy [Athens] S:0 level 1 6SCDF level 27 Cre*it *efinition – at least 120 (re*its of .le*%e of t#e !n*erpinnin% s(ien(es an* *is(iplines B) t#e en* of level t. evi*en(e of personal refle(tiveness abo!t learnin% nee*s an* stren%t#s .0 (re*its of .it#in t#e personal an* professional portfolio Demonstrate (onfi*en(e in presentin% information to peers an* en%a%in% in *is(!ssion 14 .it#in pra(ti(e e*!(ation S#o.:4 /e. B) t#e en* of level one& t#e learner . (ompeten() in basi( ris/ assessment • Demonstrate (ompeten(e in basi( verbal& .#i(# a minim!m of 50 are at S:0 level 2 or #i%#er Ge) (omponents in t#e learnin% eBperien(e – enablin% o((!pation& t#e o((!pational t#erap) pro(ess& t#e (onteBts for intervention& anal)sis of fin*in%s an* *ata& professional pra(ti(e e*!(ation& *etaile* /no.!ir) Demonstrate (ore (ompeten(ies .ritten an* presentation s/ills • Reveal elementar) s/ills of (riti(al appraisal • Demonstrate an !n*erstan*in% of (ontrib!tor) s(ien(es an* *is(iplines to t#e pra(ti(e of o((!pational t#erap) • A((ept personal responsibilit) for learnin% t#ro!%# t#e !se of t#eir personal& an* professional portfolio :9 /e. an appre(iation of t#e reasonin% s/ills ne(essar) for respe(tf!l an* et#i(al pra(ti(e • Demonstrate t#e abilit) to meet t#e level one (ompeten(ies re.ill< 8 • • • • • • • S)nt#esise /no.it# t#e pra(ti(e of o((!pational t#erap) 0val!ate t#e t#eories& para*i%ms an* mo*els of pra(ti(e !se* b) o((!pational t#erapists Arti(!late t#e rationale for anti8oppressive pra(ti(e an* t#e val!es of so(ial in(l!sion Demonstrate t#e abilit) to re(o%nise an* anal)se t#e *ifferent=(omplementar) approa(#es to s)stemati( in.le*%e of t#e p#ilosop#)& t#eor) an* pra(ti(e of o((!pational t#erap) • S#o.it#in professional pra(ti(e pla(ement • S#o.o t#e learner .

le*%e *evelopment .it#in t#e profession of o((!pational t#erap) 15 .een *is(iplines an* bet.ar*s (#an%e • Consoli*ate transferable s/ills of %at#erin% information& interpersonal s/ills an* mana%ement s/ills • Anal)se t#e t#eoreti(al val!e of inter8professional e*!(ation an* t#e pra(ti(al %ains .#i(# a minim!m of 140 are at S:0 levels 3 an* : in(l!*in% a minim!m of 50 at S:0 level : Ge) (omponents of t#e learnin% eBperien(e .een a%en(ies.or/in% a(ross #ealt# an* so(ial (are& bet.le*%e %eneration an* met#o*olo%)& (ontemporar) iss!es in o((!pational t#erap)& s(#olars#ip& a*van(e* refle(tion an* praBis • • • offer a ran%e of sol!tions for improvement of pra(ti(e b) *emonstratin% #i%#er or*er reasonin% an* *e(ision ma/in% offer a ran%e of sol!tions for improvement of pra(ti(e b) *emonstratin% #i%#er or*er reasonin% an* *e(ision ma/in% S)stemati(all) eval!ate t#e (!rrent state of /no. o((!pation (an (ontrib!te to #ealt# improvement& #o.it# appropriate levels of s!pport .it#in o((!pational t#erap) (on(ernin% evi*en(e base* pra(ti(e& refle(tive pra(ti(e an* refleBive pra(ti(e • Demonstrate t#e val!es& s/ills an* beliefs of anti8oppressive pra(ti(e an* (!lt!ral sensitivit) in relation to t#e pra(ti(e of o((!pational t#erap) • 9or/ .ar*s #ealt# improvement !sin% o((!pation as t#e /e) (onstr!(t • Demonstrate an in(reasin%l) refleBive abilit) .!estion& professional pra(ti(e e*!(ation& interprofessional e*!(ation& options an* self eval!ation B) t#e en* of level t#ree t#e learner . Demonstrate an appre(iation of partners#ip .ill be – a*van(e* professional pra(ti(e pla(ement& in*epen*ent st!*)& appre(iatin% t#e (!rrent state of /no.it#in t#eir personal an* professional portfolio : /e.it#in o((!pational t#erap) an* #o. to (ontrib!te to.el 4 B3c (Hons) Occupational Therapy [Athens] S:0 level : 6SCDF 107 Cre*it *efinition – at least .:0 /e.le*%e of #o.or/ (onfi*entl) an* proa(tivel) .it# (lients& (arers an* (omm!nities to.el > B3c (Hons) Occupational Therapy [Athens] S:0 level 3 6SCDF 57 Cre*it *efinition – at least 310 (re*its of .it#in professional pra(ti(e pla(ement.it#in pra(ti(e e*!(ation • Criti(all) anal)se an* *ebate iss!es . to arti(!late a resear(# .#i(# a minim!m of 10 are at S:0 level 3 Ge) (omponents in t#e learnin% eBperien(e – (riti(al refle(tion on (!rrent epistemolo%ies of pra(ti(e& a*van(e* s/ills of pra(ti(e& /no. • Be able to .40 (re*its of .ill< 8 • Be able to *efen* t#e (ontrib!tion of o((!pational t#erap) t#ro!%# (o%ent ar%!ment • Demonstrate (riti(al eval!ation of (!rrent pra(ti(e .it#in inter professional e*!(ation in terms of .

or/ as a%ents of (#an%e in effe(tive intera(tion .!ire* to .ellbein%. "#e (!rri(!l!m . A.it# (onteBt!al an* i*eolo%i(al (ompleBit). n(rease* te(#nolo%i(al possibilities for learnin% an* tea(#in% 9i*er parti(ipation iss!es an* a %reater *iversit) of learners Professionall)& t#ere are also important *evelopments .#i(# sets o!t strate%i( e*!(ational %oals.!ir) .ere a.#i(# . Prospe(tive %ra*!ates are re.le*%e& s/ills an* attit!*es involve* in enablin% o((!pation see/s to en(o!ra%e (riti(all) refle(tive pra(titioners an* provi*e a**itional tools of t#in/in% for st!*ents in t#eir pen!ltimate )ear is (on(erne* .it# t#e promotion of #ealt# an* .!e met#o*olo%) an* (on(!rrent p#ilosop#ies of s)stemati( in. t#e plannin% pro(ess an* t#e *esi%n of t#e e*!(ational eBperien(e #ave been s#ape* b)< • • • "#e @niversit) Strate%) for D!alit) 0n#an(ement in 3earnin%& "ea(#in% an* Assessment 6D03"A7 .ill be able to 20 .it# ot#ers.it#in t#e profession spe(ifi( s!b>e(t matter.#i(# offers an o((!pation (entre* (!rri(!l!m . n *esi%nin% t#is (!rri(!l!m& t#e plannin% team . t is imperative to (onsi*er f!t!re *ire(tions for t#e profession an* *eal .ar*s e. "#is is a learnin% eBperien(e . As :i%%s an* :!nt 61555<127 state Ito be (ompetent is no lon%er eno!%#J.are of t#e nee* to %o be)on* professional (ompeten(ies to. "#is ta/es t#e form of a learnin% matriB .ill s(affol* t#e learnersA !n*erstan*in% of t#is (ompleB s!b>e(t t#ro!%#o!t t#e fo!r )ears of st!*).it#in o((!pational t#erap) S#o.it# a broa*er so(ial vision.< establis#es an* pro(ee*s from t#e (ore val!es an* beliefs of o((!pational t#erap) is (on(erne* .it# *evelopin% s(#olars#ip an* eval!ation of o((!pation t is a (!rri(!l!m (onstr!(te* aro!n* val!es an* beliefs t#at (onsi*er people are o((!pational bein%s an* t#at o((!pation is (entral to #!man eBisten(e.#ereb) t#ere is a *iale(ti( relations#ip bet.areness of (!lt!ral iss!es an* *iversit) are /e) (omponents of all mo*!lar (ontent.!ippin% f!t!re %ra*!ates . "#ose i*eas also per(eive o((!pation as (onsistent .• • • • • Demonstrate t#e abilit) to (riti. 3evel 1< 3evel 2< 3evel 3< 3evel .ill provi*e a learnin% eBperien(e . "#e (!rri(!l!m mo*el also embe*s inter professional e*!(ation .een poli()& t#eor)& resear(# an* pra(ti(e.it# #oriHontal an* verti(al (on(ept!al an* (ontent (o#eren(e. +ra*!ates .it#in professional pra(ti(e pla(ement an* t#e (ontrib!tion of o((!pational t#erap) to prin(iples of so(ial in(l!sion Develop an* implement t#eir personal *evelopment portfolio in rea*iness for t#eir first post Demonstrate a!tonomo!s learnin% Demonstrate an abilit) to s)nt#esis an* eval!ate aspe(ts of interprofessional e*!(ation in relation to pra(ti(e D:": 5urriculum )odel "#e (ontent of learnin% for o((!pational t#erap) st!*ents is spe(ifi(all) o((!pation fo(!se* an* t#e eBperien(e is refleBive& eBperiential& an* learner (entre*.#i(# #ave s#ape* t#e p#ilosop#) of t#e (!rri(!l!m as !r%e* b) lea*ers in t#e profession s!(# as 9#itefor* an* 9il(o(/ 620017. innovation .it# t#e /no.

"#is (on(ept eBten*s to t#e e*!(ational pro(ess . Pra(ti(e e*!(ation is aBiomati( to t#is learnin% eBperien(e.ill (ontin!e spe(ifi(all) in level .or/in%.ill be en(o!ra%e* to .#ereb) pra(ti(e .anal)se an* (ontrib!te to t#e %eneration of poli()& resear(# an* t#eor) an* re(o%nise . .ill involve in*ivi*!al (#oi(e of (riti(al in(i*ents an* iss!es %ermane to t#eir parti(!lar eBperien(e.#ereb) st!*ents . on t#e eBperien(e of servi(e !sers an* (arers to fa(ilitate partners#ip . "#e personal& t#e pra(ti(e e*!(ation a((re*itation portfolio an* professional portfolio .ill inform !niversit) base* st!*ies an* vi(e versa.a)s been a feat!re of e*!(ation in t#is s!b>e(t area an* t#is .ill stra**le eBperiential learnin% an* also be t#e site of s!mmative assessment. 21 . St!*ents . A transa(tional sit!ation .ee/s of pra(ti(e e*!(ation in a variet) of settin%s.ill *ra.ent) ei%#t .it# tea(#in% staff. From t#e earlier sta%es of t#e pro%ramme st!*ents .ill eBist . 9#erever possible t#e (!rri(!l!m .or/ alon%si*e tea(#in% staff in t#e pro*!(tion of papers& to s#are resear(# interests an* in(reasin%l) tea(# t#eir peers.ill form a (r!(ial part of t#is learnin% eBperien(e an* t#is .#ere %aps eBist.ill be as/e* *ire(tl) to lin/ pra(ti(e pla(ement eBperien(e .!estion t#is in(reases t#e *ept# an* meanin%f!lness of learnin%.it#in t#e mo*!lar (ontent an* assessment. "#is .ill !n*er%o t.#ere st!*ents (an p!rs!e spe(ifi( interests in optional mo*!les. "#is is t#erefore an inte%rate* (!rri(!l!m in terms of t#e relations#ip of pra(ti(e e*!(ation to !niversit) base* st!*ies& t#e fo(!s on (ontent an* pro(ess in learnin% an* (ollaboration . "#e element of (#oi(e #as al. 9it#o!t .

e tec+nolo#y adaptation "r. oumantakis 10 Participation Occupation Mind brain body and context &. &0 Participation Occupation Mind brain body and context ). )0 &3021&0 Level ) *eflecting on Occupation. Pana#iotis Siaperas 1&02'0 OT as an 0nablin# Profession Polixeni Skaltsi Ioanna Tsipra Professional Practice Placement &. Polixeni Skaltsi Ioanna Tsipra Conceptual Foundations of OT. omissopoulos 1ealt+ and 5elfare 6sociolo#y7 10 Tatiana 8enou 1&0 SC/F '00CTS "iploma in 1i#+er 0ducation 1&0 SC/F '00CTS Certificate in 1i#+er 0ducation !C"#$ CT! Points Total Professional Practice Placement 1.5urriculum 3tructure A)5 )odule coordinators8 )odule team Level. aterina !ourika "r. Pana#iotis Siaperas Participation Occupation Mind brain body and context &. Semester 1 Level %. 10 "r. )0 Participation Occupation Mind brain body and context 1. Inter-professional ducation First Ai* an* Man!al :an*lin% 10 "r $icolas Ma%is Maria Tsekoura Musculoskeletal . OT &alues and 'eliefs.T+eory "r.natomy. Semester ) Level ( na'ling Occupation.L -O.UL !/ 1. Musculoskeletal anatomy. Pana#iotis Siaperas aterina !ourika *esearc+ Skills ). 10. Semester 3 OT Philosophy Theory and Practice Occupation Interaction and Performance. 10 Ioanna Tsipra Polixeni Skaltsi Conceptual Foundations of OT. Siaperas Participation Occupation Mind brain body and context 1. . . OT &alues and 'eliefs. Semester & Level ( na'ling Occupation. 4 (eeks. Polixeni Skaltsi 10 Professional Practice Placement ). ' (eeks. Semester ' Contemporary 0pistemolo#ies of OT. Understanding Human Occupation in Context Participation Occupation Mind brain body and context 1.Practical application 10 Cr. 0li%a Ma#lari OPTIO+..Pana#iotis.erin# inte#rated care Inter:professional 0ducation.deli. aterina !ourika "r. Themes Level %. )0 *esearc+ Skills 10 "r. ' (eeks. )0 Maria !oyiat%i OT *eflectin# on Practice. Pana#iotis Siaperas Participation Occupation Mind brain body and context &.deli. Pana#iotis Siaperas Inter:professional 0ducation.erin# inte#rated care &0 $icolas Ma%is 1&0 SC/F '00CTS !Sc 1ealt+ Studies )'02&30 . Ioanna Tsipra OT *eflectin# on Practice &0 *esearc+ Skills ) "r.ssisti. Semester 9 Level ) *eflecting on Occupation. &0 Maria !oyiat%i Conceptual Foundations of OT. )0 Maria !oyiat%i OT as an 0nablin# Profession OT as an 0nablin# Profession )0 *esearc+ skills &.

Semester 4. Level 0 !cholarship and valuation of Occupation. Semester <.UL !/ 1. Pana#iotis Siaperas Contemporary issues in OT. )0 Maria !oyiat%i *esearc+ Skills 3 *esearc+ Skills 3 Contemporary issues in OT Polixeni Skaltsi "r.roup 5ork in Occupational t+erapy Counselin# = . C+ild+ood studies O* &. Pana#iotis Siaperas 3402&30 .e Studies 10 Ioanna Tsipra aterina !ourika *esearc+ Skills 3 *esearc+ Skills 3 30 "r. 5orkin# (it+ C+ildren 10 aterina !ourika Counselin# = . 4 (eeks.L -O.&. &0 OPTIO+.roup 5ork in Occupational t+erapy &0 aterina !ourika Polixeni Skaltsi 1&0 SC/F '00CTS !Sc61ons7 Occupational t+erapy Level 0 !cholarship and valuation of Occupation. Creati. Professional Practice Placement 3.

ill (ontin!e t#is poli().ell as to m!t!all) fin* . E:#:!: Academic /earnin* 5entre "#e A(a*emi( 3earnin% Center is a !ni. AMC .it# t#e PA" bein% t#e first point of (onta(t for an) personal problems eBperien(e* b) st!*ents on pla(ement. St!*ents are s!pporte* b) t#eir Personal A(a*emi( "!tor .it# t#eir st!*ies.!ires t#at all le(t!re=t!torial materials . eBistin% DM@ %!i*elines in or*er to reass!re a((essibilit) for all st!*ents an* staff to t#e fa(ilities an* learnin% materials .s< E:#:#: 1ersonal Academic Tutor (1AT) "#e BS( 6:ons7 '((!pational "#erap) EAt#ensF in AMC implements a personal a(a*emi( t!tor 6PA"7 s)stem& in a((or*an(e . AMC re.it#in t#e first mont# of matri(!latin% in level 1.it#in t#e s!b>e(t area.ill be available on Moodle at least one . n a**ition& AMC #as instit!te* t#e level t!tor& .Validation Document B3c (Hons) Occupational Therapy[Athens] E:": 3tudent 3upport "#e AMC BS( '((!pational "#erap) EAt#ensF pro%ramme . 0a(# st!*ent .it# t#e (o!rse lea*er for (arr)in% o!t t#eir *!ties.ell as en#an(in% t#e learnin% environment for t#ose .a)s to s!rpass an) *iffi(!lties t#at t#e st!*ent ma) #ave.#o is responsible to inform t#e pro%ramme lea*er an* t#e tea(#in% team of t#e pro%ress of ea(# levelAs (o#ort& an) arisin% iss!es an* s!%%este* sol!tions.ill follo. "#e above t!tors (ooperate .!est ma*e if (onta(te* b) t#eir PA". At . St!*ents m!st at least on(e a semester meet t#eir )ear t!tors& a((or*in% to t#e DM@ p#ilosop#) an* re%!lations& an* *is(!ss t#eir pro%ress: "#is meetin% !s!all) ta/es pla(e in t#e mi**le of semester in or*er t!tors to #ave a (lear pi(t!re of t#e st!*ents an* be able to %!i*e t#em.it# DM@ poli().e* b) DM@ an* #as #a* ver) positive res!ltsN t#erefore AMC . 0a(# of t#e st!*ents .ill be ali%ne* .ill be ta/en from t#e appli(ation sta%e an* be)on*.ee/ before t#e relevant sessions.ill operate a s)stem for st!*ent s!pport in a(a*emi( an* pastoral matters. St!*ents (an also (onta(t t#eir t!tors t#ro!%# e8mail for a more *ire(t (omm!ni(ation b!t are also eBpe(te* to respon* to an) re. "#is is (onsi*ere* to be of tremen*o!s benefit to st!*ents of all pro%rammes& as .!e frien*l) st!*ent8(entere* servi(e t#at provi*es an intelle(t!all) stim!latin% approa(# to *evelopmental instr!(tion an* %eneral a(a*emi( assistan(e to st!*ents .ill be assi%ne* t#e same PA" in all a(a*emi( )ears for t#e *!ration of t#eir st!*ies. E:# Academic Tutor 3upport "#e St!*ent servi(es offere* at AMC are as follo.ill be assi%ne* a member of staff from t#e S!b>e(t Area as a personal a(a*emi( t!tor . 0a(# st!*ent (an refer to t#e Personal A(a*emi( "!tor .#et#er it is re.it# t#is. AMC mo*erates t#e a(a*emi( pro(ess of spe(ifi( st!*ents nee*s in or*er to as(ertain . "#is pro(e*!re is follo.#o is responsible for t#e pro>e(ts to *is(!ss an* appraise #is=#er pro%ress as .!ire* to eBten* a**itional time in eBaminations& permission to re(or* le(t!res et(. Provisions .#o nee* eBtra #elp . t s#o!l* be note* t#at .it#in t#e '" Pro%ramme t#e PA" s)stem also eBten*s o!t to t#e Pra(ti(e Settin%& .#o is responsible for t#e fa(in% of an) e*!(ational problems an* are en(o!ra%e* to meet at least on(e per semester. "#e st!*ents are informe* of t#e role of t#is parti(!lar t!tor an* t#e st!*ent representatives (an approa(# t#e level t!tor on iss!es (on(ernin% t#e (o#ort in %eneral.it# spe(ifi( s!pport nee*s an* AMC .

E:#:4: 5areers and .it# personal problems 8 for eBample anBiet)& stress& *epression& eatin% *isor*ers an* bereavement.ritin% s/ills improvin% st!*) s/ills !n*erstan*in% resear(# pro>e(ts an* resear(# pro(e*!res one on one paper (ons!ltation a(a*emi( #onest) pla%iarism& parap#rasin% an* (itation n*ivi*!al an* small %ro!p t!torin% is available to (!rrentl) enrolle* AGM Metropolitan Colle%e b) appointment onl).ee/.ell an* t#rive in an intelle(t!all) *eman*in% environment.ill be /ept stri(tl) (onfi*ential an* .it# ot#er iss!es s!(# as famil) problems& relations#ip problems& ma/in% *iffi(!lt *e(isions or (#oi(es an* problems a*>!stin% to a(a*emi( life an* a(a*emi( *eman*s. "#e POTU Metropolitan Colle%e Co!nsellin% Centre aims to optimise t#e .#i(# prevent t#em from maBimisin% t#eir f!ll potential.it# t#e opport!nit) to eBamine t#e iss!es .!est of t#eir tea(#ers& personal t!tors an* (o!rse lea*ers.!est at (o!nsellin%Vam(.ill nee* to atten* t!torin% sessions !pon t#e re.it#in et#i(al %!i*elines an* spe(ifi( (o*es of be#avio!r for ps)(#olo%ists an* (o!nsellors  Maintainin% a professional fo(!s t#at is free of bias an* *is(rimination  0stablis#in% so!n* st!*ent fee*ba(/ pro(e*!res in or*er to improve t#e t)pe of s!pport servi(es offere* "#e Co!nsellin% Centre aims to offer st!*ents<  Free& vol!ntar) an* (onfi*ential (o!nsellin%  "#e opport!nit) to re(eive s!pport an* a*vi(e from traine* professionals  'pport!nities to atten* str!(t!re* %ro!p settin%s over a variet) of (o!nsellin% relate* t#emes an* topi(s An) information t#at st!*ents provi*e to staff at t#e Co!nsellin% Centre . "#e Co!nsellin% Centre (an also #elp st!*ents .ell8bein% of st!*ents b) provi*in% t#em . Alternativel)& st!*ents (an also email t#eir re. t aspires to (ertain stan*ar*s an* %oals& in(l!*in%<  :avin% .e*!. :en(e& t#e A(a*emi( 3earnin% Centre is *esi%ne* to assist t#ose st!*ents .Validation Document B3c (Hons) Occupational Therapy[Athens] AGM Metropolitan Colle%e& st!*ents are eBpe(te* to perform .a) an* aim .n& or .ill not be reveale* to an) t#ir* parties& !nless t#ere is reason to believe t#at t#e st!*ent or ot#ers ma) be at ris/.is#in% to ma/e an appointment (an (omplete an* s!bmit an appointment re.!alifie* ps)(#olo%ists an* (o!nsellors . Appointments (an be s(#e*!le* for one #o!r per *a)& an* a st!*ent ma) re(eive !p to 2 #o!rs of t!torin% per . St!*ents .#o are fa(e* .%r.mploya-ility 5entre "#e Careers an* 0mplo)abilit) Centre aims to provi*e #i%# . St!*ents ma) see/ a(a*emi( assistan(e on t#eir o.!alit) information& a*vi(e an* %!i*an(e to AGM Metropolitan Colle%e st!*ents an* %ra*!ates. 9e are (ommitte* to *eliverin% t#is in a professional& impartial an* a((essible .ill (onta(t st!*ents as soon as possible in or*er to s(#e*!le a meetin%.#o are (ommitte* to on%oin% professional *evelopment  0ns!rin% t#at t#e servi(es provi*e* operate .it# s!pport an* . "#e (o!nsellin% (entre staff . E:#:>: 5ounsellin* 5entre "#e Co!nsellin% Centre offers in*ivi*!al s!pport an* a*vi(e to st!*ents .!est form& lo(ate* o!tsi*e t#e (o!nsellin% (entre. "#e A(a*emi( 3earnin% Centre offers assistan(e to st!*ents in man) an* m!ltifa(ete* learnin% tas/s& in(l!*in%< improvin% a(a*emi( .#o la% be#in* in (ertain s/ills an* nee* #elp in attainin% a(a*emi( eB(ellen(e.

E:#:0: 2or<shops8 Tal<s8 1resentations "#e) are one or t.!ip o!r st!*ents an* %ra*!ates .ill be !se*. to Fin* S!mmer 9or/. '!r p!rpose is to in(rease AMC st!*entsW K %ra*!ates (onfi*en(e an* abilities to (onstr!(t meanin%f!l (areers.  .it# )o!r le(t!rers an* fello.it# t#e s/ills an* /no.in% . A bilin%!al *i(tionar) of relevant terminolo%) Mo*!le Des(riptors of t#e Co!rse 0Btra(ts from boo/s of propose* biblio%rap#).s.n potential.Validation Document B3c (Hons) Occupational Therapy[Athens] to e.it#o!t boo/in% an appointment so as to see/ assistan(e on t#eir (!rrent sta%e of (areer plannin% an* .it# a Career Cons!ltant& to *is(!ss t#e st!*entAs (areer plans in more *ept#& provi*e relevant information& or to %ive a*vi(e on appli(ations an* intervie. 0Bplore (ompre#ensive information abo!t o((!pations& emplo)ers& post%ra*!ate trainin% an* va(an(ies.#i(# )o! (an a((ess t#e material ta!%#t in )o!r (o!rse as . 8 Ma/e an appointment .ell as !sef!l information re%ar*in% )o!r pro%ram an* t#e (olle%e in %eneral. C#oose .a)s to pro%ress.e offer as a !ser of t#e Careers an* 0mplo)abilit) Centre )o! (an eBpe(t %!i*an(e an* s!pport to #elp )o!< Ma/e realisti( *e(isions abo!t )o!r neBt steps. st!*ents.!estions& (onne(t .isel) from all t#e options open to )o!. Post%ra*!ate st!*) an* . 2121=1553 re%ar*in% (op)ri%#ts< it is allo.or/s#ops& tal/s an* presentations in(l!*e< ?o! an* ?o!r Career 'ptions. ntervie.it# ot#er st!*ents . Fin*in% 9or/Z Cob Resear(#in% on t#e nternet.!es.#i(# is !se* in t#e mo*!les of )o!r pro%ram "#e abilit) to (omm!ni(ate . Ma/e an* implement an a%ree* plan of a(tion.it#<      nformation re%ar*in% t#e (olle%e an* t#e fa(!lt) of )o!r st!*ies 3earnin% material .n termsXY. ?o!n% entreprene!rs#ip. "#e Careers an* 0mplo)abilit) Centre offers information& a*vi(e an* %!i*an(e in t#e follo. 9#ere (onfi*ential matters arise& or .a)s of f!n*in% it. :o. Career C#oi(e an* ?o!r Personalit). E:#: : Vacancies "#e Careers an* 0mplo)abilit) Centre #as *etails of pla(ements& interns#ips an* permanent va(an(ies of relevan(e to o!r st!*ents an* %ra*!ates.it# t#e Cons!ltants in spe(ial (ases . CV an* Cover 3etter.3er.a)s< E:#:9: Drop.#o s#are t#e same (on(erns an* b!il* lifelon% s/ills. Moo*le provi*es )o! . to Fin* Part8 "ime 9or/. "opi(s (overe* b) o!r .or/ or *e(i*in% on (areer options. "#ese sessions a**ress spe(ifi( aspe(ts of t#e pro(ess of loo/in% for .#ere t#e st!*ent in*i(ates a nee* for priva()& a private room .!ette. 9or/pla(e 0ti.o #o!rs in len%t# an* (an #elp )o! (larif) )o!r (areer .in.ice St!*ents ma) meet . "e(#ni. :o.le*%e to effe(tivel) (#oose an* mana%e t#eir (areers. E:#:D: )oodle Moo*le is t#e (olle%eAs e8learnin% fa(ilit)& t#ro!%# . "#e Va(an() *atabase is !p*ate* re%!larl) .e* to post an*=or p#oto(op) t#e 1=10 of t#e total pa%es of ea(# boo/. P!rs!ant to t#e +ree/ 3a. Be)on* t#e initial %!i*an(e meetin% t#e Cons!ltant ma)< 8 Provi*e some relevant information or *ire(t t#e st!*ent to self #elp materials. 9#at . Assess )o!r o.it# information notifie* to !s *ire(t from emplo)ers. 9e *o t#is b) *eliverin% (areer *evelopment an* >ob sear(# s!pport to #elp AMC st!*ents K %ra*!ates b!il* s!((ess on t#eir o. @n*erstan* an* assess t#e available opport!nities.

!ire* in or*er to pro%ress to t#e t#ir* )ear of st!*ies. "#e nstit!tion is (ommitte* to e.!alit) of opport!nit) as a %!i*in% prin(iple in *eterminin% poli(ies an* implementin% pro(e*!res affe(tin% st!*ents& emplo)ees an* ot#er (lients of t#e @niversit).el(omes all (an*i*ates from vario!s e*!(ational ba(/%ro!n*s t#at meet t#e a*mission re. 0n%lis# lan%!a%e (lasses *o not form part of t#e (!rri(!l!m. DM@ believes in t#e *evelopment of innovative e*!(ational pro%rammes (apable of respon*in% fleBibl)& effi(ientl) an* effe(tivel) to in(reasin%l) *iverse st!*ent nee*s. Diversit) refers to t#e @niversit)Ws (ommitment to embra(e an* mana%e a (omm!nit) of in(reasin%l) *iverse nee*s an* ba(/%ro!n*s.!alit) relates to t#e Colle%eWs (ommitment to t#e prin(iples of e.!alit) an* Diversit) are terms t#at en(ompass a ran%e of (ommitments an* responsibilities b) t#e Colle%e in *ealin% . E:#:#": .it# all aspe(ts an* members of itAs (omm!nit).(. 0. 0.ill be ta!%#t in 0n%lis# an* assesse* in 0n%lis#.!irements.el(omes all st!*ents re%ar*less of ra(e& %en*er& reli%ion& nationalit)& a%e& seB!al orientation e. . 3evel 1 an* level 2 of t#e pro%ramme .!al opport!nit) an* so(ial >!sti(e& an* to its responsibilit) to provi*e an environment t#at is free from *is(rimination an* #arassment.ill be ta!%#t in +ree/ an* assesse* in +ree/. AMC follo. E:#:E: 3tudent Hand-oo< At t#e start of ea(# )ear of t#e pro%ramme all st!*ents re(eive a pro%ramme8spe(ifi( st!*ent #an*boo/. E:! 2idenin* Access 9i*enin% parti(ipation to #i%#er e*!(ation is an important part of DM@Ws instit!tional strate%) an* man) st!*ents (ome from f!rt#er e*!(ation.it#o!t s!perse*in% t#e ne(essar) a(a*emi( a*mission (riteria set for t#e parti(!lar pro%ramme.Validation Document B3c (Hons) Occupational Therapy[Athens] "#e man) s!pport servi(es for st!*ents& in(l!*in% t#e (o!nselin% servi(e& finan(ial a*visors& a(a*emi( learnin% (entre an* ot#ers are all *etaile* in t#e st!*ent #an*boo/s. .Fual Opportunities AMC a*#eres to DM@ %!i*elines re%ar*in% promotin% an* maintainin% e.n*lish /an*ua*e support "#e st!*ents of t#e pro%ramme (an atten* 0n%lis# lan%!a%e (lasses in or*er to prepare for t#eir 03"S eBaminations& "#is 03"S (ertifi(ate is re. "#is #an*boo/ in(l!*es *etail t#e staff of t#e '" s!b>e(t area& eBplanation of t#e role of staff members 6e. E:>: .!al opport!nities.t. 3evel 3 an* level .%.in% t#e prin(iples of DM@ . E:4 3tudent 3upport 1rocedures: . t . mo*!le (oor*inator et(7& t#e role of st!*ent (ommittee representatives& t#e (olle%e (alen*ar& information on st!*ent responsibilit) to maintain (onta(t information& t#e rationale of t#e pro%ramme& pro%ramme aims an* learnin% o!t(omes& pro%ramme str!(t!re for t#e level& pro%ramme *esi%n& met#o*s of tea(#in% an* learnin%& t#e assessment pro%ramme an* assessment (alen*ar for t#e level& t#e level mo*!le *es(riptors& t#e %eneral assessment re%!lations& t#e re%!lations for t#e BS( 6:ons7 '((!pational "#erap) EAt#ensF pro%ramme& t#e attrib!tes of performan(e b) %ra*e an* level for !n*er%ra*!ate pro%rammes& information on a(a*emi( *is#onest)& pla%iarism an* (oll!sion& st!*ent responsibilit) in assessments& staff responsibilit) to st!*ents in assessments& information on obtainin% eBemption from mo*!les.

St!*ents an* staff s#are responsibilit) for ens!rin% %ro!p an* in*ivi*!al meetin%s are #el* as re.#o learn .!ire*. Referen(es are (onstr!(te* a((or*in% to *epartmental %!i*elines an* sent o!t !n*er t#e name of t#e pro%ramme lea*er. St!*ents learn to ass!me a(tive roles an* *ebate on (on(epts an* pra(ti(alities . t#e st!*ents personal an* professional *evelopment portfolio.#ere t#ose .#ere st!*ents are en(o!ra%e* to be(ome (onfi*ent in t#e abilit) to refle(t8in8a(tion an* refle(t8on8 a(tion.=perience and 1ro*ression throu*h the 1ro*ramme #":#: 1hilosophy "#e eBperien(e of learnin% an* tea(#in% on t#is (o!rse is base* !pon (ollaboration& m!t!al refle(tion on t#e e*!(ational eBperien(e& an* t#e intention to (reate a (limate . #":!: %nduction "#e pro(ess of in*!(tion starts before t#e (o!rse (ommen(es an* in(l!*es a . "#is (reates opport!nities for t#e prompt eBploration of (!rrent iss!es of (on(ern for t#e st!*entsN t#ese ma) in(l!*e reso!r(es& e*!(ational& professional or Colle%e matters& topi(al professional events et(.#i(# t#e eBperien(e #as been *esi%ne* an* in(l!*e< • • • • • • "ransparen() in tea(#in% t#ro!%# *ialo%!e an* fee*ba(/ to st!*ents Fa(ilitation of learnin% an* attention to t#e .it#in a s!pportive !n8assesse* environment. 'n entr) to t#e pro%ramme a(a*emi( t!tor %ro!ps are forme* (onsistin% of approBimatel) ten 3evel 1 st!*ents. Dire(t entrants to 3evel 2 are allo(ate* to eBistin% a(a*emi( t!tor %ro!ps. Prin(iples of st!*ent (entre* learnin% are t#e fo!n*ations !pon .a)s& an* *esi%ne* to enable st!*ents to *evelop po.#om t#e) are responsible. S!b>e(t %ro!p %!i*elines eBist *efinin% t#e re(ommen*e* minim!m n!mber of meetin%s to be #el* *!rin% ea(# level& an* s!%%este* topi(s to be (overe*. A(a*emi( t!tors *raft >ob referen(es for t#e st!*ent for .it#in t#e *esi%n of assessment to *ifferent learnin% st)les "#e (o!rse is vie.Validation Document B3c (Hons) Occupational Therapy[Athens] Mana%ement of st!*ent s!pport is or%anise* in a n!mber of .ers of self8assessment an*=or me(#anisms for peer s!pport. #":": 3tudent . "#e a(a*emi( t!tor %ro!p& on t#e ot#er #an*& offers a for!m for t#e *evelopment of %ro!p intera(tion .it# t#e normal mo*!lar pro%ramme.e* as one episo*e in life lon% learnin% . "#e a(a*emi( t!tor is responsible for monitorin% t#e personal .ell8bein% an* a(a*emi( *evelopment of t#e st!*ent. @n*er normal (ir(!mstan(es st!*ents retain t#eir a(a*emi( t!tor t#ro!%#o!t t#eir time on t#e (o!rse.it#in it (an be(ome a!tonomo!s in t#eir *evelopment.el(ome to t#e Colle%e b) t#e pro%ramme lea*er an* members of t#e tea(#in% team .!alit) of learnin% 'pport!nities for refle(tive=refleBive learnin% Meanin%f!l learnin%& in tea(#in% an* assessment eBperien(es C#oi(e in learnin% an* assessment Attention . n*ivi*!al meetin%s are #el* as (lose as possible to t#e en* of ea(# semester to revie.

Validation Document B3c (Hons) Occupational Therapy[Athens] in or*er to intro*!(e t#e ne. 'n line matri(!lation pro(e*!re o((!rs in t#is sta%e. St!*ents are in*!(te* b) t#e Pro%ramme 3ea*er on t#e pro(ess& t#eir *!ties an* responsibilities as representatives& as mentione* in t#e St!*ent :an*boo/. n t#e (o!rse of t#e in*!(tion .is# to (ater for *ifferent st)les of learnin% an* to ma/e assessments an inte%rate* eBperien(e.it#in level 1 is base* !pon t#e .ill %ive an intro*!(tion to t#e s!b>e(t matter& st!*) s/ills . 0Bplanations abo!t *ifferent approa(#es to learnin%& tea(#in% an* assessments are emp#asise*. .it#in t#e ann!al (lass s(#e*!le& base* on samples of a(t!al . St!*ents are *elivere* t#e pro%ramme re%!lations an* all t#e relevant *o(!mentation& meet t#eir PA"s& an* ele(t t#eir representatives. D!rin% t#is first )ear t#e /e) !n*erpinnin% is provi*e* to i*entif) an* !n*erstan* t#e val!es an* beliefs of o((!pational t#erap)& t#e (omponents of o((!pational be#avio!r an* infl!en(es !pon o((!pational performan(e.!ir).ritten pro>e(ts an* assi%nments& so as to ren*er t#e pro(ess more attra(tive an* intera(tive for t#e st!*ents. "#e parti(!lar t!torials are in(orporate* . A(a*emi( t!tor %ro!ps meet fortni%#tl) in t#e first semester an* .it#in t#e earl) meetin%s an eBplanation of t#e personal& t#e pra(ti(e e*!(ation a((re*itation portfolio an* professional portfolio . #":>:#: Assessment "#e rationale for t#is ran%e of assessments . AMC a*#eres to t#e pro(e*!res as *efine* b) DM@ re%ar*in% st!*ent representation in t#e pro%ramme (ommittee an* t#e SSCC.as (ommen*e* !pon at t#e DM $e. 0a(# mo*!le (o8or*inator .#i(# (#ara(terise st!*) in 3evel 1 are<8 o((!pational t#erap) val!es an* beliefs& o((!pational be#avio!r in (onteBt& prin(iples of o((!pational t#erap)& t#e informin% s(ien(es& normal *evelopment& intro*!(tion to prin(iples of en.#i(# are re.it#in it an* %ive o!t relevant *o(!mentation. st!*ents to t#eir ne.ritten pie(e of . 0Btra t!torials on a(a*emi( .el # "#e /e) t#emes . "#e parti(!lar pro(ess follo.!ire* . 0arl) in t#e pro%ramme st!*ents representatives are ele(te*.ritin% an* biblio%rap#i( referen(in% are arran%e* t#ro!%#o!t t#e *!ration of t#e first semester of t#eir fres#man )ear. Assessments offer t#e opport!nit) to learn . a(a*emi( environment.it# t#e pra(ti(e pla(ement t!tors o((!rs at t#e relevant time to (onsi*er options for professional pra(ti(e pla(ement 1.e* b) t#e top8!p pro%ramme BA Mass Comm!ni(ation K Me*ia Arts #as )iel*e* eB(ellent res!lts an* .or/& to sele(t an* assimilate appropriate referen(e material& (ommen(e t#e pro(ess of anal)sis of material or events& inte%rate s!b>e(t matter to inform t#e pro(ess of o((!pational t#erap) an* *evelop (ore s/ills of a(tivit) anal)sis.(.s installment of Febr!ar) 2012. Meetin%s .a)s of (onstr!(tin% a . " an* librar) in*!(tion is also (arrie* o!t.ee/& st!*ents atten* informational (lasses on t#e a(a*emi( pro(e*!re& (omprisin% of %eneral %!i*elines on t#e (ollaborative instit!tionAs an* AMCAs re%!lations& assessment re%!lations& t#e !se of t#e Moo*le& ele(troni( a((ess to DM@As librar) e.t.ill be %iven. #":>: /e.

!ire* an* appropriate *o(!mentation.le*%e is eBpe(te* .e. #":9: /e.it# s!stainin% previo!sl) a(. A(a*emi( t!tors . B) t#e en* of 3evel 2& learnin% o!t(omes s#o!l* #ave been a(#ieve* in all t#e se(on* level (omponents (ontrib!tin% to t#e !n*erstan*in% of offerin% effe(tive& (lient8(entre* servi(es t#at enable people to en%a%e in o((!pations of life i.el > "#e /e) t#emes .or/ an* a!tonom) an* (#oi(e in learnin%. #":4:#: Assessment 0Bpe(tations of t#e assessment pro(ess at t#is sta%e in(l!*e *emonstration of t#e abilit) to problem pose an* problem solve in *ealin% . Meetin%s .it# t#e abilit) to s)nt#esiHe information from var)in% so!r(es an* eBpose it to anal)sis an* eval!ation. nte%ration of /no.el ! "#e /e) t#emes .#i(# . "#is level is (on(erne* .Validation Document B3c (Hons) Occupational Therapy[Athens] B) t#e en* of t#e first )ear& learnin% o!t(omes s#o!l* #ave been a(#ieve* in all t#e basi( elements of t#eor) an* pra(ti(e (on(ernin% o((!pational t#erap) val!es an* beliefs.!ire* intelle(t!al s/ills b!t also *evelopin% t#e abilit) to s)nt#esis information an* eval!ates pra(ti(e to a *e%ree . 0a(# mo*!le (o8or*inator .!ire*. t is eBpe(te* t#at /e) s/ills of s(#olars#ip s!(# as rea*in% .it# t#e pra(ti(e pla(ement t!tors .ill meet %ro!ps at least on(e per semester an* in*ivi*!all) to (onsi*er personal an* a(a*emi( pro%ression !sin% evi*en(e from t#eir portfolios. #":4: /e.!ire* in professional pra(ti(e pla(ement 2 in relation to t#e o((!pational t#erap) pro(ess. "#e abilit) to .it# fa(ilitatin% intelle(t!al s/ills of anal)sis& s)nt#esis an* eval!ation of o((!pation as a enablin% pro(ess.ill (onsi*er options for professional pra(ti(e pla(ement 2 an* (ontin!e t#e pro(ess of offerin% a balan(e* eBperien(e in professional pra(ti(e e*!(ation.#i(# (#ara(terise 3evel 3 are< refle(tin% on o((!pation& o((!pation an* #ealt#& s)nt#esis of information& #ealt# be#avio!r& investi%ative s/ills& professional pra(ti(e& interprofessional e*!(ation& (#oi(e& team.it# more (ompli(ate* (ase s(enarios an* t#e abilit) to *ifferentiate r#etori( from reason. n a**ition& t#e abilit) to *evelop professional s/ills is re.een *ifferent resear(# met#o*olo%ies is re. "#is level is (on(erne* . At t#is sta%e& st!*ents .ill %ive *etails of t#e eBpe(tations& assessments& *evelopment of st!*) s/ills re.i*el)& !sin% referen(e material (orre(tl) an* str!(t!rin% assi%nments appropriatel) are establis#e*.#i(# (#ara(terise st!*) in 3evel 2 are< enablin% o((!pation& t#eoreti(al approa(#es& *evelopment in t#e (onteBt of #ealt# an* illness& inte%ration of t#eor) an* pra(ti(e. to *e(i*e bet.or/ in %ro!ps is assesse* bot# b) peers an* staff an* /e) s/ills of lo%i(& reason an* #o. 0nablin% '((!pation.ill improve t#e eBperien(e for (lients an* t#eir (arers.

Meetin%s .#i(# pertains to pra(ti(e an* t#e st!*) of o((!pation an* #ealt#. A(a*emi( t!tors . in(reasin% refle(tion an* (lini(al reasonin% s/ills an* reveal #i%# level anal)sis of o((!pational performan(e.ill eBplain t#e in(rease* eBpe(tations& assessments an* appropriate *o(!mentation. #":9:#: Assessment Pro%ression is eBpe(te* in terms of intelle(t!al s/ills to in(l!*e t#e abilit) to (aref!ll) anal)se an* eval!ate resear(# met#o*olo%)& to *ifferentiate bet.!ire* in a n!mber of mo*!les an* in(reasin% s(#olars#ip .it# #i%# level anal)sis& s)nt#esis an* eval!ation of o((!pation in t#e lives of servi(e !sers& (arers& poli() ma/ers an* resear(#ers. A(a*emi( t!tors .#i(# (#ara(terise 3evel .!ir)& in8*ept# st!*) of o((!pational performan(e& #i%#er or*er transferable s/ills& (#oi(e& (#allen%e& in*epen*en(e& m!lti*is(iplinar) (o8operation an* s(#olars#ip.ill %ive *etails of t#e eBpe(tations& assessments an* appropriate *o(!mentation b!t *ialo%!e an* ne%otiation is evi*ent in *e(i*in% !pon (ontent an* topi(s for assi%nment.it# t#e /e) literat!re . 0a(# mo*!le (o8or*inator .!ire* an* *is(!ss potential ele(tive pla(ements. B) t#e en* of 3evel 3& learnin% o!t(omes s#o!l* #ave been a(#ieve* in all t#e t#ir* level (omponents (ontrib!tin% to refle(tion on o((!pation. :i%# level s/ills of oral presentation are re.it#in all assi%nments. #":0:#: Assessment :ono!rs st!*ents are eBpe(te* to *emonstrate ori%inalit) of t#o!%#t an* a(tion an* to a(.ill be so!n* (ons!mers of resear(# an* be entirel) familiar . . pla(ement.!ire t#e s/ills of *esi%nin% an* (arr)in% o!t a small resear(# pro>e(t.ill meet %ro!ps at least t.ill meet .#at (onstit!tes evi*en(e& to separate prin(iples from eBample& to s#o.it# t#e pra(ti(e pla(ement (o8or*inators . Meetin%s .el 4 "#e /e) t#emes . 0a(# mo*!le (o8or*inator . #":0: /e.it# ot#ers. "#is level is (on(erne* .i(e per )ear an* in*ivi*!all) to (onsi*er personal an* professional *evelopment. t is also a pla(e to foster more ori%inalit) of i*eas& pra(ti(e an* (o8operation .ill (onsi*er t#e in(rease* refle(tivit) re.i(e per )ear an* in*ivi*!all) to (omplete referen(es an* refle(t !pon personal an* professional *evelopment.it# t#e pra(ti(e pla(ement t!tors #ave o((!rre* at t#e en* of 3evel 3 to finalise 3evel .Validation Document B3c (Hons) Occupational Therapy[Athens] .een val!e >!*%ements& ass!mptions an* . are< eval!ation of o((!pation& o((!pation as a fo(!s for en.it# %ro!ps at least t.

Validation Document B3c (Hons) Occupational Therapy[Athens] B) t#e en* of 3evel . .& learnin% o!t(omes s#o!l* #ave been a(#ieve* in all t#e fo!rt# level (omponents (ontrib!tin% to t#e (omponents of t#e eval!ation of o((!pation.

St!*ents #ave opport!nities to appl)& pra(ti(e& (onsoli*ate an* transfer eBistin% s/ills an*& in a**ition& learn ne. 1lacement PPP1 PPP2 PPP3 PPP.ee/s f=t 1 . "#e mo*!les en(o!ra%e eBploration an* eval!ation of pra(ti(e& en#an(e learnin% an* transfer of /no.0 *a)s Hours 212 244 212 244 n or*er to meet stan*ar*s establis#e* an* monitore* b) professional bo*ies& b) t#e en* of Professional Pra(ti(e Pla(ement .it# people of *ifferent a%e %ro!psN in*ivi*!als an* %ro!ps= (omm!nities from *ifferent so(io8e(onomi( an* (!lt!ral perspe(tivesN people .Validation Document B3c (Hons) Occupational Therapy[Athens] ##:": 1ractice . 0Bamples in(l!*e< . 0mp#asis is pla(e* !pon t#e pro(ess of pra(ti(e.ee/s f=t 4 . f *iffi(!lties arise .#i(# pra(ti(e pla(ements o((!r in ea(# )ear of t#e pro%ramme.ery pattern &or Bsc (Hons) Occupational Therapy [Athens] Gear o& 1ro*ramme ?ear 1 ?ear 2 ?ear 3 ?ear . 3emester 2 2 2 1 Duration 1 . ea(# st!*ent m!st #ave s!((essf!ll) (omplete* a minim!m of 1000 #o!rs pra(ti(e e*!(ation 6C'"& 2004N 9F'"& 20027.it# t#e 9orl* Fe*eration of '((!pational "#erapists Stan*ar*s 620027& st!*ents %ain eBperien(e of . "#e eBa(t n!mber of #o!rs is monitore* t#ro!%# (ompletion of .ision durin* practice education 9it#in t#e (onteBt of t#e BS( 6:ons7 in '((!pational "#erap) EAt#ensF& a variet) of s!pervision mo*els ma) be !se* t#ro!%#o!t pra(ti(e pla(ements to provi*e fleBible& s!pportive learnin% eBperien(es a((or*in% to DM@ poli(). "#e *eliver) pattern for pra(ti(e e*!(ation is *epi(te* in t#e "able belo. < Ta-le !C 1ractice placement deli. ##:! 1ractice placement deli.it# pla(ement #o!rs& pra(ti(e e*!(ators an* st!*ents are a(tivel) en(o!ra%e* *ra.ee/s f=t 1lacement Days 30 *a)s .ee/l) time (ar*s& . n a((or*an(e . 3earnin% o!t(omes arti(!late . 0a(# professional pra(ti(e pla(ement mo*!le #as a set of learnin% o!t(omes pre8 *etermine* b) t#e @niversit). St!*ents also %ain eBperien(e in pra(ti(in% in a safe an* et#i(al manner.le*%e s/ills an* instil professional val!es to t#e level of (ompeten(e re.or/in% .it# prior an* f!t!re !niversit) st!*ies an* previo!s pra(ti(e pla(ement mo*!les.it# a ran%e of *ifferent people .!ire* of an entr)8level pra(titioner.ducation ##:# %ntroduction Pra(ti(e e*!(ation is an inte%ral (ore element of t#e (!rri(!l!m enablin% st!*ents to inte%rate t#eor) an* pra(ti(e in a meanin%f!l& refle(tive an* realisti( manner. $ormall)& st!*ent eBperien(es .#o #ave *ifferent nee*s an* in *ifferent (ir(!mstan(es. ##:> )odels o& super. s/ills relevant to ea(# pra(ti(e settin%. t#is to t#e attention of t#e professional pra(ti(e t!tor to *evelop a m!t!all) a((eptable plan of a(tion.0 *a)s 30 *a)s .or/in% .!ire* an*=or lon% stan*in% o((!pational nee*s an* #ealt# (on*itions affe(tin% *ifferent aspe(ts of p#)si(al an* ps)(#oso(ial f!n(tionin%.ee/s f=t 4 .#i(# are si%ne* b) t#e st!*entAs pra(ti(e e*!(ator.ery pattern "#e D!een Mar%aret @niversit) BS( 6:ons7 in '((!pational "#erap) pro%ramme re(o%nises t#e pivotal role of pra(ti(e8base* learnin% t#ro!%#o!t t#e e*!(ational pro(ess an* emplo)s a blo(/ mo*el in .ill en(ompass .#o #ave re(entl) a(.

"#eir *!ties are< ["o obtain information on t#e DM@As eBpe(tations for t#e spe(ifi( pra(ti(e pla(ement& (o!rse assessment re.!irements an* re%!lations for pra(ti(e e*!(ation from t#e Pra(ti(e8base* 3earnin% S!pport .or/ s/ills& in(rease* problem8solvin% s/ills an* a sense of s#are*8o.een t.#ere t#e st!*ents s!pport ea(# ot#er an* .Validation Document B3c (Hons) Occupational Therapy[Athens] ##:>:#: Apprenticeship model (#C#) 'ne st!*ent per pra(ti(e e*!(ator. Combinations mi%#t in(l!*e an eBperien(e* pra(ti(e e*!(ator an* a ne.or/in% preventativel) .or/ in pairs or %ro!ps *!rin% t#ese pla(ements affor*in% opport!nities to realise t#e benefits of peer assiste* learnin%. Professional s!pervision is provi*e* b) an o((!pational t#erapist& t#is ma) be on a fa(e8fa(e basis& b) *istan(e via telep#one an*=or information te(#nolo%ies.or/pla(e. "#ro!%#o!t t#e pla(ement& an i*entifie* mentor at t#e #ost site (o8or*inates t#e learnin% o!t(omes.o pra(ti(e e*!(ators from *ifferent or%anisations an* t#e pla(ement bein% str!(t!re* aro!n* t#e patient >o!rne) for eBample& from primar) to se(on*ar) (are.it#in (ompleB s)stems an* . ##:>:!: 1eer assisted learnin* model (!C#) 'ne pra(ti(e e*!(ator s!pervises t.a(.#ole pop!lations 6C'" 2004N S(affa 2010N "o. "#e pra(ti(e e*!(ator str!(t!res t#e st!*ent learnin% eBperien(es an* provi*es *ire(t s!pervision an* role8mo*ellin% to t#e st!*ent t#ro!%#o!t t#e (o!rse of t#eir pla(ement.#o .or/.eb site< #ttp<==m(s. St!*ents ma) . :ere t#e emp#asis is on peer an* self8*ire(te* learnin% . "#ese are pra(ti(e e*!(ator& st!*ent& personal a(a*emi( t!tor& pra(ti(e pla(ement (o8or*inator an* t#e professional pra(ti(e t!tor. Benefits of t#is mo*el in(l!*e *evelopment of team8. pra(ti(e e*!(atorN t.it# servi(e !sers.or/ to%et#er an* t#e pra(ti(e e*!(ator a(ts as a reso!r(e& provi*in% %!i*an(e to t#e st!*ent& monitorin% performan(e an* provi*in% opport!nit) for t#e st!*ents to ta/e in(reasin% responsibilit) . ##:4:#: 6esponsi-ilities o& the practice educator Pra(ti(e e*!(ators pla) a /e) role in t#e professional *evelopment of o((!pational t#erap) st!*ents.it#in a . "#e *e%ree of s!pervision an* t#e amo!nt of responsibilit) %iven to t#e st!*ent ma) var)& *epen*in% on t#e pra(ti(e settin%. ##:>:>: 3plit/3hared )odel (#C!) n t#is mo*el& t#e e*!(ation of a st!*ent ma) be s#are* bet.or/ part8time& or if t#e pra(titionerAs (aseloa* is (o!ple* .m!. ##:>:4: 1roHect &ocussed model "#is mo*el is infl!en(e* b) %lobal *rivers to prepare st!*ents for pra(ti(e in a (#an%in% #ealt# an* re(o%nises t#e nee* for (ontemporar) o((!pational t#erapists to possess s/ills an* lea*ers#ip for .nsen* K Polata>/o 20027.o or more st!*ents. "#is mo*el ma) be an attra(tive option for pra(titioners . "#is in(l!*es an overvie.ar* pre8pla(ement information to t#e st!*ent in a*van(e of t#e start of t#e pla(ement. .o or more members of a team .!/=PB3 ["o for. of t#e servi(e& (lear *ire(tions an* travel information& re(ommen*e* pre8pla(ement rea*in% an* an) ot#er information (onsi*ere* #elpf!l.ners#ip of t#e learnin% eBperien(e.it# mana%ement responsibilities.. ##:4: 6esponsi-ilities durin* practice education "#is se(tion o!tlines t#e roles an* responsibilities of t#e vario!s in*ivi*!als involve* in pra(ti(e e*!(ation. St!*ents are en%a%e* to implement pro>e(ts an* =or !n*erta/e a /e) role in a *evelopmental aspe(t of pro>e(t .

["o revie. ["o st!*) an* be(ome (onversant . ["o si%n on a .e* onl) in eB(eptional (ir(!mstan(es. "#eir *!ties are< ["o offer s!pport t#ro!%#o!t t#e pla(ement& respon*in% to re.le*%e* t#at pra(ti(e e*!(atorsA first responsibilities is to servi(e !sers an* t#at in a**ition to fa(ilitatin% st!*ents learnin% t#e) #ave man) a**itional responsibilities to *eal . t#e st!*entAs pra(ti(e e*!(ation a((re*itation portfolio at least on(e *!rin% t#e pra(ti(e pla(ement an* offer verbal (omment.ill be allo.or/s#ops asso(iate* .it# t#e pro%ramme lea*er an* professional pra(ti(e t!tor in a*van(e of t#e start *ate of t#e pla(ement.ee/l) basis time (ar*s verif)in% t#e n!mber of #o!rs (omplete* *!rin% ea(# pra(ti(e pla(ement.it# on a *a) to *a) basis. ["o maintain re(or*s of s!pervision sessions. ["o ne%otiate a s!pervision str!(t!re . ##:4:!: 6esponsi-ilities o& the 1ersonal Academic Tutor "#e personal a(a*emi( t!tor 6PA"7 is a le(t!rer from t#e pro%ramme team .it# pra(ti(e e*!(ation.!alit) of performan(e over all. ["o ta/e (o%nisan(e of (omments ma*e in ea(# st!*ent eval!ation of pla(ement form an* to !se t#is as an inte%ral part of a (onstr!(tive eval!ation pro(ess.ill . ["o arran%e a t#ree . ["o !n*erta/e t#e appropriate assessment of t#e st!*ent on pra(ti(e pla(ement an* be (onversant .it# t#e st!*ent in(orporatin% t#e learnin% a%reement as part of t#is pro(ess. ["o prepare an* maintain t#eir pra(ti(e e*!(ation passport.it# t#e professional pra(ti(e t!tor if (on(erns arise abo!t a st!*entAs performan(e *!rin% a professional pra(ti(e pla(ement.ell8bein%& be#avio!r or .!irements an* re%!lations for t#e pra(ti(e e*!(ation (omponent of t#e pro%ramme.it# t#e DM@As eBpe(tations for ea(# pra(ti(e pla(ement& (o!rse assessment re. Planne* absen(e from pla(ement . ["o liaise . "#e st!*ents are< ["o ass!me responsibilit) for t#eir learnin% !sin% available reso!r(es.!irin% to be a**resse*.#o a(ts as a name* point of (onta(t for a %ro!p of st!*ents an* pra(ti(e e*!(ators *!rin% a professional pra(ti(e pla(ement mo*!le.a) meetin% bet.it# t#e %!i*elines provi*e* b) t#e Colle%e.or/ at t#e start of t#e pla(ement.Validation Document B3c (Hons) Occupational Therapy[Athens] ["o offer t#e st!*ent an in*!(tion into #ealt# an* safet) at . .or/ (losel) . ["o provi*e a timetable o!tlinin% t#e overall str!(t!re of t#e pla(ement an* t#e responsibilities of t#e st!*ent.it# t#eir pra(ti(e e*!(ators *!rin% professional pra(ti(e pla(ements. ["o offer in*ivi*!alise* (onstr!(tive fee*ba(/ to t#e st!*ent on a re%!lar basis& i*entif)in% timin% of fee*ba(/ sessions.or/in% relations#ip. ##:4:>: 6esponsi-ilities o& the student St!*ents . ["o atten* an* parti(ipate in all preparator) pla(ement a(tivities on t#e appointe* *ates spe(ifie* b) t#e AMC. ["o mo*erate t#eir personal t!tees on8line *is(!ssion area in Moo*le. ["o revie. ["o (onta(t t#e st!*entAs personal a(a*emi( t!tor imme*iatel) if t#ere are (on(erns pertainin% to t#e st!*entAs . ["o atten* an* parti(ipate in meetin%s& .!ests for a*vi(e an* information from pra(ti(e e*!(ators an* t#eir st!*ents& fiel*in% an) on8site problems& offerin% pastoral s!pport an* %!i*an(e as re. ["o *is(!ss an) planne* absen(e . t is a(/no.een t#e pra(ti(e e*!(ator& st!*ent an* a member of t#e pro%ramme team if t#ere is a serio!s (on(ern re. materials (ontaine* in t#e st!*entAs pra(ti(e e*!(ation passport. +ivin% (onsi*eration an* t#o!%#t to pra(ti(e e*!(atorsA nee*s an* responsibilities s#o!l* enable st!*ents to establis# a %oo* (ollaborative .!ire*.

or/ involve*. pla(ement opport!nities.it# t#e AMCAs a*ministration to i*entif) ne.ar*s an* a(tivel) parti(ipate in t#e mi* . ##:4:4: 6esponsi-ilities o& the practice placement co.a) an* final eval!ation of performan(e *ispla)in% openness to an* a(/no.it# mana%ers to monitor an* in(rease availabilit) of a((re*ite* pra(ti(e e*!(ators an* pra(ti(e pla(ements. S=#e #as< • "o /eep a((!rate re(or*s of pra(ti(e pla(ements provi*e* an* to (reate=maintain a *atabase of pra(ti(e e*!(ators.it# t#e %!i*elines provi*e* b) t#e Colle%e.le*%ement of ot#er peopleAs i*eas.it#in . "#e) are responsible for t#e plannin% an* (o8or*ination of pra(ti(e pla(ements for '" st!*ents . ["o abi*e b) all #ealt# an* safet) at . ["o (ontrib!te to.it# t#e pra(ti(e e*!(ator to *evise a learnin% a%reement for ea(# pra(ti(e pla(ement. ["o (onta(t t#e @niversit) if t#ere are fa(tors a*versel) affe(tin% performan(e *!rin% pra(ti(e pla(ement. ["o be f!ll) prepare* for s!pervision sessions an* (ontrib!te to t#e s!pervision pro(ess in a refle(tive manner. ["o abi*e b) at all times t#e :ealt# Professions Co!n(il Stan*ar*s of Performan(e& Con*!(t K 0t#i(s.it#in t#e vario!s (lini(al pla(ements& establis#in% rob!st (omm!ni(ation net.it# (!rrent pra(ti(es in e*!(ation.it# ot#er st!*ents an* tea(#in% an* a*ministrative staff.it# ot#er members of staff at t#e pla(ement settin% as appropriate. • "o /eep !p8to8*ate . ["o ret!rn (opies of t#e pra(ti(e pla(ement assessment form an* st!*ent eval!ation of pla(ement form to t#e AMC S(#ool offi(e . .it# national an* 0!ropean stan*ar*s. "o *evelop s)stems an* liaise . ["o maintain a refle(tive *iar) an* pra(ti(e e*!(ation a((re*itation portfolio in a((or*an(e . "#e) *evelop poli(ies for t#e pra(ti(e pla(ements of '" st!*ents& ens!rin% (onsistent stan*ar*s are maintaine* in line . ["o a*#ere to matters of patient=(lient (onfi*entialit) as a*vise* b) t#e pra(ti(e pla(ement settin% an* t#e Colle%e.or/in% *a)s of (ompletion of pla(ement. ["o be responsible for an) travellin% an* a((ommo*ation (osts in(!rre* to an* from pla(ement. ["o (ontrib!te to. ["o refle(t t#e stat!s of a team member an* respe(tf!ll) en%a%e . ["o (omplete t#e st!*ent eval!ation of pla(ement form an* s#are t#is . • "o (ollaborate .it# t#e pra(ti(e e*!(ator at t#e (on(l!sion of t#e pla(ement eBperien(e.ordinator "#e pra(ti(e pla(ement (o8or*inator 6PPC7 at AMC a(tivel) parti(ipate in t#e implementation of t#e '" Development plan& ta/in% t#e lea* in pra(ti(e pla(ement.Validation Document B3c (Hons) Occupational Therapy[Athens] ["o rea* an) pre8pla(ement information materials provi*e* or re(ommen*e* b) t#e pra(ti(e e*!(ator.ar*s an on8line *is(!ssion for!m .or/ iss!es an* be (o%nisant of poli(ies an* pro(e*!res spe(ifi( to t#e pra(ti(e settin%.. ["o (ollaborate . ["o be p!n(t!al at all times an* *resse* appropriatel) as befittin% for t#e pla(ement settin% an* t#e .it# pla(ement e*!(ators an* pra(ti(al pla(ement lo(ations. ["o inform t#e pra(ti(e e*!(ator an* @niversit) if it is not possible to atten* pla(ement for an) reason.or/s .

S=#e #as< • • • • • • • "#e pra(ti(e pla(ement t!tor is responsible for liaisin% .or/ of t#e BS( 6:ons7 in '((!pational "#erap) EAt#ensF (!rri(!l!m.it# pra(ti(e e*!(ation. "#ere is evi*en(e t#at pla(ements are ne%otiate* on an ann!al basis an* t#at t#ere are (ontin%en() me(#anisms for late (#an%es. "o monitor an* eval!ate pla(ements . "o provi*e st!*ents . "o brin% to t#e attention of t#e AMC as soon as possible potential *iffi(!lties arisin% . "o ens!re staff a(tin% in t#eir (apa(it) as pra(ti(e e*!(ators #ave a*e.it# relevant e*!(ational establis#ments an* pra(ti(e e*!(ators.!ire* . "o ta/e (o%nisan(e of (omments ma*e in ea(# st!*ent eval!ation of pla(ement form an* to !se t#is as an inte%ral part of a (onstr!(tive eval!ation pro(ess "o atten* an* parti(ipate in meetin%s& .!ire*.or/s#ops an* ot#er events asso(iate* .!ate trainin% an* *emonstrate on%oin% (ommitment to t#eir professional role "o offer s!pport to pra(ti(e e*!(ators ta/in% into a((o!nt t#e time an* reso!r(es ne(essar) for st!*ent s!pervision "o brin% to t#e attention of t#e AMC an) iss!es (reatin% *iffi(!lt) on pla(ement .or/ an* preparation prior to t#e (ommen(ement of t#e pla(ement.it# st!*ents& pra(ti(e e*!(ators an* pla(ement provi*ers to eval!ate potential= a(t!al (#allen%in% sit!ations arisin% *!rin% pla(ement learnin% an* *etermine appropriate a(tion plans. "o /eep in (onta(t .or/ .#i(# ma) not be reporte* b) t#e pra(ti(e e*!(ator or st!*ent. ea(# st!*entWs pro%ress an* pla(ement %ra*e as assesse* an* re(ommen*e* b) pra(ti(e e*!(ators.it# pra(ti(e e*!(ators an* e*!(ational establis#ments.#i(# ma) res!lt in t#e (an(ellation of a pla(ement "o re%!larl) report to t#e Pro%ramme 3ea*er of '" an* pra(tise pla(ement e*!(ators on fiel*. "o . "o revie.or/ performan(e.it# st!*ents an* pra(ti(e e*!(ators t#ro!%#o!t pra(ti(e pla(ements an* assessments provi*in% %!i*an(e an* (o!nsellin%=(on(iliation as re. "o ens!re t#at t#e st!*ents are rea*) for pla(ement in t#at t#e) re(eive t#e re.it# *etaile* pre8pla(ement information in(l!*in% an !p8 to8*ate pla(ement #an*boo/.ritten assessments an* reports *!rin% pra(ti(e pla(ements. ##:4:9: 6esponsi-ilities o& the practice placement tutor "#e pra(ti(e pla(ement t!tor 6PP"7 is responsible for t#e *evelopment& (o8or*ination an* revie. "o (o8or*inate AMCAs (onta(t me(#anisms for st!*ents an* pra(ti(e e*!(ators *!rin% pra(ti(e pla(ements. "o (ollaborate .!ire* information& paper. "o (o8or*inate an* ens!re t#e (ompletion of all re.it#in t#e frame. .it# pla(ement provi*ers to (ompl) .it# pra(ti(e pla(ement (o8or*inators an* pra(tise pla(ement e*!(ators in pla(ement lo(ations to so!r(e appropriate pla(ement opport!nities for st!*ents to a((ess. "o prepare st!*ents for t#eir roles an* responsibilities *!rin% pra(ti(e e*!(ation.it# pra(ti(e e*!(ation %!i*an(e an* stan*ar*s provi*e* b) DM@ an* AMC. of pra(ti(e e*!(ation .Validation Document B3c (Hons) Occupational Therapy[Athens] • • • • • • • • • • • • "o ne%otiate pra(ti(e pla(ements .

St!*ents pro%ress from entr)8level st!*ent to entr)8level pra(titioner over t#e fo!r pra(ti(e pla(ements.is# to *is(lose information it is important t#at t#e st!*ent !n*erstan*s t#e impli(ations of t#is *e(ision an* si%ns a *is(laimer. "o plan an* implement a ran%e of me(#anisms for t#e *istrib!tion an* (as(a*in% of pra(ti(e e*!(ation *o(!mentation an* information to pra(ti(e pla(ement (o8or*inators& pra(ti(e e*!(ators an* st!*ents.it# t#e st!*ent to i*entif) t#eir learnin% nee*s. (o8operations& s!(# as a private ps)(#iatri( (lini(. "#e) are a(. f t#e st!*ent *oes not .!eries or problems t#at arise *!rin% t#e pla(ement& raise* b) eit#er t#e st!*ent or pla(ement e*!(ator& an* if ne(essar)& to see/ t#e assistan(e of t#e pra(ti(e pla(ement (o8or*inator. St!*ents observe& pra(ti(e an* refle(t on t#eir performan(e. "o plan an* *eliver Pla(ement 0*!(ator Seminars an* i*entif) e*!(ator (ontin!in% professional *evelopment s!pport as re. ##:9 1ractice placement locations All of t#e pla(ements are lo(ate* in At#ens an* relativel) (lose to t#e (amp!s re%ion so far& t#!s ens!rin% t#at bot# st!*ents an* pra(ti(e e*!(ators (an be effe(tivel) s!pporte* b) t#e pro%ramme team.it# t#e appropriate e*!(ational eBperien(e in preparation for t#e realities of pra(ti(e. Pla(ements in(l!*e a *iverse ran%e of settin%s provi*in% st!*ents .it# DM@.it# t#e st!*ent an) iss!es or (ir(!mstan(es t#at ma) impa(t on t#e pla(ement 6s!(# as t#e nee* for Reasonable A*>!stments on t#e %ro!n*s of *isabilit)7 an* a%ree .it# relevant information t#at ma) impa(t on t#e *eliver) an* mana%ement of t#e pra(ti(e learnin% eBperien(e e. ##:0:#: Gear #C 1ro&essional 1ractice 1lacement # Professional Pra(ti(e Pla(ement 1 6PPP17 offers st!*ents t#e first opport!nit) of learnin% in a pra(ti(e settin%.it# (lients& appl)in% /no. "o .or/ .Validation Document B3c (Hons) Occupational Therapy[Athens] • • • • • • • • • • "o *eal . "o visit st!*ents at pla(ement lo(ations on re%!lar basis at times m!t!all) (onvenient to all parties.%. "o *is(!ss . ##:0 )aHor themes &or practice placement modules Pra(ti(e pla(ement mo*!les see/ to inte%rate t#eor) an* pra(ti(e an* transfer of s/ills in a meanin%f!l an* refle(tive manner. "#ese settin%s are all establis#e* (lini(al pra(ti(e pla(ement (ollaborators of AMC for t#e ot#er #ealt# pro%rammes r!n in (ollaboration .it# an) .it# t#e st!*ent #o. "#e settin%s are private #ospitals& private re#abilitation (enters& an* t#e Cere/ral 'alsy 0reece. t#is . nformation *is(lose* s#o!l* be a%ree* before#an* .le*%e an* a repertoire of s/ills for f!n(tionin% in pra(ti(e pla(ements. "o . Provi*e t#e pra(ti(e e*!(ator . "o or%anise an* *eliver t#e post8pla(ement t!torials.!ire*.it# t#e st!*ent. 0a(# pla(ement b!il*s on all ot#er relate* st!*ies an* #elps st!*ents to prepare for f!t!re st!*ies an* t#e realities of professional pra(ti(e.ill be s#are*. "#e) ta/e an a(tive role .or/ . learnin% (ontra(t& reli%io!s observan(e nee*s& *epen*ant nee*s et(.it# t#e st!*ent to s!pport t#e (ompletion of t#e Pra(ti(e 0*!(ation Passport& to ens!re t#e Passport is si%ne* prior to s!bmission an* t#at an) s!%%este* amen*ments #ave been properl) ma*e. "o ta/e (o%nisan(e of fee*ba(/ from all sta/e#ol*ers in pra(ti(e e*!(ation an* !se t#is as an inte%ral part of a (onstr!(tive eval!ation pro(ess. "#eir sele(tion is base* on t#e nee*s of t#e pro%ramme an* #as t#erefore been eBpan*e* to in(l!*e ne.le*%e an* *evelopin% professional reasonin% s/ills "#e fo(!s of PPP1 in(l!*es opport!nities to< .!irin% /no.

an* in t#e f!t!re. ##:0:4: Gear 4C 1ro&essional 1ractice 1lacement 4 (1114) D!rin% t#is final pla(ement st!*ents . 0mp#asis is on pra(ti(e an* eBperien(e of t#e o((!pational t#erap) pro(ess& problem solvin% an* (omm!ni(ation. D!rin% t#is pla(ement t#e) a(tivel) (ontrib!te to t#e pra(ti(e settin%.or/ in an inter professional = m!lti a%en() settin%.it# a ran%e of #ealt# (on*itions an* so(ial (ir(!mstan(es [eBamine t#e relations#ip bet.le*%e of pra(ti(e. t#e ma>or (on(epts an* prin(iples of o((!pational t#erap) relate to pra(ti(e [%ain eBpos!re to servi(e !sers .ill enable st!*ents to< [. !pon an* inte%rate /no.Validation Document B3c (Hons) Occupational Therapy[Athens] [%ain an !n*erstan*in% of o((!pational t#erap) in one pra(ti(e (onteBt [establis# t#e fo!n*ations for safe& effe(tive an* et#i(al professional pra(ti(e [establis# t#e fo!n*ations of (ontin!in% professional *evelopment [establis# t#e fo!n*ations of effe(tive professional (omm!ni(ation [initiate t#e *evelopment of professional s/ills& attit!*es an* val!es [refle(t !pon an* eval!ate personal performan(e [eBplorin% #o.it# t#e opport!nit) to broa*en an* (onsoli*ate t#eir /no.or/in% [refle(t on an* eval!ate professional performan(e .or/ as in*epen*entl) as possible at pre8re%istration level [assimilate an* s)nt#esiHe /no. "#is pla(ement .or/ settin% [a(tivel) parti(ipate in all aspe(ts of servi(e *eliver) [*emonstrate an anal)ti(al approa(# to all aspe(ts of servi(e *eliver) [eBplore #o.or/er role . "#is pla(ement .le*%e an* s/ills prior to (ompletion of st!*ies [provi*e evi*en(e of in*epen*en(e in all aspe(ts of learnin% [effe(tivel) inte%rate resear(# fin*in%s into pra(ti(e [en#an(e t#e *evelopment of an anal)ti(al approa(# to all aspe(ts of pra(ti(e [realisti(all) eval!ate effe(tiveness of interventions [effe(tivel) (ontrib!te to m!lti professional an* inter a%en() .#ere appropriate a(tivel) parti(ipate in .ell8bein% ##:0:!: Gear !C 1ro&essional 1ractice 1lacement ! Professional Pra(ti(e Pla(ement 2 6PPP27 en(o!ra%es st!*ents to *ra.een o((!pational performan(e& #ealt# an* .ill enable st!*ents to< [%ain a %reater *e%ree of a!tonom) in t#e .it# t#eir pra(ti(e e*!(ator an* ass!me >oint responsibilit) for a(tive servi(e provision.ill be eBpe(te* to *emonstrate a (ompetent level of attainment in all aspe(ts of pra(ti(e an* t#at t#e) #ave t#e /no.le*%e from t#eir !niversit) base* st!*ies an* previo!s learnin% from PPP1.le*%e& s/ills an* attit!*es appropriate for pra(ti(e no. resear(# fin*in%s mi%#t be inte%rate* into pra(ti(e [refle(t on an* eval!ate personal performan(e [(ontin!e to refle(t an* b!il* evi*en(e of professional *evelopment [observe an*& . St!*ents %ain a %reater *e%ree of a!tonom)& a*optin% a (o8. "#e fo(!s of PPP2 in(l!*es opport!nities to< [eBperien(e an area pra(ti(e si%nifi(antl) *ifferent from t#at en(o!ntere* in PP1 [parti(ipate in safe an* effe(tive servi(e *eliver) [f!rt#er *evelop appropriate professional s/ills& attit!*es an* val!es [refle(t on an* eval!ate personal performan(e [(ontin!e to evi*en(e professional *evelopment ##:0:>: Gear >C 1ro&essional 1ractice 1lacement > (111>) "#e t#ir* pra(ti(e pla(ement provi*es t#e st!*ents .

"#is enables st!*ents to fo(!s on aspe(ts of pra(ti(e in .e diary St!*ents !se refle(tive *iaries as part of t#e pro(ess of learnin% an* refle(tion an* in preparation for s!pervision ..#i(# t#e) . t#e @niversit) aims for ea(# professional pra(ti(e pla(ement .it# t#eir pra(ti(e e*!(ator6s7.it# t#eir pra(ti(e e*!(ator6s7 to tr) to se(!re a s!((essf!l o!t(ome. St!*ents an* pra(ti(e e*!(ators #ave a((ess to an ele(troni( (op) of t#e refle(tive *iar) #an*boo/.een t#e @niversit) an* pra(ti(e pla(ement provi*ers [preparation of pra(ti(e e*!(ators t#ro!%# s#ort (o!rses& presentations an* .or/.it# st!*ents to i*entif) #o. 3earnin% a%reements foster t#e inte%ration of t#eor) an* pra(ti(e t#ro!%# t#eir emp#asis !pon prior learnin% an* eBploration of t#e pro(ess an* o!t(ome of learnin%. ##:D %nte*ratin* <noBled*e and practice "#ro!%#o!t pra(ti(e e*!(ation t#e inte%ration of /no. Aims in(rease in (ompleBit) as t#e st!*ent pro%resses t#ro!%# t#e pro%ramme an* ea(# pla(ement provi*es one of t#e b!il*in% blo(/s for f!t!re ones.a(.!/=pbl='(("#erap):ome. [ *is(!ssions an* meetin%s .ill be a(#ieve* an* #elp t#e st!*ent to *etermine a (lear pat#.or/s#ops.m!.Validation Document B3c (Hons) Occupational Therapy[Athens] ##: Aims &or pro&essional practice placements 0a(# pra(ti(e pla(ement mo*!le #as a !ni.eb site at #ttp<==. "#e *iar) in part& fo(!ses on spe(ifi( aspe(ts of pra(ti(e an* st!*ents !se it to plan an* prepare for .!entl)& t#ere is s#are* responsibilit) for t#e o!t(ome of t#e learnin% eBperien(e as st!*ents . .it# in*ivi*!al or %ro!ps of pra(ti(e e*!(ators [Moo*le *is(!ssion areas [!se of learnin% a%reements on all professional pra(ti(e pla(ements [!se of refle(tive *iaries [!se of portfolios St!*ent representatives& pla(ement provi*ers an* pra(ti(e e*!(ators are val!e* members of pro%ramme plannin% teams an* t#eir (ontrib!tions %ive !sef!l insi%#ts into effe(tive an* pra(ti(al . Pra(ti(e e*!(ators (ollaborate .in% ea(# pra(ti(e pla(ement [stron% (omm!ni(ation lin/s bet.or/ in partners#ip .#tm ##:#" 6e&lecti.le*%e . Conse.is# to #ave more eBperien(e an* #elps t#em to (apitalise !pon learnin% opport!nities spe(ifi( to ea(# pra(ti(e settin%. St!*ents ne%otiate an* f!lfil t#e learnin% ob>e(tives an* are a(tive partners in t#eir o.le*%e an* pra(ti(e forms t#e /e)stone of professional *evelopment& meanin%f!l an* refle(tive learnin% an* (ontin!in% professional *evelopment.it# a((ess to t#e learnin% a%reement #an*boo/ eit#er t#ro!%# Moo*le or DM@As Pra(ti(e8base* 3earnin% S!pport .a) for a(#ievin% t#ese t#ro!%# t#e *evelopment of a learnin% a%reement..it#in pra(ti(e ##:E /earnin* a*reement For ea(# pra(ti(e pla(ement st!*ents prepare a learnin% a%reement in (ollaboration .n learnin% pro(ess. St!*ents an* pra(ti(e e*!(ators are provi*e* ... nte%ration is fa(ilitate* b)< [arti(!lation of @niversit) base* an* professional pra(ti(e pla(ement mo*!les [preparation of st!*ents prior to ea(# pla(ement [*ebriefin% of st!*ents follo.it# t#eir pra(ti(e e*!(ator6s7.a)s of fa(ilitatin% t#e embe**in% of /no.!e set of aims& pre*etermine* b) t#e @niversit).

#i(# is iss!e* eB(l!sivel) b) t#e +ree/ >!*i(ial a!t#orities& prior t#eir re%istration at t#e be%innin% of ea(# a(a*emi( )ear.ill be *oin% re%!late* . "#e) .ill no. ##:#!:>: 5opy o& 5riminal 6ecord Sin(e st!*ents .or/s#ops& %ro!p .!ire a**itional (#e(/s before a((eptin% st!*ents on pla(ements.it# pla(ement provi*ers an* its primar) %oal is to enable st!*ents to ass!me responsibilit) for aspe(ts of t#e pla(ement preparation pro(ess.. Ge) aspe(ts of t#e preparation pro(ess . "#e portfolio is base* on a ran%e of items on t#e pra(ti(e pla(ement assessment form.Validation Document B3c (Hons) Occupational Therapy[Athens] ##:## 1ractice education accreditation port&olio As part of t#eir professional *evelopment st!*ents (ompile a pra(ti(e e*!(ation a((re*itation portfolio *!rin% pra(ti(e pla(ements !sin% a pro8 forma *evelope* b) t#e pro%ramme team. ##:#!:#: )oodle Pra(ti(e pla(ement mo*!les are s!pporte* b) t#e @niversit)As virt!al learnin% environment Moo*le. . "#is pro(ess prepares st!*ents for !sin% portfolios to evi*en(e t#eir (ontin!in% professional *evelopment after (ompletion of t#eir st!*ies.it# ele(troni( (opies of t#e portfolio #an*boo/.it# (#il*ren an* prote(te* a*!lts *!rin% pra(ti(e pla(ements& t#e) m!st provi*e a (op) of t#eir Criminal Re(or* 6t#e e.!ire* to (ollate vario!s *o(!ments=(ertifi(ates an* maintain a re(or* of #avin% (omplete* (omp!lsor) tas/s an* a(tivities in preparation for pro%ression to pla(ement. "#is provi*es a !sef!l platform for t#e implementation of a p#ase* approa(# to pla(ement preparation. ##:#!:4: Health 5learance 5hec<s A((or*in% to t#e re%!lations of t#e +ree/ Ministr) of 0*!(ation& all st!*ents #ave to *eliver prior to t#eir re%istration #ealt# (learan(e *o(!ments from a *ermatolo%ist& a pat#olo%ist& a ps)(#iatrist an* a (#est C" at t#e be%innin% of ea(# a(a*emi( )ear.it#in t#is pro%ramme to allo. ##:#! 1reparin* students &or practice placements Approa(#es to preparation for pla(ement are blen*e* .or/ . "#e Passport a(ts as a site for formal assessment b) t#e AMC "ea(#in% "eam in or*er to verif) t#at st!*ents #ave (omplete* all of t#e (omp!lsor) preparation tas/s before bein% permitte* to %o on pla(ement. "#ese in(l!*e intera(tive . All st!*ents #ave to s!bmit t#eir (riminal re(or* *o(!ment& .or/& personal *evelopment plannin%& self – eval!ation a(tivities& *ire(te* rea*in% an* e8learnin%. ##:#!:!: 1ractice . "#e passport is *evelope* in (ons!ltation . n a**ition ea(# Moo*le mo*!le area #o!ses a ban/ of information reso!r(es an* materials in(l!*in% !sef!l .ducation 1assport Follo. St!*ents an* pra(ti(e e*!(ators are provi*e* . "#e !se of portfolios %ives st!*ents opport!nities to evi*en(e an* refle(t on t#eir learnin%. be *es(ribe* in more *etail belo. fleBibilit) of *eliver) an* to a((ommo*ate st!*entsA *ifferent learnin% st)les.in% t#e DM@ pra(ti(e all '" st!*ents at AMC #ave to maintain a pra(ti(e e*!(ation passport. Cop) of t#is *o(!ment s#o!l* be provi*e* to t#e (lini(al pla(ements.!ivalent of t#e S(ottis# Prote(tion of V!lnerable +ro!ps A(t7. 0Bamples in(l!*e Cop) of Criminal Re(or* =Dis(los!reN :ealt# Clearan(e C#e(/sN Movin% an* :an*lin% "rainin%N Certifi(ates of atten*an(eN :an* :)%iene an* a 3earnin% St)le nventor).eb lin/s& *is(!ssion areas& so!r(es of a((ommo*ation& #an*boo/s& assessment forms& templates for refle(tion an* rea*in% materials. St!*ents are re.ill present t#is evi*en(e to t#eir pra(ti(e e*!(ator6s7 *!rin% t#e in*!(tion p#ase of pla(ement. Pla(ements provi*ers (o!l* re.

Copies of t#e :ealt# Clearan(e Do(!ments are *elivere* to t#e relevant offi(e of t#e Ministr) s!pervisin% G0M0 6Centres of Post83)(e!m 0*!(ation7 an* to AMC. 9or/s#ops fo(!s !pon topi(s salient to ea(# pra(ti(e pla(ement s!(# as< [revie.Validation Document B3c (Hons) Occupational Therapy[Athens] "#e same re%!lation applies to t#e tea(#in% staff as .1) &or Health 5are 1ro&essionals and 3tudents St!*ents m!st (omplete t#is intera(tive on8line pro%ramme of st!*) to (omplement t#e fa(e8fa(e pre –pla(ement . ##:#!:0: Hand-oo<s Prior to Professional Pra(ti(e Pla(ement 1 st!*ents are provi*e* . a tea(#in% permit to be iss!e* b) t#e Ministr) of C!lt!re.in% #)%iene r!les& in laborator) an* pra(ti(al (lasses an* at pla(ements.or/s#ops.in% (ompletion of ea(# mo*!le an* retain t#ese in t#e pra(ti(e e*!(ation passport.nloa* (ertifi(ates follo. St!*ents are s!pplie* !niforms bearin% t#e AMC lo%o. of t#e aims for ea(# pla(ement an* eBploration of #o. [$:S 0*!(ation for S(otlan* D!alit) Stan*ar*s for Pra(ti(e Pla(ements ##:#!: : 2or<shops ntera(tive ..ducation 1ro*ramme (1. ##:#!:9: +ni&orms AMC as/s for t#e appli(ation of a stri(t *ress (o*e b) all st!*ents& follo.. of t#e assessment format for ea(# pla(ement [preparation for an* revie. of self eval!ation on pla(ements [*evelopin% an* !sin% learnin% a%reements on pra(ti(e pla(ements [*evelopin% an* !sin% a professional *evelopment portfolio ##:#!:D: 1receptor .or/s#ops fa(ilitate* b) t#e professional pra(ti(e t!tor enable st!*ents to prepare for ea(# pra(ti(e pla(ement. St!*ents *o. 9eb lin/< . "#ese ten* to be in(orporate* into t#e '((!pational "#erap) Mo*!les in level 183. "#e pro%ramme (onsists of ei%#t mo*!les (overin% topi(s salient to pra(ti(e pla(ements an* (ontains a refle(tive element. t#ese .(a= ##:#!:E: 6is< mana*ement St!*ents re(eive e*!(ation an* trainin% !pon a ran%e of iss!es s!(# as< • Man!al #an*lin% le%islation • • • Ris/ assessmentN movin% an* #an*lin% of ob>e(ts an* people 9#eel(#airs 9al/in% ai*s .it# #ar* (opies of t#e< [@niversit) Pra(ti(e 0*!(ation :an*boo/N [:ealt# Professions Co!n(il Stan*ar*s of Con*!(t Performan(e an* 0t#i(sN [:ealt# Professions Co!n(il +!i*an(e for St!*ents on Con*!(t an* 0t#i(sN [ :ealt# Professions Co!n(il Stan*ar*s of Profi(ien()< '((!pational "#erapists [ Colle%e of '((!pational "#erapists Co*e of 0t#i(s an* Professional Con*!(t.pre(eptor.ell& to allo..ill fa(ilitate t#e inte%ration of t#eor) an* pra(ti(e [professional (on*!(t *!rin% pra(ti(e pla(ements [learnin% ()(le an* learnin% st)les=preferen(es [professional an* (lini(al reasonin% [revie.

"#e pra(ti(e e*!(ation #an*boo/& .125.!ire* to enable t#em to pra(ti(e safel) an* effe(tivel) an* meet t#e learnin% o!t(omes of ea(# pra(ti(e pla(ement.#i(# are mo*erate* b) t#eir personal a(a*emi( t!tors. t also (ontains t#e e8mail a**resses an* (onta(t telep#one n!mbers for all of t#e pro%ramme team.asp Safe %!ar*in% (#il*ren Sa%e %!ar*in% v!lnerable a*!lts "#ese topi(s are (omp!lsor) elements of t#e (!rri(!l!m an* o((!r prior to t#e first pra(ti(e pla(ement. "#e val!e of *iversit) t#at in*ivi*!als as a*!lt learners brin% to t#e pro%ramme is re(o%nise*. .#i(# val!e (ontin!in% professional *evelopment.ill be en(o!ra%e* to revie. "#is is to o((!r t#ro!%# t#e ann!al self8*e(laration of fitness to pra(ti(e pro(e*!re via Moo*le. t#eir personal an* professional *evelopment . Moo*le provi*es a for!m for %ro!p *is(!ssion an* (omm!ni(ation to fa(ilitate s#arin% t#ro!%#o!t t#e learnin% eBperien(e. +!i*an(e on preparation for an* parti(ipation in t#ese on8 line *is(!ssions is provi*e* to st!*ents *!rin% preparator) sessions #el* at t#e @niversit).in% ea(# pla(ement offerin% st!*ents a f!rt#er opport!nit) to inte%rate t#e eBperien(e of pra(ti(e pla(ement (onteBt .it# t#e professional pra(ti(e t!tor to *is(!ss an) s!pport or a*>!stments re. 9it#in t#ese . Attention is pai* to t#e s/ills of t#e st!*ents a(. At *esi%nate* points t#ro!%#o!t t#e pla(ement st!*ents parti(ipate in on8line *is(!ssions& .it# t#e professional pra(ti(e t!tor to prepare a personal *evelopment plan for a retrieval pla(ement.or/s#ops& st!*ents . Pra(ti(e pla(ement *ebriefin% . f a st!*entAs performan(e is (a!sin% (on(ern on an) pra(ti(e pla(ement at t#e re.!ire* .idual meetin*s AMC a*#erin% to t#e DM@ pra(ti(e (aters for *isable* st!*ents a(tivel) en(o!ra%in% t#em to re.le*%e s#arin% amon%st t#e on8line (omm!nit) is a(tivel) en(o!ra%e* b) t#e t!tor t#ro!%# t#e !se of peer8%enerate* fee*ba(/.!est appointments .or/s#ops are normall) #el* follo.#i(# is iss!e* to st!*ents prior to Professional Pra(ti(e Pla(ement 1& (overs a ran%e of iss!e an* topi(s relatin% to pra(ti(e e*!(ation. A st!*ent . A st!*ent ma) be visite* on more t#an one o((asion.14=s##=in*eB.-.ill be offere* in*ivi*!al meetin%s . Gno.Validation Document B3c (Hons) Occupational Therapy[Athens] • • • :an* :)%iene 08earnin% mo*!le< $:S 0*!(ation for S(otlan* Promotin% :an* :)%iene in :ealt# Care. A(tivities are *esi%ne* to fa(ilitate t#e *evelopment of self8assessment in learnin% an* foster attit!*es .it#in pra(ti(e e*!(ation t#at foster t#eir abilities to be self8 *ire(te* learners.it# t#e professional pra(ti(e t!tor& *is(!ss relevant iss!es an* prepare for f!t!re pra(ti(e pla(ements. Certifi(ates of atten*an(e are provi*e* for retention in t#e st!*entAs pra(ti(e e*!(ation passport.it# t#e learnin% environment of t#e @niversit). ##:#!:#": %ndi.#o fails a pra(ti(e pla(ement . 9eb lin/< #ttp<==153. ##:#> 3upportin* students durin* practice education "#e pro%ramme team is (ommitte* to t#e learnin% eBperien(e of t#e st!*ent bein% one t#at fa(ilitates an a(tive an* intera(tive pro(ess promotin% intelle(t!al a!tonom).!est of t#e pra(ti(e e*!(ator an*=or st!*ent& a visit (an be arran%e*.

ill in(l!*e< ['vervie.it# t#e Dire(tor of AMC& Pro%ramme 3ea*er an* t#e Pra(tise Pla(ement Coor*inator to (onsi*er t#e feasibilit) of lo(atin% st!*ents in t#e or%anisation for pra(ti(e pla(ements.s all (omplete* assessment report forms an* st!*ent eval!ation of pra(ti(e pla(ement forms follo. 'n(e t#e Dire(tor of AMC& Pro%ramme 3ea*er an* t#e Pra(tise Pla(ement Coor*inator are bot# satisfie* t#at t#e or%anisation #as t#e potential to s!pport st!*ent pla(ements& a f!rt#er meetin% .ill be arran%e* to %ive all staff t#e opport!nit) of *is(!ssin% t#e matter f!rt#er.!alit) of pra(ti(e e*!(ation is monitore* an* revie.n temporaril) or permanentl) from t#e potential pool of pra(ti(e pla(ements. "#e ran%e of iss!es to be eBplore* an* *is(!sse* .eb site [0*!(ational opport!nities available for pra(ti(e e*!(ators 't#er internal . [ Staff an*=or st!*ents . S#o!l* (on(erns=iss!es remain !nresolve*& t#e pla(ement ma) be .!ire* stan*ar*s an* (on*itions #ave been met. nitial visits .it# t#e pla(ement site. At t#e meetin%& t#e PP" presents information abo!t< [Roles an* responsibilities ['verall str!(t!re of t#e (!rri(!l!m an* its e*!(ational p#ilosop#) [Brief res!me of (ontent of ea(# pro%ramme mo*!le [Aims of t#e vario!s pra(ti(e pla(ements [Assessment of st!*entsA performan(e *!rin% pra(ti(e pla(ementsN [Conta(t me(#anisms . "#e PP" ma) t#en fa(ilitate or a*vise !pon appropriate strate%ies for assessment an*=or learnin% opport!nities for eBample& resettin% of spe(ifi( ob>e(tives. .ill eBplore t#e iss!es raise* in partners#ip .Validation Document B3c (Hons) Occupational Therapy[Athens] ##:#4: Assurin* the Fuality o& practice placements A variet) of s)stems an* me(#anisms are (!rrentl) in operation=bein% *evelope* b) DM@ to ens!re t#at t#e .ar*s en#an(ement of t#e eBperien(e for all sta/e#ol*ers in(l!*in% AMC as a (ollaborative instit!tion.it#*ra.!al opport!nities= anti8*is(riminator) poli(ies an* #o.ill involve *is(!ssions . [Reso!r(es available for st!*ents in(l!*in% librar)& a((ommo*ation& transport& te(#nolo%)& a((ess to internet& st!*) spa(e& et(N "#e overall str!(t!re of t#e (!rri(!l!m an* t#e s!pport available from t#e AMC is also to be *is(!sse*.it# t#e @niversit) before& *!rin% an* after pla(ements [S(#ool of :ealt# S(ien(es Pra(ti(e8base* 3earnin% S!pport . t#ese mi%#t be applie* to pra(ti(e e*!(ationN [S!itabilit) of t#e lo(ation for st!*ents at vario!s levels of t#e pro%rammeN [Staffin% levels [Staff eBpertise in(l!*in% eBperien(e of st!*ent s!pervision an* atten*in% pra(ti(e e*!(atorsA (o!rses. of re%!lator) an* professional bo*iesA stan*ar*s for pra(ti(e8base* learnin%N [Roles an* responsibilities of all sta/e#ol*ers – Colle%e& st!*ents an* pla(ement provi*ersN [:ealt#& safet) an* ins!ran(e iss!esN [0.!ire*. All potential pla(ement sites are visite* b) t#e professional pra(ti(e t!tor.in% !p an) iss!es . "#e PP" .e* t#ereb) (ontrib!tin% to. ["#e PP" revie.!alit) ass!ran(e me(#anisms in(l!*e< [ $e. pla(ement sites are onl) !se* .it# eit#er t#e st!*ent an*=or pla(ement provi*er as re.it# le%itimate (on(erns abo!t a pra(ti(e pla(ement brin% t#e matter to t#e attention of t#e Colle%e PP".#en bot# pla(ement provi*ers an* t#e Colle%e are satisfie* t#at all of t#e re.

St!*ents for.ar* a re(or* of previo!s eBperien(e form an* intro*!(tor) letter to t#e relevant pra(ti(e pla(ement (o8or*inator or spe(ifi( pla(ement site at least siB . responsibilities are to be f!lfille*.m!.it# AMC.ill en#an(e t#eir portfolio . ##:#9:!: %ndi.#en allo(ations #ave been (omplete* for ea(# pra(ti(e pla(ement mo*!le.parti(ipants. $ormall) . n t#is (o!rse (o!l* be potentiall) atten*e* b) AMC pra(ti(e e*!(ators.idual support St!*entsA personal a(a*emi( t!tors an* t#e professional pra(ti(e t!tor are bot# available via e8mail an*=or telep#one to ans. "#e .or/s#ops are *elivere* in t#e .or/ an* pra(ti(e e*!(ators for ele(troni( (opies of pra(ti(e e*!(ation *o(!mentation an* forms.ee/s before t#e start *ate of t#e pla(ement an* *ispla)e* in Moo*le.or/ is notifie* b) post=e8mail .ill #ave t#eir Clini(al Pra(ti(e Pla(ements at re#abilitation (enters& ps)(#iatri( (lini(s& (enters for treatment of (erebral pals)& . ##:#9 5ommunication and support mechanisms Bith placement pro..Validation Document B3c (Hons) Occupational Therapy[Athens] [0Bternal eBaminers revie.eb site .or/s#ops for pra(ti(e e*!(ators #ave been *evelope* b) t#e AMC pro%ramme team. t is a s(#ool . "#is (an be a((esse* via .-ased /earnin* 3upport Be.ee/s a*van(e of ea(# pra(ti(e pla(ement.it# parti(!lar (lini(al (ases t#at .a(.as *evelope* in 2004 in (ollaboration .!est of pra(ti(e e*!(ators an*=or st!*ents.ill (ontrib!te to t#e treatment pro(ess of (ases t#at a**ress t#e Colle%e so as to !se its laboratories& a pra(ti(e a*opte* b) t#e Colle%e an* in(l!*e* in t#e AGM 0*!(ational 'r%anisationAs So(ial a(tivities of (ontrib!tion an* s!pport to t#e (omm!nit). ##:#9:>: 2or<shops A variet) of \ *a) .or/pla(e to a minim!m of 2. Personal a(a*emi( t!tors also (arr) o!t visits to pla(ement sites at t#e re. "#e *evelopment of t#is . "#e pra(ti(e pla(ement (o8or*inators net.it# (ollea%!es from P#)siot#erap) an* t#e Centre for A(a*emi( Pra(ti(e.!ests from t#e pra(ti(e pla(ement (oor*inatorsA net.site Pra(ti(e e*!(ators nee* (lear information from t#e @niversit) abo!t t#e aims of pra(ti(e e*!(ation& t#eir roles an* responsibilities& t#e s(ope of t#e a(tivit) involve* an* #o.eb site arose as a *ire(t res!lt of in(reasin% n!mber re. ATC st!*ents .#i(# belon% in t#eir ma>orit) to t#e private se(tor an* si%n a (ontra(t!al a%reement . [An inter8professional *istan(e learnin% on8line preparator) (o!rse for pra(ti(e e*!(ators – IFa(ilitatin% Pra(ti(e8base* 3earnin%J is offere* b) D!een Mar%aret @niversit).!eries t#ro!%#o!t pra(ti(e pla(ements. "#e st!*ents .i*e reso!r(e an* t#e '((!pational "#erap) pa%e sits alon% si*e ot#er pro%rammes in t#e s(#ool.er an) . ##:#0 1ractice placement allocation process Spe(ifi( allo(ation of st!*ents to pla(ement sites is (omplete* normall) 1 . Moreover& st!*ents . [ Pra(ti(e e*!(ation is ro!tinel) *is(!sse* at t#e pro%ramme an* st!*ent staff (ons!ltative (ommittees.iders and practice educators ##:#9:#: 1ractice. a sample of (omplete* assessment report forms ann!all) an* provi*e fee*ba(/ an*=or re(ommen*ations for f!t!re a(tion to t#e pro%ramme team.!/=PB3.eb lin/ #ttp<==m(s.

Validation Document

B3c (Hons) Occupational Therapy[Athens]

t#e) !n*erta/e t#eir treatment. "#e pra(ti(e applie* in t#e pro(ess of implementation of (lini(al pla(ements a*#eres to t#e relevant pra(ti(es follo.e* b) DM@. St!*ents (omplete a pra(ti(e pla(ement plannin% form on8line an* !ploa* t#is to an ele(troni( *rop boB in Moo*le. "#e pra(ti(e base* learnin% team !se t#is information to #elp inform t#e allo(ation pro(ess. Pla(ements are allo(ate* b) t#e professional pra(ti(e t!tor a((or*in% to t#e profile of st!*entsA pra(ti(e pla(ement eBperien(e to *ate& t#eir *evelopment nee*s an* pla(ement availabilit). $ormall) st!*ents .o!l* not be pla(e* in a servi(e .#ere t#e) #ave .or/e* previo!sl) b!t in rotation to *ifferent available lo(ations. 0fforts are to be ma*e .#ere possible& to a((ommo*ate t#e nee*s of *isable* st!*ents& t#ose .it# famil) responsibilities an* (arin% (ommitments or st!*ents .it# eB(eptional (ir(!mstan(es. "#ere is no provision b) PTC for a((ommo*ation .#ilst on pla(ement. ?et& all pla(ement lo(ations #ave been (#osen so as to be (lose to t#e AMC (amp!s premises. St!*ents are responsible for or%anisin% s!itable a((ommo*ation for t#e *!ration of t#eir pla(ements. ##:# Assessment o& studentsI per&ormance durin* practice education St!*ents are assesse* on ea(# pra(ti(e pla(ement b) t#e pra(ti(e e*!(ator in (ollaboration .it# t#e st!*ent an*& if appropriate& ot#er *epartmental staff. "#e pro(ess of assessment is on%oin% t#ro!%#o!t t#e pla(ement an* involves bot# t#e pra(ti(e e*!(ator an* t#e st!*ent in eval!atin% performan(e& !sin% evi*en(e from t#e st!*entAs pra(ti(e. St!*ents are eBpe(te* to a(tivel) parti(ipate in t#e mi*.a) revie. an* final eval!ation. "#is pro(ess of self8assessment (ontrib!tes to.ar*s t#e *evelopment of st!*entsA professional >!*%ment. "#ere are *ifferent assessment forms one for ea(# pra(ti(e pla(ement& .#i(# refle(t t#e learnin% o!t(omes for t#e pla(ement an* eBpe(tations for professional *evelopment an* pra(ti(e at ea(# level. "#e assessment forms fo(!s on five areas of /no.le*%e& s/ills an* attit!*es appropriate to ea(# sta%e of professional *evelopment. Assessment report forms are %ra*e* in t#e ran%e A8+ in a((or*an(e .it# t#e D!een Mar%aret @niversit) %ra*e to mar/ (onversion s(#eme for !n*er%ra*!ate mo*!les 6DM@& 2010a7. St!*ents .#o are a.ar*e* a %ra*e D or above .ill pass t#e pla(ement. A st!*ent .#o fails a pla(ement .ill be permitte* one attempt onl) to retrieve a faile* pra(ti(e pla(ement mo*!le. "#e #o!rs of faile* pla(ement e*!(ation .ill not (o!nt to.ar*s t#e minim!m re;!irement of 1000 #o!rs. f t#e mo*!le is !ltimatel) faile* an* retrieval pro(esses for t#e mo*!le #ave been eB#a!ste* t#en t#e st!*ent .ill be as/e* to .it#*ra. from t#e pro%ramme. A st!*ent ma) also be *enie* t#e opport!nit) to retrieve t#e mo*!le if t#e fail!re ori%inall) o((!rre* on %ro!n*s of professional s!itabilit) 6C'"& 20047. St!*ents .#o are !nable for le%itimate reasons to !n*erta/e t#e pla(ement at t#e allotte* time or .#o #ave to .it#*ra. from pla(ement for s!(# reasons as ill #ealt# .ill #ave a pla(ement arran%e* at a *eferre* time. "#is .ill (o!nt as a first attempt. A retrieval or *eferral of a pra(ti(e pla(ement .ill be !n*erta/en over t#e s!mmer prior to pro%ression to t#e neBt )ear of t#e pro%ramme. "#is is *epen*ent !pon t#e availabilit) of an appropriate pla(ement for t#e st!*ent (on(erne*.

Validation Document

B3c (Hons) Occupational Therapy[Athens]

##:#D: 3tudent e,aluation o& practice placements At t#e (on(l!sion of ea(# pla(ement st!*ents (omplete an eval!ation of pla(ement form an* s#are t#is .it# t#eir pra(ti(e e*!(ators. "#e p!rpose of t#is eval!ation is offer (onstr!(tive fee*ba(/ to t#e pra(ti(e e*!(ator& t#e pla(ement provi*er an* AMC to enable on%oin% en#an(ement of t#e learnin% environment. ##:#E: Appeals procedure A st!*ent .is#in% to appeal a%ainst a *e(ision in pra(ti(e e*!(ation ma) *o so s!b>e(t to t#e DM@ pro(e*!res an* pra(ti(es as set o!t in t#e A(a*emi( Appeals Re%!lations 6DM@& 2010b7. #!:": .ntry to the pro*ramme #!:#: 1rinciples o& 6ecruitment "#e S!b>e(t Area nee*s to re(r!it in*ivi*!als .#o alrea*) possess ;!alities t#at enable t#em to !n*erta/e st!*) in an appropriate manner an* at t#e appropriate a(a*emi( level. "#!s t#e st!*ents re(r!ite* to all pro%rammes are (ommitte*& *ili%ent& ent#!siasti(& an* possess t#e (!riosit) an* *rive to en#an(e t#eir /no.le*%e base. #!:!: .Fual Opportunities "#is S!b>e(t Area is (ommitte* to t#e provision of a poli() of e;!al opport!nit) in st!*ent sele(tion. All appli(ants re%ar*less of ra(e& et#ni( ori%ins& reli%ion& %en*er& seB!al orientation& marital stat!s or a%e (an eBpe(t e;!al treatment. AGM Metropolitan Colle%e is responsible for ens!rin% t#e effe(tive implementation of t#e D!een Mar%aret @niversit)As Statement of 0;!alit) of 'pport!nit). n a**ition& re(r!itment to t#e pro%ramme .ill be informe* b)< • • • • • • • :PC Stan*ar*s of Con*!(t& Performan(e an* 0t#i(s 620057 :PC +!i*an(e on :ealt# an* C#ara(ter 620057 "#e Colle%e of '((!pational "#erapists C!rri(!l!m +!i*an(e for Pre8 Re%istration 0*!(ation 620057 "#e Colle%e of '((!pational "#erapists Pre8Re%istration 0*!(ation Stan*ar*s 620047 Colle%e of '((!pational "#erapists Co*e of 0t#i(s an* Professional Con*!(t 620107 D!alit) Ass!ran(e A%en() :i%#er 0*!(ation 6DAA7 S!b>e(t Ben(#mar/ Statement< :ealt# (are pro%rammes< '((!pational "#erap) 620017 DAA 620027 Co*es of Pra(ti(e for t#e Ass!ran(e of A(a*emi( D!alit) an* Stan*ar*s n :i%#er 0*!(ation.

#!:>: 5riminal 5on,ictions JHi*her education institutions must reFuest criminal records screenin* as part o& their admissions procedure to pre;re*istration occupational therapy education:K 5OT 5urriculum 4rameBor< &or 1re;6e*istration .ducation (!""4) #!:4: 1rotectin* the 1u-lic

Validation Document

B3c (Hons) Occupational Therapy[Athens]

"#e pro%ramme .ill ens!re t#at (an*i*ates #ave t#e potential to a*#ere to t#e re;!irements of t#e Statement of +oo* C#ara(ter& Con*!(t an* :ealt# 620037 as state* b) t#e :ealt# Professions Co!n(il. C'" 6200,7 I"#ere is a *!t) to prote(t t#e p!bli( as .ell as t#e st!*ent. f an o((!pational #ealt# s(reenin% an* *is(!ssions .it# t#e appli(ant reveal t#at t#e) ma) be a *an%er to t#emselves or ot#ers eit#er on t#e ta!%#t element or on pra(ti(e pla(ements& t#en t#e) ma) be ref!se* a*mittan(e to a pro%ramme. St!*ents s#o!l* be informe* t#at t#e prote(tion of t#e p!bli( is :PCAs primar) (onsi*eration an* t#at I"#ere ma) be instan(es .#en it is ne(essar) for t#e :PC to ma/e *e(isions abo!t peopleAs re%istration t#at are base* on a *isabilit) of #ealt# iss!e be(a!se a *isabilit) of #ealt# iss!e impairs t#eir fitness to pra(ti(e.J 6:PC 200,&p27 #!:9: Disa-ility and )ental Health %ssues #!:9:#: 3el&;e,aluation I f an appli(ant ma/es it (lear at t#e a*missions sta%e t#at t#e) .is# to appl) for re%istration !pon (ompletion of t#e pro%ramme& t#e) s#o!l* be a*vise* to (onsi*er t#e :PCsA Stan*ar*s of Profi(ien() an* *etermine for t#emselves& as far as t#is is possible& .#et#er or not t#e) are li/el) to meet t#em at t#e en* of t#e pro%ramme. "#is pro(ess of self8eval!ation s#o!l* be available to an) appli(ant. "#is pro(ess of self8eval!ation .ill #elp to prepare t#e in*ivi*!al for >!*%in% t#eir o.n s!itabilit) to pra(ti(e s#o!l* t#e) (#oose to appl) for re%istrationJ. C'" 200, #!:9:!: )ental Health %ssues St!*ents .it# a #istor) of mental #ealt# iss!es .ill be (aref!ll) an* fairl) (onsi*ere* for a*mission. D!een Mar%aret @niversit) is firml) (ommitte* to t#e 9i*enin% A((ess to :i%#er 0*!(ation& an* "ea(#abilit) a%en*as& an* t#e appli(ations from *isable* in*ivi*!als are .el(ome*. AMC& a*#erin% to DM@ poli(ies is also (ommitte* to offer premi!m ;!alit) servi(es to *isable* st!*ents an* treat t#em in*ivi*!all) a((or*in% to t#eir personal nee*s aimin% at t#e best possible res!lts. S!((essf!l (ompletion of t#e B.S(. 6:ons7 '((!pational "#erap) EAt#ensF pro%ramme (onve)s eli%ibilit) to appl) to t#e :ealt# Professions Co!n(il for State Re%istration& t#ro!%# t#e international ro!te& as an '((!pational "#erapist in t#e @.G. n*ivi*!als (onsi*erin% appl)in% for t#is (o!rse are a*vise* to note t#at t#e :ealt# Professionals Co!n(il 6:PC7& is t#e sole >!*%e of .#o (an& an* (annot& be(ome a Re%istere* '((!pational "#erapist in t#e @G. All appli(ants .#o *is(lose a *isabilit) on t#eir appli(ation form& or .#o (#oose to ma/e t#e "eam a.are of t#eir *isabilit)& .ill be informe* of t#e (onta(t *etails of t#e *esi%nate* AMC (ons!ltant s#o!l* t#e) .is# f!rt#er a*vi(e an* information. #!:0 .ntry 6eFuirements &or the B:3c: (Hons) in Occupational Therapy #!:0:#: %ntroduction

!irements of t#e pro%ramme& ass!rin% t#at it .ill be to resolve an) iss!es involve* in enablin% t#em to meet (o!rse entr) re. n a**ition& an intervie.#en (ompare* . A*missions staff .!ivalent to t#e 3)(e!m  s!((essf!l (ompletion of t#e AMC Preparator) 6Fo!n*ation7 pro%ramme  ".  A .in% (riteriaC A(a*emi( .!isite. A (op) of t#e appli(ations in(l!*in% t#e s!pportin% *o(!mentation are sent to DM@N after t#at& *!rin% t#e in*!(tion .in%< t#e (an*i*ates& provi*e* t#at t#e) #ave (omplete* t#e intervie.#ose appli(ations in*i(ate a potential to (omplete a (o!rse of st!*) b!t .ill be *efine* *!rin% t#e enrolment perio*& *epen*in% on t#e n!mber of appli(ations an* t#e availabilit) of t#e members of t#e tea(#in% .o a(a*emi( referen(es.it# t#e Pro%ramme 3ea*er an* members of t#e Pro%ramme "eam.ill not be (onsi*ere* of lo.  nformation abo!t t#eir state of #ealt#.!irement& at "0 for '" st!*ies.it# a final %ra*e above baseline 610 o!t of 207.ill be #el* .!irements *eliver t#e appropriate s!pportin% *o(!ments to t#e re%istr) of t#e st!*) pro%ramme& (omplete t#e AMCAs re%istration form& .!alit) .Validation Document B3c (Hons) Occupational Therapy[Athens] n AMC t#e a*mission *o(!ment *eposition pro(ess is t#e follo. Appli(ants m!st (onfirm t#e) are a.#i(# in(l!*es a personal statement on t#e (an*i*atesA rationale re%ar*in% t#eir sele(tion of t#e parti(!lar st!*) s!b>e(t.!irements #!:0:!: 3tandard .ritten statement b) t#e appli(ants referrin% to t#e reasons t#at le* t#em to (#oose o((!pational t#erap) st!*ies.#i(# is *ra.er .ill fo(!s on P#)si(s& C#emistr)& Biolo%) an* 0ssa) 9ritin% %ra*es as more relevant to t#e (o!rse.!ire*& as a*mission re.!entl)& t#e) are in(l!*e* in t#e entr) re.!ivalent or t#ro!%# satisfa(tor) performan(e 6e.it# relevant +ree/ pro%rammes. Mat!re an* international appli(ants . Atten*in% t#e preparative 0n%lis# 3an%!a%e (lasses is man*ator) sin(e 03"S s(ore 1 is a DM@ prere.n . AMC implements t#e parti(!lar pra(ti(e of appli(ant intervie. "#is (an be a(#ieve* b) provi*in% an 03"S (ertifi(ate or e. "#e same final %ra*e 610 o!t of 207 is re. ntervie. "#e +ree/ 0*!(ational s)stem assi%ns spe(ial importan(e to t#e parti(!lar s!b>e(ts in t#e appli(ation pro(ess to #ealt# s(#oolsN (onse.ee/& t#e online matri(!lation pro(ess is %!i*e* an* (on(l!*e*.  0vi*en(e of (ompeten(e in 0n%lis# of 03"S 6s(ore -7 at t#e point of entr). "#is .#o ma) #ave Ispe(ial (ir(!mstan(esJ ma) be offere* an eBtra intervie.it# t#e responsible Colle%e Co!nselor.s t#e same poli() re%ar*in% t#e entr) re.!alifi(ations – one of< +ree/ 3)(e!m %ra*!ates< appli(ants s#o!l* #ave a 3)(e!m (ertifi(ate .ntrants "#e AMC follo..s ma) be (onta(te* in*ivi*!all) or in %ro!ps. pro(ess& an* meet t#e *efine* entr) re.it# DM@.  vo(ational .it# s(ore 1 before t#e t#ir* )ear of st!*ies.s for all t#e st!*) pro%rammes on offer.!ivalent to 03"S level -7 in AMCAs eBamination !sin% t#e 'Bfor* Pla(ement "est.are of t#e nee* to provi*e an 03"S (ertifi(ate .!irements< Can*i*ates m!st meet t#e follo.!alifi(ations re(o%nise* b) t#e +ree/ Ministr) of 0*!(ation as e. "#e (an*i*ates also (omplete t#e finan(ial settlement form for t#eir fees& .  A si%ne* (riminal *e(laration form  9ritten (onsent to a(t as a mo*el in pra(ti(al (lasses an* in pra(ti(e8base* learnin%. . "#e p!rpose of t#e eBtra intervie. . 0ntr) Re.!irements for t#e #ealt# pro%rammes in (ollaboration .

Validation Document

B3c (Hons) Occupational Therapy[Athens]

team. #!:0:>: $ree< /an*ua*e 6eFuirements &or %nternational 3tudents nternational st!*ents .ill be eBpe(te* to be able to (omm!ni(ate in +ree/ s!bmittin% (ertifi(ation for fl!en() in t#e +ree/ lan%!a%e iss!e* b) t#e relevant *epartment of t#e $ational @niversit) of At#ens in bot# t#e rea*in% an* t#e .ritin% se(tions. #>:": /earnin*8 Teachin* and Assessment #>:#: /earnin* @n*erpinnin% i*eas for learnin%& tea(#in% an* assessment in t#e Bs( 6:ons7 '((!pational "#erap) EAt#ensF pro%ramme are provi*e* b)< • • • • Strate%) for D!alit) 0n#an(ement of 3earnin%& "ea(#in% an* Assessment C!rri(!l!m Frame.or/ for '((!pational "#erap) 0*!(ation 20 :ealt# Professions Co!n(il Stan*ar*s of 0*!(ation an* "rainin% Prin(iples of lifelon% learnin%

"#ose *o(!ments provi*e t#e parameters an* %!i*in% prin(iples for t#e learnin% eBperien(e t#at st!*ents .ill en(o!nter over fo!r )ears at AGM Metropolitan Colle%e. n t#is pro%ramme of st!*)& learnin% is !n*erstoo* as a (#an%e in t#e .a) t#at prospe(tive o((!pational t#erapists !n*erstan* an* intera(t .it# t#e .orl* aro!n* t#em. '((!pational t#erap) is a people (entre* *is(ipline an* t#e prime ob>e(tive is to ens!re t#at st!*ents intera(t .it# t#e people .#o re;!ire t#eir servi(es& t#eir families an* ot#er a%en(ies in respe(tf!l& fa(ilitatin% an* effe(tive .a)s. "#e (!rri(!l!m t#at is offere* .ill provi*e< • • • • • • An atmosp#ere of s!pport for t#is (#an%in% pro(ess of t#in/in%& (on(ept!alisin% an* %eneratin% ne. i*eas Contin!o!s opport!nities for fee*ba(/ an* *is(!ssion abo!t #o. learnin% *oes (#an%e A refleBive approa(# to personal learnin% .#i(# (riti(all) lo(ates t#e learner .it#in t#at pro(ess of (#an%e 3earnin% .#i(# inte%rates eBperien(es of pra(ti(e e*!(ation an* a(/no.le*%es t#e importan(e of praBis A (!lt!re of inte%ration of poli()& resear(#& t#eor) an* pra(ti(e an* t#e abilit) to anal)se %aps t#at eBist in t#is (ompleB relations#ip A (riti(al an* refleBive approa(# to t#e (ontrib!tion of an o((!pation fo(!se* perspe(tive on #ealt#& so(ial (are an* so(iet)

3earnin% eBperien(es& .#i(# .ill spe(ifi(all) operationalise t#ose val!es an* prin(iples& are< #>:#: #: 1ersonal and 1ro&essional 1ort&olio "#e portfolio is base* on (o!rse mo*!les an* t#e professional pra(ti(e e*!(ation a((re*itation portfolioN it provi*es evi*en(e of t#e st!*entAs personal an* professional *evelopmentN it re(or*s t#e evol!tion of learnin% in t#e (o!rse of t#e fo!r )ears of st!*) an* in(l!*es informal an* non8formal eBperien(e as .ell as all t#e *etails of an in(rease in professional /no.le*%e an* s/ills. St!*ents .ill (onstantl) refle(t !pon t#eir learnin%& self eval!ate an* re(or* t#e (#an%es t#at o((!r. "#e (ontent of t#e

Validation Document

B3c (Hons) Occupational Therapy[Athens]

portfolio in a**ition is inten*e* to< promote t#e (on(ept of lifelon% learnin%& fa(ilitate refle(tive pra(ti(e an* *eep learnin%& #elp st!*ents *evelop personall) relevant s!pport net.or/s an* strate%ies& en(o!ra%e st!*ents to ta/e responsibilit) for t#eir o.n personal an* professional *evelopment. "#is #as been !se* s!((essf!ll) .it#in t#e eBistin% pro%ramme in DM@ an* .ill no. ass!me a %reater si%nifi(an(e .it#in t#e assessment pro(ess. AMC a*#eres to t#e eBa(t pro(esses as *efine* b) DM@ for portfolio (ompilation& so as to offer to t#e st!*ents t#e (#an(e of (apitalisin% !pon t#is parti(!lar pro(ess. #>:#: !: .=periential 2or< n all mo*!les& t#e opport!nit) to promote in*!(tive learnin% o((!rs in %ro!ps& in pro>e(t teams an* .it# t#e lo(al (omm!nit). 0n;!ir) base* learnin%& .#i(# !ses real life sit!ations to t#eorise an* !n*erstan* (ompleBit)& an* s!bse;!entl) re.or/ possible interventions is at t#e (ore of t#is learnin% strate%). "#is #as been s#o.n to maBimise potential in n!rsin%& me*i(ine an* ps)(#olo%) *!e to its abilit) to raise motivation an* empo.er learners to re(o%nise t#eir o.n learnin% preferen(es an* ta/e (#ar%e of t#eir o.n learnin% pro(esses. nterprofessional e*!(ation .ill also en(o!ra%e intera(tive learnin% of t#is nat!re. #>:#: >: 5oncept )appin* "#is te(#ni;!e assists learners in (onne(tin% /no.le*%e an* !n*erstan*in% t#e lin/s bet.een t#eories& poli() an* resear(#. #>:#: 4: Teachin* and /earnin* Opportunities n all mo*!les .it#in t#e (!rri(!l!m t#ere .ill be possibilities for learners to (ontrib!te to t#eir o.n an* ot#ers learnin%. "#is .ill ta/e t#e form of brief presentations to peers& provision of %ro!p information !sin% t#e e8learnin% platform or tea(#in% ot#er st!*ents on ot#er levels of t#e (o!rse in informal sit!ations s!(# as eBplanations abo!t pla(ements or #elp .it# a(a*emi( (onventions s!(# as referen(in%. Pra(ti(al s/ills .ill be lar%el) offere* in t#is format. Peer fee*ba(/ .ill be formalise* t#ro!%# peer intera(tive fee*ba(/ s#eets to .#i(# staff (ontrib!te. "#ose fee*ba(/ s#eets .ill be in(l!*e* in t#e learnerAs personal an* professional portfolio. A Ib!**)J s)stem is alrea*) in operation in AMC bet.een level t.o st!*ents an* level one st!*ents in similar pro%rammes an* .ill be implemente* in '" as .ell. #>:#: 9: Helpin* /earners Become 5on&ident in 5linical 6easonin* "#is is intrinsi( to all mo*!les< learners .ill be en(o!ra%e* to *ete(t t#e relations#ip bet.een /no.le*%e& (o%nition an* meta(o%nition. A (onsi*erable bo*) of /no.le*%e #as *evelope* .it#in o((!pational t#erap) on t#is topi( an* t#is .ill inf!se t#e (!rri(!l!m at *ifferent points .it# attention to *ifferent t)pes of reasonin%& (ombination of reasonin% an* (riti(al appre(iation of #o. st!*ents an* pra(titioners reason. #>:#: 0: /earnin* Throu*h Technolo*y "#is in(l!*es t#e f!ll ran%e of te(#nolo%) an* is a (onstantl) (#an%in% p#enomenon. 3earners .ill en(o!nter t#e !se of t#e e8learnin% platform an* nternet from t#e first .ee/ on t#e pro%ramme so as to be(ome in(reasin%l) (onfi*ent in sear(# strate%ies for literat!re an* !se Moo*le for *ire(t learnin% of some mo*!lar (ontent. "#is is to be an inte%rate* eBperien(e& (ontrib!tin% to t#e totalit) of t#e learnin% eBperien(e over t#e fo!r )ears. 'verall& t#e learnin% eBperien(es offere* on t#e pro%ramme inten* to fa(e effe(tivel) all !n(ertainties an* fl!(t!ations in reso!r(es an* (onteBts *!e to t#e impe*in%

Validation Document

B3c (Hons) Occupational Therapy[Athens]

finan(ial (risis. "#e learnin% vision of t#e team is of a (omm!nit) of learners .it#in t#e s!b>e(t area .#o strive for >oint responsibilit) to.ar*s #i%# ;!alit) learnin%. #>:! Teachin* So!n* tea(#in%& learnin% an* assessment are intrinsi(all) lin/e*. Members of staff are %!i*e* b) t#e Centre for A(a*emi( Pra(ti(e on !p*ate* pe*a%o%i(al met#o*s an* pra(ti(es. A.areness eBists abo!t t#e (onsens!s in resear(# (on(ernin% tea(#in% in #i%#er e*!(ation .#i(# stresses t#e follo.in%< • • • • • • "#ose .#o tea(# are most s!((essf!l .#en t#e) *emonstrate a passion for t#eir s!b>e(t "#ere is respe(t for learners an* re(o%nition of *ifferent levels of !n*erstan*in% 3earnin% t#rives .#en t#ere is %oo* ;!alit) fee*ba(/ b!ilt into t#e learnin% pro(ess "ea(#in%& .#i(# is .ell prepare*& (aters for *ifferent learnin% preferen(es an* is *elivere* in a (limate of >ointl) learnin% from st!*ents pro*!(es s!((essf!l res!lts "ea(#in% .#i(# establis#es /e) prin(iples an* (riti(al *is(!ssion of t#ose rat#er t#an (overin% (opio!s material is preferre* b) st!*ents "ea(#in% t#at fosters (riti(al in;!ir)& in*epen*en(e in learnin% an* professional a!tonom) pro*!(es so!%#t after %ra*!ates

. "#e team en*eavo!r to provi*e eBperien(es .#i(# s(affol* !n*erstan*in% an* (on(ept!alise learnin% as a >oint responsibilit) over t#e fo!r )ears. 0fforts to (ontin!all) en%a%e in a *ialo%!e abo!t t#e (ontrib!tion of tea(#in% to.ar*s learnin% on t#e pro%ramme are offere* b)< • • • • • Peer tea(#in% Constant fee*ba(/ t#ro!%# mo*!le monitorin% .#i(# spe(ifi(all) #i%#li%#ts tea(#in% 'vervie. of ea(# mo*!le an* t#e provision of an internal mar/erAs proforma .#i(# in(l!*es (riti(al eval!ation of tea(#in% on t#e mo*!le A(tivit) plannin% .#i(# (onsi*ers assessment loa*s& innovations an* eval!ation 0Bternal eBaminerAs vie.s abo!t tea(#in% .#i(# t#e) *ete(t from t#e st!*ent fee*ba(/& performan(e an* ot#er performan(e in*i(ators

"#ose .#o tea(# on t#e pro%ramme are re;!ire* to be versatile an* s/ille* in a .i*e ran%e of approa(#es. "#e f!ll ran%e of eBperien(es is offere* in(l!*in% intera(tive le(t!res& seminars& .or/s#ops& role pla) sit!ations& pra(ti(al s/ills& Moo*le an* %ro!p *ebates. #>:> Assessment "#is pro%ramme believes t#at assessment is part of t#e entire learnin% pro(ess. Assessment #as al.a)s been (on(eive* of as a .a) to %et to /no. st!*ents an* t#e ;!alit) of t#eir learnin%. 9it# t#e a*vent of anon)mo!s mar/in% t#is no. is less personalise* an* lin/e* more to (o#ort attrib!tes. t is a (ompleB an* *)nami( pro(ess .#i(# involves learnin% from t#e st!*entsA response to a parti(!lar form of assessment. As s!(#& it informs abo!t tea(#in% in a po.erf!l manner. 9it# t#is in min*& t#e .a) t#at assessment strate%ies #ave been planne* in t#is pro%ramme is to< • 0ns!re t#at t#e mo*e of assessment is appropriate for t#e learnin% o!t(omes

Criti(al refle(tion nee*s to be b!ilt into t#e event at all levels to ens!re a .Validation Document B3c (Hons) Occupational Therapy[Athens] • • • • Desi%n of assessments (ater for *ifferent learnin% st)les an* preferen(es Assessment offers t#e opport!nit) for formative as . 9#en t#e assessments are ret!rne*& an) (#an%es or mo*ifi(ations t#at t#e eBternal eBaminersA ma/e .#i(# #as t#e possibilit) of transferrin% into ot#er learnin% sit!ations St!*ents #ave t#e opport!nit) for self assessment an* peer assessment as part of t#eir learnin% C#oi(e of assessment met#o*s is informe* b) t#e nat!re of t#e mo*!le an* t#is lea*s to an e(le(ti( miB of strate%ies in(l!*in% reports& essa)s& (riti(al in(i*ent fo(!se* .n vie.it# in*ivi*!al a(a*emi( t!tors& . "#e pro(e*!re for assessment is to follo. "#e p#ilosop#) of assessment on t#is pro%ramme is t#at it s#o!l* be part of personal an* professional *evelopment as a move to.ill follo. "#is res!lts in versatile learners .!entl) a(te* !pon.or/& tests& %ro!p .it# t#e pro%ramme lea*er .s of literat!re& resear(# proposal an* eBperiential learnin% on pra(ti(e pla(ements.ill be poste* in September of ea(# a(a*emi( )ear for t#e entire )ear to enable st!*ents to plan a#ea*. of t#e s!((ess or ot#er.ar*e* to t#e eBternal eBaminers for (omment.ise of t#e mo*!les.ill be *esi%ne*& .ell as s!mmative meas!res Assessments are a((ompanie* b) (ompre#ensive fee*ba(/ . "#is #appens . Desi%n of t#e neBt a(a*emi( )earsA assessments .#ose form varies a((or*in% to t#e /in* of t#e assessment 6t#eoreti(al& pra(ti(al& . .#i(# is t#en to be for.#i(# st!*ents nee* to improve. an* (aref!l attention is to be ta/en to offer a ran%e of assessment& to (onsi*er assessment loa* an* press!re points in t#e (!rri(!l!m.s of t#e a(a*emi( )ear. n t#e s!mmer of ea(# a(a*emi( )ear& t#e pro%ramme team .#o (an ne%otiate *ifferent eBpe(tations.it# mo*!le (o8or*inators or . St!*ents t#erefore m!st #ave an opport!nit) to (omment on t#e nat!re of t#is event an* for t#at to be transparent an* s!bse.ill meet to revie.#en st!*ent representatives !n*erta/e revie.ill be effe(te*. An assessment s(#e*!le . Consi*eration of assessment is at t#e #eart of learnin% an* assessment. S!(# eBpe(tations are ma*e (lear to st!*ents . Small (#an%es in t#e assessment of a mo*!le (an si%nifi(antl) in(rease t#e .!alit) of learnin%.ar*s be(omin% an a!tonomo!s pra(titioner.it# (orrespon*in% assessments . "#e assessment s(#e*!les . a (lear tra>e(tor) in (omplian(e to DM@ met#o*olo%).!alit) eBperien(e for learners.ritten& an* oral& its #avin% a *ifferent set of mar/in% (riteria7.or/& oral presentations& poster presentations& revie. #>:>:#: Assessment 4eed-ac< St!*ents . "#e (#oi(e of t#e form aims at t#e f!ller an* more anal)ti(al presentation of t#e mar/sA rationale an* t#e spe(ifi( points . t#e )ear& t#e performan(e of st!*ents& t#e eBternal eBaminerAs reports an* t#e staffsA o. 3earnin%& tea(#in% an* assessment are part of a *)nami( pro(ess.ill ta/e fee*ba(/ on t#eir assessment an* pro%ress t#ro!%# t#e assessment fee*ba(/ s#eets .it#in t#e mo*!le an* at vario!s times in t#e (!rri(!l!m& st!*ents are invite* to offer a refle(tive pie(e on t#e eBperien(e.

6-0]7 Part 2 – Verbal *efen(e of t#e poster 6-0]7 9ritten& (lose*8boo/ eBamination .6-0]7 n*ivi*!al essa) 6-0]7 2 s#ort pra(ti(al viva tests.or* '((!pation& ntera(tion 1 an* Performan(e 8 1114 Con(ept!al fo!n*ations 1 K 2 of '((!pational "#erap)8 '1115 Parti(ipation in '((!pation< Min*8Brain8 Bo*) an* ConteBt 18 '1120 M!s(!los/eletal Anatom)< "#eor)8 First Ai* an* Man!al :an*lin%8 1K2 Part 2 – 10 min!tes 3 #o!r 6fo!r .!estions.or*s.ritten assessment 6.or* assi%nment. 1 #o!r 1000 .or*s Semester 1< 2000 . 2000 . +ro!p le* t!torial.0]7 Criti(al appraisal of a resear(# arti(le 6100]7 Final eval!ation (omplete* an* %ra*e* b) t#e pra(ti(e e*!(ator. Semester 1. M!ltiple (#oi(e . 6100]7. Assesse* *ebate on teams of fo!r st!*ents. 6100]7 1.Validation Document B3c (Hons) Occupational Therapy[Athens] 13.min!tes ea(#. "est base* on a resear(# proposal. 'ne Pra(ti(al eBamination 610]7 2. 30 min!te 1&000 .or/s#op parti(ipants 620]7 Semester 2.or* 1K2 1 Resear(# S/ills 1< 2 ntro*!(tion to Resear(# K Criti(al Appraisal8 '1122 Professional Pra(ti(e 2 Pla(ement 18 '1123 '((!pational "#erap) as 1 K 2 an 0nablin% Profession8 '2120 Resear(# S/ills 2< ntro*!(tion to Data Anal)sis an* 0vi*en(e Base* Pra(ti(e8 '2121 Parti(ipation in '((!pation< Min*8Brain8 Bo*) an* ConteBt 28 '2122 1 1K2 Semester 1. 1&-00 . Assessment S(#e*!le. '"8fo(!sse* assessment .or* Semester 2.it# a peer. 2000 . 2000 . ntervention ob>e(tives an* relevant '" anal)sis for sele(te* (ase. 0val!ative an* refle(tive (ommentar) Semester 2. 100] 2000 .or* 0ssa) 6100]7 Final eval!ation (omplete* an* %ra*e* b) t#e pra(ti(e e*!(ator. )odule name and code 3em # / Assessment type ! S/ills eval!ation 6100]7 Semester 1< Portfolio=essa) 610]7 Semester 2< 'n8line man!al #an*lin% test.3. 640]7 +ro!p #an*o!t to %!i*e t#e .or*s 1. 6. 6-0] ea(#7 2000 . 2000 .or*s.or* 0ssa) 6100]7 M!s(!los/eletal Anatom)< Pra(ti(al Appli(ation8 P111. Semester 2. 6100]7 Semester 1. 6100]7. Contemporar) 1 2 2 1 . 2orda*e 1000 .!estions to be attempte*7 2.0]7 Part 1 8 Poster o!tlinin% a (ontemporar) iss!e in '".or* Semester 1.it# !nseen . :ealt# an* 9elfare 6so(iolo%)78 D11.Professional Pra(ti(e Pla(ement 28 '212.

Professional Pra(ti(e Pla(ement .or* 1K2 Contemporar) ss!es in '((!pational "#erap) '.or* session 63earnin% '!t(omes 2 K 37.or* 0ssa) – -0] 2-00 .122 Co!nsellin% K+ro!p8 9or/ in '((!pational "#erap)8 '.!estion.or* 2 2 1 1K 2 0ssa) 2-00 .8 3&000 . '((!pational "#erap)< refle(tin% on pra(ti(e8 '3131 Resear(# S/ills 3< "#eor) K Pra(ti(e 60Bplorin% Met#o*olo%) an* Data Anal)sis78 '3132 assi%nment.Validation Document B3c (Hons) Occupational Therapy[Athens] 0pistemolo%ies of '((!pational "#erap)8 '313.2 .!ire t#at impli(ations for o((!pational t#erap)& t#eoreti(al an* p#ilosop#i(al& as . 6100]7. A lea*er8an* peer8assesse* %ro!p 30 min!te presentation .ill re. 9ei%#tin% 100] Reso!r(e pa(/ to a((ompan) t#e tea(#in% 2000 . or literat!re revie.or* (riti(al eval!ation 2-00 . 3000 .or* Parti(ipation 6(riti(al refle(tion810]7 -00 .it#in a (onferen(e settin% – 20] A refle(tive report on t#e in*ivi*!alAs parti(ipation in t#e inter professional e*!(ation learnin% pro(ess – 40] Refle(tive portfolio 0Bplorin% Parti(ipation in 1 '((!pation< Min*8Brain8 Bo*) an* ConteBt 38 '3134 nterprofessional 1K2 0*!(ation< *eliverin% inte%rate* (are8 0nablin% o((!pational performan(e t#ro!%# assistive te(#nolo%)8 '31. -0].ei%#tin% presentation 0ssa) (on(ernin% a met#o*olo%i(al iss!e. 100] 1K2 1K2 A presentation an* *efen(e of a sele(te* 20 min!te oral (ase st!*). Part 2 – Verbal *efen(e of t#e poster. Resear(# S/ills .3 Professional Pra(ti(e Pla(ement 38 '31. Final eval!ation (omplete* an* %ra*e* b) t#e pra(ti(e e*!(ator.13. 8 -0] 3&000 .or* -0] .n . 100] . 6100]7.125 C#il*#oo* St!*ies8 2 '.!estion .or* St!*ents .9ei%#tin% 100].it# C#il*ren8 '31.133 Creative St!*ies8 '. "#e .or* n pairs& *esi%n& formation an* presentation of an o((!pational t#erap) %ro!p8.&000 .131 2 1-00 .or* Resear(# proposal.< From Resear(# Cons!mer to Resear(# Pro*!(er< First Steps8 '.or* Final eval!ation (omplete* an* %ra*e* b) t#e pra(ti(e e*!(ator.0] Part 1 – poster on (ontemporar) iss!e in poster '".1 9or/in% . S)stemati( revie.ell as pra(ti(al iss!es be a**resse*.ill (onstr!(t t#eir o.or* 2000 . -0] 10 min!te 0ssa) 2-00 .

ill .or/ (losel) .s<8 Occupational Therapy 3ta&& Co!rse lea*er '((!pational t#erap) le(t!rers Professional Pra(ti(e "!tor Biolo%ist Ps)(#olo%ist P#)siot#erapists Visitin% le(t!rers=eBperts 1 1 1 1 3 ApproB 200 #o!rs ^ Rationalisin% staff time an* ener%) an* ta/in% into (onsi*eration t#e (onfi%!ration of mo*!les into mainl) 20 point !nits b!t . 0a(# t#eme . -. Parti(ipatin% in t#e re(r!itment& sele(tion an* a*mission of st!*ents in (on>!n(tion . St!*ents are en(o!ra%e* to be involve* in t#e or%anisation an* *evelopment of mo*!les from t#e onset an* #ave been part of t#e plannin% pro(ess. 2. "#e *esi%n an* t#e !p*atin% of t#e mo*!les ta/e into (onsi*eration t#e st!*entsA fee*ba(/. 0ns!rin% t#at t#e ne(essar) staff an* reso!r(es are available in or*er to meet t#e re.#i(# perva*es t#e pro%ramme . Dele%atin% staff to be responsible for *ifferent (omponents of& an* tas/s asso(iate* . AMC follo. 3evel (o8or*inators .it# tea(#in% teams to ens!re inte%ration of s!b>e(t matter a(ross a level of st!*).0 point mo*!le& t#e (o!rse team #ave *e(i*e* to opt for a s)stem of tea(#in% teams to mana%e lar%e (ompleB mo*!les.it# all level an* mo*!le (o8or*inators.!ire*. "#e str!(t!re of t#e team is as follo.ar*s st!*ents an* *ealin% .it# t#e (o!rse t#ro!%# t#e ann!al roles an* responsibilities eBer(ise.Validation Document B3c (Hons) Occupational Therapy[Athens] #4:": 1ro*ramme )ana*ement #4:# The Teachin* Team "#e pro%ramme of st!*ies is base* . nformin% an* a*visin% staff an* st!*ents on all aspe(ts of t#e (o!rse. n t#is .ill be t#e responsibilit) of a name* member of staff. Maintainin% re%!lar an* effe(tive (onta(t . "#e *a) to *a) a*ministrative arran%ements for t#e (o!rse is t#e remit of t#e pro%ramme lea*er& responsible !ltimatel) to t#e A(a*emi( 3in/ Person s!pporte* b) o((!pational t#erap) staff. . 1.le*%e an* intelle(t!al attrib!tes.it# t#e a*missions team an* ot#er staff as re. . Promotin% a s!pportive attit!*e to.it# matters of st!*ent . "#e (enters for Post 3)(e!m 0*!(ation& t#e le%al entit) of AMC& are not obli%e* )et to follo. "#is is *esi%ne* to monitor pro%ression of s!b>e(t matter t#ro!%#o!t t#e fo!r )ears in terms of /no.it# a n!mber of 30 point mo*!les an* one .. 3.#i(# *erives from DM@.s t#e above pro(e*!re in or*er to meet t#e *eman*s of t#e pro%ramme .elfare referre* b) a(a*emi( t!tors& mo*!le (o8or*inators or st!*ents. 2. #4:! The role o& the pro*ramme leader shall includeC 1.a) t#e (!rri(!l!m matriB is (losel) monitore* to ens!re a (o#erent learnin% eBperien(e.it#in t#e AMC Fa(!lt) of :ealt# an* :!man S(ien(es an* t#e reso!r(es to s!pport t#e (o!rse are t#e responsibilit) of t#e Pro%ramme 3ea*er an* t#e A(a*emi( 3in/ Person base* in DM@.!irements of t#e (o!rse. Preparin% t#e assessment s(#e*!le for t#e Co!rse Committee& or%anisin% t#e preparation of assessments& (ollation of mar/s from mo*!le assessments an* presentation of evi*en(e to t#e Boar* of 0Baminers. t#e F"0 0!ropean s)stem for t#e tea(#in% staff& a((or*in% to t#e +ree/ le%islation.

R!nnin% . -. C#e(/in% ea(# st!*entWs pro%ress an* %ra*e as assesse* an* re(ommen*e* b) pra(ti(e e*!(ators 1. #4:9 The role o& practice placement tutors shall includeC 1.ordinator shall includeC 1.!ire* to meet t#e tea(#in% pattern& learnin% an* assessment strate%ies of t#e parti(!lar mo*!le. C#airin% meetin%s of pra(ti(e e*!(ators normall) #el* in t#e @niversit) on(e ea(# semester 4. 2.it# ot#er staff& t#e s!itabilit) of *epartments (ontin!in%& or (ommen(in% to offer professional pra(ti(e pla(ements 2.it# a*ministrative matters bet. Provi*in% s!pport for st!*ents& pra(ti(e e*!(ators before& *!rin% an* after pra(ti(e pla(ements . . Convenin% an* (#airin% t#e Pro%ramme Committee& t#e S!b Committee of t#e 0Bamination Boar* an* Pro%ramme Plannin% meetin%s 10. Plannin% a (ompre#ensive pro%ramme of eBperien(e for ea(# st!*ent t#ro!%#o!t t#e t#ree8)ear or fo!r8)ear (o!rses.el co. Preparin% t#e ann!al (o!rse report.it# st!*ents to prepare t#e St!*ent Staff Cons!ltative Committee a%en*a an* atten*in% t#is meetin%.een st!*ents& *epartments an* @niversit) staff.it# t#e 0Bternal 0Baminers& (on(ernin% assessment an* pro%ramme *evelopment iss!es. Plannin% an* *evelopin% (o!rses for pra(ti(e e*!(ators espe(iall) (ommitte* to t#e BS( 6:ons7 '((!pational "#erap) (o!rse at AGM Metropolitan Colle%e.or/s#ops an* ot#er professional *evelopment eBperien(es 5.ordinator shall includeC 1.!ent mo*!les as appropriate 1. Ma/in% arran%ements as re. 3iaisin% .. nitiatin% overall (o!rse plannin%& *evelopment an* eval!ation of t#e pro%ramme.ell in a*van(e of t#e (ommen(ement of t#e mo*!les& to ens!re t#at t#e ne(essar) reso!r(es are available an* in or*er..it# t#e (o!rse lea*er an* in*ivi*!al mo*!le (o8or*inators . -. "a/in% responsibilit) for t#e eBperien(e of st!*ents t#ro!%#o!t a parti(!lar )ear=level.it# pro%ramme lea*er (on(ernin% timetablin%.ell in a*van(e of t#e (ommen(ement of t#e mo*!le to ens!re t#at t#e ne(essar) reso!r(es are available an* in or*er. #4:4 The role o& module co. 9or/in% (losel) . $e%otiatin% . Bein% responsible for a spe(ifi( mo*!le. 2. $e%otiatin% . 5. #4:> The role o& le.Validation Document B3c (Hons) Occupational Therapy[Athens] 4. . Determinin%& in (on>!n(tion . See/in% st!*ent eval!ations re%ar*in% t#e effi(a() of t#e mo*!le an* in(orporatin% fee*ba(/ into s!bse.it# t#e pro%ramme lea*er an* level (o8or*inator . Mar/in% an* (ollatin% mar/s from mo*!le assessments for presentation to t#e pro%ramme lea*er at t#e appropriate time. -. As(ertainin% t#e potential n!mber of pla(es available an* *ealin% . Co8or*inatin% visits b) ot#er le(t!rers to st!*ents on pla(ement. 12. 3iaisin% . *entif)in% b!*%etar) re. 3. .!irements to t#e pro%ramme lea*er. 3. 3. 11. Completin% t#e internal mar/ersA proforma (on(ernin% t#e #ealt# of a mo*!le.. 2. Re(eivin% from in*ivi*!al mo*!le (o8or*inators& *raft assessments& mar/in% s(#emes an* (ollate* mar/s timel) for t#e (o!rse lea*er for t#e Boar* of 0Baminers approval.

it# (ollea%!es to ens!re t#at st!*ents are s!pporte* effe(tivel). Co8or*inators #elp in t#e *evelopment an* monitorin% of in*ivi*!al 3earnin% Plans an* liaise . "#is is a vital role .le*%e& s/ills an* attit!*es appropriate to professional pra(ti(e pla(ements 3. Compare t!torWs an* st!*entWs per(eptions . An) nee*s are *is(!sse* !n*er t#e reserve* b!siness se(tion of t#e pro%ramme (ommittee an* at t#e s!b (ommittee of t#e (o!rse eBamination boar* if alternative assessments are re. Arran%in% meetin%s of t#e %ro!p at least fo!r times in level 1& semester 1 an* at least t. 2. Set %oals for t#e s!bse. 3. -.it#in t#e s!b>e(t area a(tin% as a /e) (onta(t t#ro!%#o!t t#e st!*ent eBperien(e. Provi*in% %!i*an(e for st!*ents in t#eir (#oi(e of ele(tive mo*!les. Part of t#is role is (omm!ni(atin% an) iss!es abo!t *isabilit) to pra(ti(e pla(ement t!tors.!irements. #4:D: !: 1rocess Consi*er an* (omplete t#e personal *evelopment portfolio prior to *is(!ssion . .it#in t#e portfolio in t#e last . 4.!ent blo(/ of st!*).it#in t#e team an* t#e (o8or*inator (omm!ni(ates an) iss!e (on(ernin% *isabilit) to t#e pro%ramme lea*er& mo*!le (o8or*inators an* visitin% le(t!rers.. Geepin% a brief re(or* of matters *is(!sse* an* a(tion a%ree* at spe(ifi( meetin%s . "#e *o(!mentation is #el* b) t#e st!*ent an* .it# st!*ents an* provi*es a (onfi*ential servi(e.it# in*ivi*!al st!*ents on parti(!lar iss!es. Dire(tin% st!*ents to ot#er so!r(es of #elp . 2.#o ma) be at ris/ in relation to a(#ievin% (o!rse re.it# a st!*entWs st!*ies. 2.it# stress an* respon* to (onstr!(tive (riti(ism. 6"#e @niversit) Co!nsellor is available to tal/ .ee/ of ea(# semester.ell as (o%nitive feat!res in an) e*!(ational eBperien(e an* t#is portfolio is an important re(or* of a(#ievements& %oals an* aspirations for ea(# st!*ent #4:D: #: 1urpose "o enable st!*ent an* a(a*emi( t!tor to (onsi*er t#e *evelopment of transferable s/ills& eBamine or%anisation of time& abilit) to intera(t .7 #4: Academic Disa-led 3tudent 5o. A(tin% as fa(ilitator an* mentor.#i(# ma) arise in (onne(tion . Revie. 5. +ivin% a*vi(e an* assistan(e .Validation Document B3c (Hons) Occupational Therapy[Athens] #4:0 The role o& the academic tutor shall includeC 1. "#e portfolio is base* on t#e pra(ti(e e*!(ation a((re*itation portfolio an* provi*es evi*en(e of t#e st!*entAs personal an* professional *evelopment.it#in t#e @niversit). *entif)in% an) st!*ent in t#e %ro!p . #4:D 1ersonal and 1ro&essional De.ill (ontain evi*en(e (olle(te* from (o!rse . 1. 0n(o!ra%in% st!*ents to optimise learnin% o!t(omes.in% t#e pro%ress of ea(# st!*ent in t#e %ro!p& ea(# semester& !sin% a personal an* professional *evelopment profile s)stem.it# ot#ers& to (ope .ordinator A member of staff #as been appointe* to t#is role .elopment 1ort&olio "#e pro%ramme team believes in t#e ne(essit) to refle(t !pon affe(tive as .it# an) *iffi(!lties . 0nable t#e st!*ent to *emonstrate *evelopment of /no.!ire*.it# t#e a(a*emi( t!tor. 1.i(e per )ear t#ereafter.

F!t!re proposals are in(l!*e* .or/ an* pro%ress of st!*ents (7 "o monitor t#e operation of t#e pro%ramme an* to report ann!all) on s!(# operation an* on possible improvements to t#e (o!rse to t#e S(#ool. "#e Pro%ramme Committee for t#e BS( 6:ons7 De%ree in '((!pational "#erap) EAt#ensF is (#aire* b) t#e Pro%ramme 3ea*er. #7 "o appoint s!(# a*8#o( s!b8(ommittees as ma) be re. . i7 "o ma/e available t#e min!tes of its meetin%s to t#e S(#ool A(a*emi( Boar*. *7 "o /eep !n*er revie. "#e (ontent of t#e portfolio . #4:#" 1ro*ramme 5ommittee (15) "#e Pro%ramme Committee is t#e ma>or *e(ision8ma/in% bo*) an* is t#e for!m for poli() (on(ernin% (on*!(t& revie.een st!*ents an* staff& in t#e (onteBt . #4:## 3tudent/3ta&& 5onsultati.it#in an a(tion plan as part of t#is ann!al report.Validation Document B3c (Hons) Occupational Therapy[Athens] mo*!les an* t#e professional pra(tise pla(ements. ts members#ip in(l!*es all of t#e f!ll8 time a(a*emi( staff . b7 "o be responsible for t#e maintenan(e of a(a*emi( stan*ar*s in t#e pro%ramme an* for t#e (on*!(t of t#e pro%ramme in(l!*in% t#e .!irements of relevant eBternal bo*ies7 in respe(t of t#e pro%ramme.#i(# allo. St!*ent representatives an* a(a*emi( staff from t#e '" pro%ramme .ill operate for ea(# pro%ramme or s(#eme for t#e p!rpose of ens!rin% an a*e.i*e st!*ent parti(ipation.it# an) re. f7 "o plan for t#e re8approval of eBistin% pro%rammes an* to prepare appropriate *o(!ments for (onsi*eration b) t#e Co!rse Approvals Committee.e 5ommittee (3355) A St!*ent=Staff Cons!ltative Committee . e7 "o establis# a St!*ent=Staff Cons!ltative Committee for t#e (o!rse an* to (onsi*er t#e min!tes of meetin%s of t#e Cons!ltative Committee.s .n personal an* professional *evelopment #4:E: )ana*ement o& student support #4:E:#: 3tudent 3upport For St!*ent S!pport str!(t!res an* pro(e*!res see se(tion 5.#o tea(# or assess t#e (o!rse& or representation from t#e relevant *epartment& an* st!*ents from ea(# )ear of t#e (o!rse.it#in mo*!les& t#e inte%ration of s!b>e(ts& (!rri(!la& s)llabi an* assessment arran%ements 6(onsonant . "#e (#airman ma) invite an) non8member to atten* a meetin% an* parti(ipate in t#e *is(!ssions. an* *evelopment of t#e (o!rse an* st!*ents on it.or/s an* strate%ies en(o!ra%e st!*ents to ta/e responsibilit) for t#eir o.!ire* from time to time.!ate an* effe(tive opport!nit) for *is(!ssion bet. %7 "o re(eive& (onsi*er an* ta/e a(tion as appropriate on eBternal eBaminersW reports. t#e s!b>e(ts of st!*) . "erms of Referen(e< a7 "o /eep !n*er revie.ill meet formall) at t#e PC to a**ress iss!es of m!t!al interest& *is(!ss an* propose pro%ramme (#an%esN *is(!ss pro%ramme reports an* ot#er *o(!mentation. t#e re%!lations for t#e (o!rse. "#e reports an* an a((o!nt of a(tion ta/en s#all be in(l!*e* in t#e ann!al report.ill refle(t t#e aims for ea(# level of t#e (o!rse an* in a**ition is inten*e* to< • • • • promote t#e (on(ept of lifelon% learnin% fa(ilitate refle(tive pra(ti(e an* *eep learnin% #elp st!*ents *evelop personall) relevant s!pport net.

Validation Document B3c (Hons) Occupational Therapy[Athens] St!*ent Staff meetin%s . in addition to them influencing programme issues. "#e eBternal eBaminers . "#e min!tes of t#ese meetin%s are atta(#e* in t#e Ann!al Monitorin% Report an* *is(!sse* in t#e Coint Boar* of St!*ies. "#ese . AMC will strongly encourage students to /ecome student representatives pursuant to AMC guidelines it is a valua/le eAperience and.ar*. "#e) are also en(o!ra%e* to ma/e s!%%estions on #o. . #4:##:#: 4unction "#e f!n(tion of t#e Committee is to provi*e a for!m for (onstr!(tive *is(!ssion of t#e pro%ramme or s(#eme in %eneral terms& of t#e *eman*s of t#e pro%ramme or s(#eme on st!*ents an* of possible *evelopments. t is appropriate for a st!*ent to (onvene t#e Committee an* a member of staff to a(t as se(retar).it# D!een Mar%aret @niversit) pro(e*!res an* pra(ti(es.it# D!een Mar%aret @niversit) pro(e*!res an* pra(ti(es. to improve t#eir in*ivi*!al. "#e ri%#ts& responsibilities an* *!ties of t#e eBternal eBaminers s#all be in a((or*an(e . #4:##:!: 6emit "o (onsi*er an) matters *ire(tl) relate* to t#e pro%ramme or s(#eme an* to report or ma/e re(ommen*ations& as felt ne(essar) to t#e Co!rse Committee.#ere pra(ti(al . St!*ent representatives are en(o!ra%e* to parti(ipate in t#ese meetin%s .ill normall) be involve* in all assessments for an eBit a.=aminers shall -eC C#airman< a representative of DM@ (on(erne* an* appointe* b) t#e A(a*emi( Co!n(il of DM@.o eBternal eBaminers s#all be appointe* to t#e (o!rse& in a((or*an(e .o&&iciosC e=ternal e=aminers $ormall) t. 9ill be (#aire* b) one of t#e st!*ent representatives an* meets on(e per semester.ill enable iss!es from mo*!le& pla(ement *eliver) an* ot#er %eneral a*ministrative or a(a*emi( iss!es to be *is(!sse*. #4:##:>: )em-ership "#e members#ip of t#e Committee is to be *ra.a)s of resolvin% problems are openl) *is(!sse*. "#e st!*ent members#ip s#o!l* (over t#e main s!b>e(t areas an* a(tivities of t#e (o!rse. n (ases of !r%ent iss!es& eBtra meetin%s ta/e pla(e. "#e e*!(ational pro%ress an* probable problems are *is(!sse* b) t#e )ear t!tors& t#e (o!rse lea*er an* t#e st!*entsA representatives. #4:#! Board o& .=aminers #4:#!:#: )em-ership o& the Board o& .ill be or%anise* b) t#e Pro%ramme 3ea*er an* A*ministration of AMC at time m!t!all) (onvenient to staff an* st!*ents.n from t#e staff t#at tea(# on t#e (o!rse s(#eme an* st!*ent representatives t#ere s#o!l* be more st!*ents t#an staff. These ??CC and 'C committees will /e serviced /y the AMC @egistry of the 'rogramme who will circulate documentation for meetings and record minutes of meetings to mem/ers. it contri/utes to their CB and employment references later. ?tudents will have access to the CMD Class @epresentative Eand/ook in order to /e a/le to fully engage in this additional role. #4:#!:!: )em-ers e=.

it# D!een Mar%aret @niversit) pro(e*!res an* pra(ti(es. #4:#> 3u-. Composition of t#e Boar* .ers to *eal . @pon s(r!tin) an* a%reement .=aminers #4:#>:#: )em-ership A s!b8(ommittee of t#e Boar* of 0Baminers meets on(e per )ear to (onsi*er propose* assessments for t#e fort#(omin% a(a*emi( )ear. #4:#>:#: )em-ership includesC C#airman of Boar* of 0Baminers Co!rse lea*er Pra(ti(e pla(ement t!tors All 3e(t!rers an* a representative from t#e S(#ool offi(e of DM@ to ta/e min!tes #4:#4 Loint Board o& 3tudies "#e Boar*As terms of referen(e are< • overseein% t#e overall a*ministration& %eneral operation an* monitorin% of t#e A%reementN • ens!rin% t#ere is a*e. #4:#!:>: 3ecretary to the Board o& .Validation Document B3c (Hons) Occupational Therapy[Athens] nternal assessors< All f!ll8time a(a*emi( staff .#o tea(# or assess on t#e (o!rse an* s!(# part8time staff as *etermine* b) t#e Boar* of 0Baminers.committee o& Board o& . "#e assessments are t#en *istrib!te* to mo*!le (o8or*inators an* offi(iall) si%ne* off b) t#e pro%ramme lea*er for t#at semester. "#e ri%#ts& responsibilities an* (on*!(t of t#e Boar* of 0Baminers s#all be in a((or*an(e .=aminers A(a*emi( Co!n(il s#all ens!re t#at arran%ements are ma*e to appoint a se(retar) to t#e Boar* of 0Baminers an* s#all re.it# t#e respe(tive mo*!le (o8or*inator.it# eBaminations an* t#e assessment of st!*ents. "#e Boar* of 0Baminers #as *ele%ate* to it b) t#e A(a*emi( Co!n(il& eBe(!tive po. 't#ers .een DM@ an* AMC.ill normall) in(l!*e< • Dean of #ost S(#ool at DM@ or t#e DeanAs representative 6in pra(ti(e t#is is li/el) to be t#e nternational A(a*emi( 3ea*er or t#e :ea* of Division7 • nternational A(a*emi( 3ea*er from DM@ 6if not (onvenin%7 • Se(retar) 6member of staff from DM@7 • Pro%ramme 3ea*er at AMC .it#in t#e (o!rse team& t#e assessments pl!s assessment s(#e*!les are sent to t#e t.o levels of st!*).it# matters (on(erne* . @pon ret!rn of t#e (omments from eBaminers& t#e pro%ramme lea*er ma/es an) ne(essar) amen*ments in *is(!ssion .o eBternal eBaminers or to t#e a(a*emi( lin/ person of DM@ for t#e first t.!ire t#e se(retar) to maintain *etaile* an* a((!rate re(or*s of t#e Pro%ramme Assessment Boar*Ws pro(ee*in%s.it# a ri%#t to atten* as non8votin% observers< $o st!*ent ma) be a member of a Pro%ramme Assessment Boar* or atten* an assessors meetin% ot#er t#an as a (an*i*ate for assessment.!ate on%oin% (omm!ni(ation bet.

"#e name* a.een eBternal eBaminers& t#e pro%ramme team an* t#e st!*ent bo*) as .m!..Validation Document B3c (Hons) Occupational Therapy[Athens] • • • Staff involve* in tea(#in% an* mar/in% at AMC 't#er /e) staff involve* in provi*in% s!pport at AMC 6e% pro%ramme a*ministrator7 St!*ent representation 6normall) t.ill meet at least on(e a )ear on a *ate to be *etermine* at least siB mont#s in a*van(e.!alit) pro(e*!res on a re%!lar basis..or/ for (omm!ni(ation of .it# t#e DM@ D03"A strate%) 620017 an* t#e Centre for A(a*emi( Pra(ti(e 6CAP7. "#e terms of referen(e of t#e Boar* .ar* of BS( 6:ons7 '((!pational "#erap) EAt#ensF is s!b>e(t to t#e D!een Mar%aret @niversit) .ill be t#e oversi%#t of t#e operation of t#e A%reement& in(l!*in%< • A*missions an* re(r!itment • Mar/etin% • St!*ent s!pport • A*ministration • Comm!ni(ation • *entifi(ation of staff *evelopment nee*s • *entifi(ation of reso!r(e nee*s #9:": (uality Assurance )echanisms o& the 1ro*ramme #9:# (uality Assurance o& the 1ro*ramme "#e Division aims to provi*e t#e #i%#est level of . "#e (ommittee s)stem ens!res a (lose relations#ip bet.!alit) of pro%rammes *elivere* an* a..!alit) ass!ran(e pro(e*!res on be#alf of Senate.ebsite is *esi%ne* as a (entral an* a!t#oritative referen(e so!r(e for t#e re%!lations& poli(ies an* pro(e*!res %overnin% t#e a(a*emi( life of D!een Mar%aret @niversit).#tm. Mo*!les #ave been *evelope* in line . #9:! 1ro*ramme )ana*ement DM@ mana%ement str!(t!re ens!res t#at all pro%rammes are *elivere*& monitore* an* eval!ate* in a s)stemati( an* ri%oro!s manner. DM@ . D!alit) .a(.!alit)=. "#is (ompre#ensive reso!r(e is *esi%ne* to assist staff& (ollaborative partners& eBternal eBaminers an* ot#ers in a ran%e of a(a*emi( relate* a(tivities to maintain stan*ar*s an* ass!re t#e . "#e D!alit) at DM@ .!alit) an* stan*ar*s in #i%#er e*!(ation& an* t#e S(ottis# Cre*it an* D!alifi(ations Frame.a=*efa!lt.ill be responsible for arran%in% meetin%s of t#e Boar*.ill be (onsistent .it# DM@ poli(ies& pro(e*!res an* (o*es of pra(ti(e..o st!*ents from ea(# (o#ort7.!/=. "#is pro(ess #as also been informe* b) DAA %!i*elines re%ar*in% t#e (o*e of pra(ti(e for ass!ran(e of a(a*emi( .ebsite< #ttp<==. an* en#an(e its .ar*e* b) DM@.or/. t is also a so!r(e of a*vi(e for st!*ents on re%!lations %overnin% performan(e an* (on*!(t.it#in t#e (onteBt of t#e DM@ +overnan(e an* Re%!lations an* D!alit) Ass!ran(e :an*boo/ available from t#e D!alit) .or/ 6SCDF 20027. Meetin%s ma) ta/e pla(e in At#ens or b) vi*eo8(onferen(in% 6or similar me(#anism7.!alit) provision an* to revie. "#e Boar* .ill also refle(t eBternal referen(e points< "#e :ealt# Professions Co!n(il& Colle%e of '((!pational "#erapists an* t#e S(ottis# Cre*it an* D!alifi(ations Frame.ell as provi*in% a str!(t!ral frame. D!alit) Ass!ran(e . "#e Division *elivers its pro%rammes .

t is t#e role of t#is (ommittee to oversee t#e operational mana%ement an* *evelopment of t#e pro%ramme& to promote best pra(ti(e& to ma/e (#an%es an* improvements& to respon* to st!*ent fee*ba(/ an* to respon* to eBternal eBaminersA reports. 9#ilst t#e Pro%ramme Committee #as overall responsibilit) for t#e .. nformal involvement in(l!*es *is(!ssion .it# eBternal eBaminersN (ontrib!tions to t#e ann!al reportN representation t#ro!%# t#e St!*ent Staff Cons!ltative Committee& an* Pro%ramme Committee.!alit) an* *evelopment of t#e (!rri(!l!m& in*ivi*!al Mo*!le Co8or*inators #ave responsibilit) .s< Ann!al pro%ramme monitorin% ta/es pla(e at pro%ramme level t#ro!%# t#e DM@ D!alit) 0n#an(ement @nit.ell bein% of t#e pro%ramme an* its st!*ent (o#ort& an* t#ro!%# t#e Pro%ramme "eam an* :ea* of Division& ens!res (omplian(e .ar* of t#e @niversit).s of t#e pro%ramme are val!e* an* re(o%nise* as si%nifi(ant ben(#mar/s of .a)s. 0Bternal eBaminersA vie. "#e ann!al monitorin% report is pro*!(e* b) t#e Pro%ramme 3ea*er an* team an* (onsi*ere* b) t#e Pro%ramme Committee. 0Bternal eBaminersA (omments are rela)e* into t#e s)stem via t#e Pro%ramme Committee an* formal responses are provi*e* to maintain t#e ann!al a!*it loop.Validation Document B3c (Hons) Occupational Therapy[Athens] information to DM@ (ommittees. Responsibilit) for t#e operation of t#e pro%ramme in(l!*in% .m!. Ann!al monitorin% of pro%rammes ens!res t#at learnin% aims an* o!t(omes are bein% met an* t#at t#e (!rri(!l!m an* assessment strate%) (ontin!e to be effe(tive.!alit). All Committees f!n(tion a((or*in% to stan*ar* pro(e*!res *etermine* b) t#e Senate of t#e @niversit). "#e Ann!al Monitorin% report is re. "#e pro%ramme is re%!larl) an* (ontin!all) monitore* b) t#e Pro%ramme 3ea*er. "#e (ontent of t#e report is approve* b) t#e Pro%ramme Committee& after . "#e Pro%ramme 3ea*er is responsible for t#e *a)8to8*a) #ealt# an* .it# a(a*emi( t!torsN refle(tive me(#anisms in assessmentsN an* Moo*le *is(!ssion postin%s. ss!es raise* in t#e report *ra.ebsite 6#ttp<==.!ire* for ea(# pro%ramme lea*in% to an a.#i(# in(l!*es an eval!ation of visitin% le(t!rersN *is(!ssions .ar* *e(isions.!/=.!alit) pro(ess in a n!mber of . on eBternal eBaminersA reports& st!*ent an* staff vie. "#is Boar* (omprises members of t#e Pro%ramme "eam& Re%istr)& S(#ool offi(e an* eBternal eBaminers.!alit) .!alit) ass!ran(e an* en#an(ement rests . F!ller *etails (an be fo!n* on t#e DM@ . "#e report informs (#an%es for t#e neBt a(a*emi( session. AMC a*#eres t#e *efine* poli(ies for t#e pro%ramme mana%ement b) DM@ as follo.it# @niversit) pro(e*!res an* maintenan(e of . "#ese ran%e from informal me(#anisms to more formal representation.!alit) of (!rri(!la& pro%rammes& promotion of best pra(ti(e an* %eneral e*!(ational matters..#i(# a (op) is provi*e* to t#e A(a*emi( 3in/ Person of DM@.!alit) a%ainst peer instit!tions an*=or similar pro%rammes offere* in t#e #i%#er e*!(ation se(tor.s& mo*!le eval!ations an* an) fee*ba(/ from ot#er sta/e#ol*ers& s!(# as emplo)ers an* pra(tise e*!(ators. Formal me(#anisms in(l!*e fee*ba(/ t#ro!%# mo*!le eval!ation forms .a(...it# t#e Pro%ramme Committee . "#e 0Bamination Boar* is responsible for t#e (on*!(t of eBaminations an* assessments& t#e assessment of st!*ent a(a*emi( performan(e& pro%ression of st!*ents an* a.!alit)7. "#e S(#ool A(a*emi( Boar* a(ts as %!arantor of a(a*emi( stan*ar*s an* . St!*ents are involve* in t#e .#i(# in(l!*es representation from t#e pro%ramme team an* st!*ent (o#ort.

"#e Pro%ramme Committee is responsible for ens!rin% t#e balan(e of assessment . All :ono!rs Dissertations are *o!ble mar/e* in a manner (onsistent .it# DM@ pro(e*!res.it# t#e Colle%e are *elivere* a spe(ial pa(/a%e in(l!*in% e*!(ational material from t#e seminars for t#eir inte%ration an* t#e *evelopment of tea(#in% s/ills. All ne. Assessments for bot# first an* se(on* *iets& to%et#er . "#e assessment verifi(ation pro(ess is s(#e*!le* to be (omplete* prior to t#e (ommen(ement of t#e a(a*emi( )ear.it# state* assessment (riteria an* t#at it refle(ts t#e instit!tional mar/in% (riteria frame. AMC r!ns spe(ial in*!(tion seminars inte%ratin% an) ne. t provi*es a means of ens!rin% (onsisten() of eBpe(tation a(ross elements of t#e pro%ramme an* appropriateness of assessment at ea(# level.ision: A variet) of formal an* informal pro(e*!res are in pla(e to ens!re a*e. #9:> 3ta&& 3upport and 3uper.or/ #as been mar/e* fairl)& (onsistentl)& in (onforman(e .o8sta%e pro(ess – Sta%e 1 is IAssessment Verifi(ationJ an* Sta%e 2 is IMar/s Verifi(ationJ.or/loa*s& t#e appropriateness of learnin% an* tea(#in% approa(#es an* assessment tools an* t#e a*e. #9:4 %nternal Veri&ication D!alit) Ass!ran(e t#ro!%# internal verifi(ation is essentiall) a t. "#e tea(#in% staff (on(!rrentl) .Validation Document B3c (Hons) Occupational Therapy[Athens] for t#e (ontent& *eliver) an* assessment of spe(ifi( elements of t#e (!rri(!l!m.or/ an* eBams& prior to eBternal s(r!tin).!ate staff s!pport an* s!pervision.it# t#e (ommen(ement of t#eir (ollaboration . . Mar/ verifi(ation also ens!res t#at mar/s a. As part of its en#an(e* . All ot#er assessments are sample se(on* mar/e* (onsistent .!alit) me(#anisms t#e Pro%ramme Committee also s!bmits in*ivi*!al mo*!le assessments to t#e 0Bternal 0Baminer for t#eir s(r!tin). tea(#in% staff to t#e Britis# A(a*emi( pro(e*!re implemente* an* intro*!(in% t#em to t#e Colle%e re%!lations.ell as t#e overall balan(e of assessments for ea(# level.or/. A**itionall)& DM@As CAP or%aniHes seminars ann!all) for t#e tea(#in% staff of all pro%rammes. #9:4:#: Assessment Veri&ication Assessment verifi(ation ens!res t#e appropriateness of inten*e* assessment tools an* provi*es internal s(r!tin) of all assessments& bot# (o!rse .!alit) ass!ran(e monitorin%.it# DM@ pro(e*!res. "#e sample frame in(l!*es all faile* an* merit assi%nments 620^]7 an* one sample of ea(# mar/ ban*. Detaile* mar/ an* fee*ba(/ forms are (omplete* b) ea(# mar/er for presentation to 0Bternal 0Baminers. "#e 0Bternal 0Baminer is invite* to (omment on t#e nat!re of t#e assessment as . #9:4:!: )ar< Veri&ication Mar/ verifi(ation enables t#e mar/er& t#e Pro%ramme "eam an* st!*ents to #ave (onfi*en(e t#at . "rainin% an* *evelopment nee*s for eBperien(e* members of staff are (onsi*ere* as part of t#e nstit!tionAs A(tivit) Plannin% pro(ess.it# mar/in% %!i*elines an* eBpe(te* (ontent& are (onsi*ere* at t#e same time to ens!re (onsisten() of pra(ti(e.!a() of reso!r(es to s!pport t#e pro%ramme as part of its ann!al .ar*e* are a tr!e refle(tion of t#e st!*entsA performan(e in t#e assessment set. members of staff atten* a s#ort learnin%& tea(#in% an* assessment (o!rse offere* b) t#e Centre for A(a*emi( Pra(ti(e an* re(eive re%!lar mentorin% from eBperien(e* members of staff 6normall) t#e Pro%ramme 3ea*er7. "#is pro(ess is !n*erta/en b) a S!b8Committee of t#e Pro%ramme 0Bam Boar*.

!ire* to s!((essf!ll) s!pport bot# instit!tional %oals as .ell as personal (areer *evelopment.or/ is provi*e* t#ro!%# fee*ba(/ pro formas& . t#eir . Fee*ba(/ from st!*ents is obtaine* in a variet) of .le*%e& s/ills an* (apabilities re.!al 'pport!nit) poli()& t#erefore all staff& f!ll time& part time an* (ontra(t are entitle* to an* eBpe(te* to !n*erta/e *evelopmental a(tivities& . nternal Mar/ersA Proformas are also s!bmitte* for s(r!tin) b) 0Bternal 0Baminers.it#in AMC is *efine* as< all t#ose pro(esses an* pro(e*!res .#i(# enable bot# a*ministrative an* tea(#in% staff to f!rt#er *evelop /no. All . Mo*!le eval!ation forms are *istrib!te* to in*ivi*!al st!*ents in ea(# mo*!le.it# t#e instit!tional poli() on anon)mo!s mar/in%.it# . 2. n a**ition ea(# Mo*!le Co8or*inator is re.it#& an* of t#e roles of (ollea%!es at all levels an* in all sites of AMC.!antitative an* .#i(# re.elopment AMC applies a series of pro(e*!res& re%ar*in% t#e *evelopment an* t#e !p%ra*in% of t#e tea(#in% staff s/ills& bot# in t#e fiel* of pe*a%o%i(al met#o*olo%ies an* in t#eir s(ientifi( %ro!n*in%.!alitative (omments=a*vi(e on #o. . St!*ent representatives for ea(# level on t#e Staff=St!*ent Committee are also invite* to (omment on t#e Pro%ramme Ann!al Report in a s!bstantive .a) #0:": 3ta&& 6esearch and De. "#e St!*ent=Staff Cons!ltative Committee an* t#e A(a*emi( "!tor +ro!p s)stem provi*e f!rt#er formal an* informal me(#anisms for re(eivin% s!bstantive fee*ba(/ from st!*ents an* ta/in% t#eir vie. of ea(# mo*!le in(l!*in% an eval!ation of visitin% le(t!rers. of st!*ent performan(e .or/ is s!bmitte* in an anon)mo!s manner .#erever possible an* mar/e*=mo*erate* anon)mo!sl). #9:9 4eed-ac< )echanisms: Formal fee*ba(/ to st!*ents on t#eir .#atever t#eir position. 3.#i(# provi*es an overvie.it# a .o mar/ers a t#ir* internal mar/er is en%a%e* to enable an a%ree* mar/ to be allo(ate* to t#e .!estionnaires an* s!rve)s (on(ernin% t#e operation of t#e instit!tion an* t#e (amp!s an* t#e %eneral st!*ent eBperien(e. .!ire (onsi*eration b) t#e pro%ramme team.een t. "#is provi*es bot# .Validation Document B3c (Hons) Occupational Therapy[Athens] 9#ere a%reement on t#e mar/ to be a.!antitative eval!ation of t#eir performan(e to%et#er . "#is *ata is (ollate* an* referre* for (onsi*eration b) t#e S!b8Committee of t#e Pro%ramme 0Bam Boar*. AMC *istrib!tes .. "#e AMC Staff Development Pro%ramme aims at *evelopin% an appre(iation of t#e a(a*emi( (!lt!re an* val!es of AMC an* t#e or%anisations an* instit!tions it (ollaborates .!ire* to (omplete an I nternal Mar/erAs Pro formaJ .s into a((o!nt in f!t!re plannin%. Staff Development . "#e pro%ramme is (ompliant . Fee*ba(/ from formative assessment is provi*e* t#ro!%#o!t t#e a(a*emi( )ear an* is inten*e* to enable st!*ents to refle(t on t#eir learnin% an* to prepare t#em for s!mmative assessment.it#in a mo*!le an* notes an) iss!es .!alitative (ommentar) on t#e st!*entsA vie.ar*e* (annot be rea(#e* bet.a)s< 1. "#is provi*es st!*ents .#i(# are ret!rne* to t#e st!*ent ele(troni(all) an* available to t#e st!*ent t#ro!%# t#e st!*ent portal.or/.or/ (o!l* be improve*. "#is poli() is firml) %ro!n*e* in t#e Colle%eAs 0. 9or/ t#at (annot be s!b>e(te* to anon)mo!s mar/in% is (learl) *o(!mente* on t#e relevant mo*!le *es(riptor.

Validation Document B3c (Hons) Occupational Therapy[Athens] "#e AMC Staff Development Pro%ramme in(l!*es %eneral in*!(tion events to .it# t#eir st!*ents& in national an* international meetin%s an* (onferen(es. Moreover& AMC s!pports t#e p!bli(ations an* t#e parti(ipation of t#e tea(#in% staff& potentiall) in (ollaboration .or/s of t#ese pro%rammesA materialiHation& t#e or%aniHationAs t!tors #ave atten*e* pro%rammes *elivere* b) t#e +ree/ Ministr) of 0*!(ation an* 0. "#e (ontent of t#ese seminars pertains to %eneral tea(#in% met#o*s& spe(ial tea(#in% approa(#es& an* t#e parti(!lar *eman*s of t#e pro%rammes of st!*ies on offer. n a**ition to t#e in*!(tion seminars #el* b) AMC& spe(ial seminars on a re(!rrent& ann!al basis are (on*!(te* b) a(a*emi( staff in (#ar%e of t#e relevant *epartments of learnin% an* tea(#in% en#an(ement& ori%inatin% from t#e (ollaborative Britis# nstit!tions of :i%#er 0*!(ation. # :": 6esources # :#: /earnin* 6esource 5entre (/65) 0le(troni( servi(es are available to st!*ents via t#e DM@ librar) . . tar%ete* to.s off (amp!s a((ess to t#e st!*ents.it# AMC.as to e*!(ate an* familiariHe t#em .@. (ollea%!es to on8%oin% (ontin!o!s *evelopment an* appraisal. staff to t#e Colle%e an* enables staff to *evelop t#ro!%#o!t t#eir (areers b) implementin% a (ompre#ensive staff *evelopment pro%ramme an* promotion of t#e appraisal to ens!re all staff are en%a%e* in t#is pro(ess.it# t#e relevant learnin%& tea(#in% an* assessment met#o*s& in a**ition to provi*in% familiarisation .#i(# materialiHe pro%rammes b) 0.it# t#e role an* remit of t#e vario!s Pro%ramme Committees. AMC s!pports t#e a(a*emi( pro(e*!re via t#e ele(troni( learnin% platform Moodle. tea(#in% staffN "ime an* (risis mana%ement. "#is fa(ilit) also allo. Staff in*!(tion seminars are or%aniHe* *!rin% t#e first t.el(ome ne.it# t#e latest pe*a%o%i( met#o*s of a*!lt e*!(ation.eb pa%es off8 (amp!s& via Remote A((ess.ar*s a*!lt e*!(ation.#ose aim . "#ese series !s!all) ta/e pla(e ann!all) aro!n* Can!ar) an* earl) Mar(#. "#e 0*!(ational 'r%anisation AGM operates t. "#e main topi(s t#at #ave been *is(!sse* in s!(# seminars are< Co!rse Str!(t!reN 3earnin%N @G p#ilosop#)& t#eor)& st)les& approa(#es to learnin%N 3evels of learnin% 6Bloom& SCDF7N St!*ent8(entre* learnin%N Constr!(tive ali%nment of learnin%& tea(#in%& assessmentN 3K"< Met#o*s an* Approa(#esN "ea(#in% met#o*s to en(o!ra%e *eep learnin% = st!*ent en%a%ementN Small %ro!p learnin%N 0val!atin% )o!r tea(#in% an* st!*ent learnin%N Assessment prin(iples an* pra(ti(esN Fee*ba(/ for learnin%N Criteria8base* mar/in% a(tivit)N Roles an* Responsibilities of Pro%ramme 3ea*ers 6P3s7N 3ea*in% an* Motivatin% StaffN Mana%in% Diffi(!lt Sit!ationsN R!nnin% Meetin%sN n*!(tin% ne. . "#e DM@ Centre for A(a*emi( Pra(ti(e . S!(# seminars in(l!*e se(tions on t#e !se of t#e ele(troni( platform Moodle& a*ministrative pro(e*!res pertinent to t#e operation of t#e Colle%e& basi( met#o*s of assessment an* mar/in%& *eterment of pla%iarism& t#e !se of "!rnitin an* ot#er met#o*s of pla%iarism *ete(tion& basi( e*!(ational an* tea(#in% met#o*olo%ies& et(. n t#e frame. members of t#e tea(#in% staff.@.o .o lifelon% learnin% e*!(ational instit!tions& G0G AGM K 00' +R'@P .ill provi*e s!pport an* s(#e*!le series of seminars at relevant points to ens!re t#e Pro%ramme "eam are familiar .ee/s of t#e a(a*emi( )ear& for an) ne. t t#!s ran%es from staff in*!(tion for t#e ne. S!(# seminars in(l!*e also mi(rotea(#in% sessions eval!ate* b) t#e tea(#in% teams of t#e DM@ pro%rammes *elivere* in (ollaboration .

it# spea/ers7 D3P Vie.80-& AGM Metropolitan Colle%e 6At#ens (amp!s7 #as been #o!se* in its (amp!s in Maro!ssi.11+:H&1333M:H&12MB7 .!ippe* . Soni( PC.s in t#e Maro!ssi (amp!s< ▪ 1 librar) an* a*>oinin% rea*in% room an* internet a((ess area ▪ 2 spe(ialise* (lini(al pra(ti(e laboratories for S3" st!*ies ▪ 1 (omp!ter en%ineerin% laborator) 6for Comp!ter 0n%ineerin% st!*ents7 ▪ 2 (omp!ter laboratories ▪ offi(es for staff an* a*ministrators ▪ re%istries for ea(# *ifferent pro%ramme ▪ 1 a!*itori!m 6(apa(it) 200 st!*ents7 ▪ 4 tea(#in% rooms . "#!s it (annot properl) be (ompare* to a f!ll librar) in an establis#e* Britis# tertiar) e*!(ation instit!tion..ar*s t#e enri(#ment of t#e librar) sto(/& so t#at st!*ents (an #ave s!bstantial learnin% s!pport from librar) material on (amp!s.een 2.#i(# are lo(ate* on (amp!s. n a**ition& all PCs #ave a((ess to internet.00 62.ell. .it# one m!ltime*ia pro>e(tor an* one PC& . # :!:>: 3o&tBare in&ormation All (omp!ters are e.02D 14 PCs ntel Core 2 D!a* D5.ducational 6esources Sin(e 200.02D $ote< D!e to t#e %eneral !p%ra*in% of t#e Colle%e infrastr!(t!re t#e " e. "#e librar) is sto(/e* .or/ A*aptor 1 +bps 'n Boar* nternal DVD=CD R9 M'$ CAP" VA "F" 12W 01201 DV =B3ACG 6.it# spea/ers7 D3P Vie.!ippe* . Soni( PC.!est.it# t#e follo. # :!:#: Teachin* &acilities "#e spa(e is *istrib!te* as follo. :o. boo/s from t#e librar) for st!*) p!rposes.it# all ne(essar) soft.0'C81+ $et.ever& serio!s attempts are bein% ma*e to.!ippe* .%. "#e sto(/ of t#e librar) is (!rrentl) *esi%ne* prin(ipall) to meet t#e spe(ifi( nee*s of t#e (o!rses (!rrentl) offere*.it# state8of8t#e8art (omp!ters 631 PCs in total7 .in% (#ara(teristi(s< # :!:!: HardBare in&ormationC 13 PCs ntel Penti!m D 3.it# a m!ltime*ia pro>e(tor an* f!rt#er a*van(e* a!*iovis!al fa(ilities.#ile mobile m!ltime*ia an* over#ea* pro>e(tors are availiable to t!tors !pon re.or/ A*aptor 100 Mbps 'n Boar* nternal DVD=CD R9 M'$ CAP" VA "F" 12W 01201 DV =B3ACG 6. "#ere are (onsi*erable s#ort8 (omin%s in t#e areas of %eneral literat!re an* t#ere is limite* provision of a(a*emi( >o!rnals an* perio*i(als.7 an* a #i%#8spee* internet (onne(tion. "#e (omp!ter labs are e. 0a(# tea(#in% room is e. # :!:4: 3pecialist 6ooms/ /a-oratory 4acilities AMC #o!ses one librar) an* st!*) room& . +B DDR3 1333M:H -00 +B Serial A"A + +AB?"0 V+A $2.!ipment is %oin% to be !p%ra*e* as .it# over#ea* pro>e(tors t#at seat bet. St!*ents ma) borro. +:H 2 +B 6DDR 27 110 +B SA"A$V D A +e For(e 1100 +"$et.it# a lar%e variet) of boo/s& >o!rnals& ma%aHines& an* referen(e rea*in% material in relation to t#e pro%rammes offere* b) t#e Colle%e.K 30 st!*ents ea(# "#e a!*itori!m is s!pplie* .Validation Document B3c (Hons) Occupational Therapy[Athens] # :!: .are appli(ations 6e. appli(ation *evelopment pa(/a%es& *atabase *evelopment pa(/a%es& CAS0 "ools& m!ltime*ia *evelopment appli(ations et(.

m.!ipment& an* relevant e*!(ational material are available to tea(#in% staff an* st!*ents in or*er to s!pport t#e nee*s of t#e pro%rammes.it#in t#e Maro!ssi (amp!s< Git(#en& spe(iall) (onfi%!re* for patients !n*er%oin% an '((!pational "#erap) pro%rammeN spa(e for A(tivities of *ail) livin% 6AD3s7 a((ommo*atin% an area for (reative .#i(# (onstit!tes one of AMCAs (lini(al pla(ements& . "#e AMC librar) is open from Mon*a)s to Fri*a)s& from 5a.or/ spa(es to operate in all t#e re. From '(tober 2013& t#e se(on* )ear of t#e materialiHation of t#e pro%ramme from AMC& t#e pro%rammeAs fa(ilities .it# nternet a((essto a((ommo*ate st!*ent nee*s. # :!:9: 3pecialised computer so&tBareC SPSS 12.!ire* levels of appli(ation of t#e s!b>e(t of st!*ies. . n a**ition& t#e re#abilitation (entre P#ilo(tetes& .ill be eBpan*e* to meet its *eman*s in(l!sivel) in t#e Maro!ssi (amp!s& t#ereb) allo.m to 2p.elopments D!rin% t#e (!rrent a(a*emi( )ear& t#e Colle%e is in t#e pro(ess of (onstr!(tin% an a**itional b!il*in% . St!*) Room fa(ilities< "#e main bo*) of t#e librar) in(l!*es st!*) areas . AMCA a*ministration (ommits t#at from t#e ver) be%innin% of t#e a(a*emi( )ear& '(tober 2012& t#e st!*ents of t#e pro%ramme . "#e librar) operation re%!lations are in(l!*e* in t#e St!*entsA :an*boo/N t#e) a*#ere stri(tl) to t#e (!rrent +ree/ Stat!tes on Cop)ri%#ts.it#in its premises& tar%ettin% at startin% its operation for t#e a(a*emi( )ear 201282013& t#ereb) fa(ilitatin% t#e nee*s an* t#e *eman*s of t#e (onstant *evelopmental pro%ress of AMC.ar*s t#e satisfa(tion of t#e *eman*s of t#e pro%ramme for t#e first )ear of its materialiHation.ill #ave f!ll a((ess to t#e follo. These will /e included in the annual monitoring report of the first year of the materialiLation of the programme.Validation Document B3c (Hons) Occupational Therapy[Athens] "#e (!rrent sto(/ of t#e At#ens (amp!s 3ibrar) is< Appro=imate num-er o& titles . "#e CD R'Ms refer to st!*entAs *issertations. regarding the condition arising from the validation panel. Action 1lan 'rioritised o/Fectives for ?ession GHIGJGHIK. the responsi/le for action will /e identified and the timescale /y which it should /e met.in% fa(ilities . till 5p. Mor each o/Fective.m. Also details of the eApected enhancement arising from the action are /riefly mentioned.0 6for statisti(al anal)ses7 # :> 'eB De.in% for a sim!lation of '((!pational "#erap) . A n!mber of spe(ialist reso!r(es s!(# as professional tests& a!*io=vis!al e.ill provi*e its spe(ialist spa(es *esi%nate* for personal #)%iene an* (are& to.m an* ever) Sat!r*a) from 10a.or/ s!(# as #an*(rafts& et(.425 1eriodicals Lournals 50 and 5D 6O)s -0 $ote< M!ltipl) (opies of t#e ma>orit) of t#e titles are also available raisin% t#e total n!mber of t#e vol!mes to 1030.

Resear(#& p!bli(ations an* eBternal a(tivities all ens!re t#at t#e staff are . Sport fa(ilities #ave been provi*e* for in t#e plans for t#e ne. "#is . All #ave .!ippe* to *eliver t#e (!rri(!l!m. Roles of t#e a*ministrative an* tea(#in% team are *efine* in >ob *es(riptions an* t#ro!%# (onsens!s.or/& in ot#er a(a*emi( instit!tions.!alifi(ation.nhancement Smoot# 'peration of t#e pro%ramme Dire(tor of AMC Before Be%innin% of 9inter Semester 2012 Before Be%innin% of 9inter Semester 2012 Smoot# 'peration of t#e pro%ramme Smoot# 'peration of t#e pro%ramme Re#abilitation (entre P#ilo(tetes # :4 3tudent 4acilities St!*ent fa(ilities in(l!*e 1 st!*ent (offee lo!n%e.!ires a .ar*s a balan(e of tea(#in%& *evelopmental an* a*ministrative a(tivities bet. "#e (omposition of staff& (omplemente* b) staff from ot#er s!b>e(t areas an* visitin% le(t!rers& provi*es an effe(tive team for t#e *eliver) of t#e (!rri(!l!m. :avin% alrea*) establis#e* (aref!ll) mana%e* strate%ies in a((or*an(e to DM@ a(a*emi( strate%)& AMC is s!ffi(ientl) e. Peer s!pport an* t#e mentorin% of ne.it#in AMC an* re%!lar a(a*emi( staff *evelopment seminars or%anise* b) t#e Centre A(a*emi( Pra(ti(e of DM@ are (onsi*ere* as an inte%ral part of t#e pro(ess.#i(# are !n*er (onstr!(tion. n*!(tion st!*) *a)s . All staff #ave more t#an one *e%ree an* = or professional .=pected .een staff.Validation Document B3c (Hons) Occupational Therapy[Athens] Action "o (reate a (ombine* /it(#en an* be*room=bat#room fa(ilit) in t#e Maro!ssi premises& spe(iall) *esi%ne* for patients !n*er%oin% '((!pational "#erap) "o (reate a spa(e for A(tivities of *ail) livin% 6AD3s7 an* (reative .i*e ran%in% eBperien(e eit#er in resear(# or (lini(al settin%s& in in*!str) in(l!*in% private .. staff are (riti(al to pro*!(in% (omplementar) an* s!pportive attit!*es. "#e m!lti8 fa(ete* nat!re of t#e pro%ramme re.it# varie* eBperien(e.i*en a((essibilit) in t#e (!rri(!l!m an* . infrast!(t!re .ell informe* an* eBperien(e* in (ontrib!tin% to t#e (!rri(!l!m.or/s. AMCAs Pro%ramme "eam #ave a (ommitment to in(orporate !p to *ate learnin% an* tea(#in% met#o*s an* re(o%nisin% t#at t#is is essential to ens!re t#e SCDF %ra*!ate attrib!tes are *evelope* an* s!pporte* in a *iverse st!*ent (o#ort.#i(# is a /e) strate%) . #D:" Academic sta&& Staff *evelopment is in(l!*e* in Se(tion 11& an* t#e str!(t!re of t#e pro%ramme team !n*er Pro%ramme Mana%ement in Se(tion 1. "o provi*e spe(ialist spa(es *esi%nate* for personal #)%iene an* (are 6esponsi-le Dire(tor of AMC Timescale Before Be%innin% of 9inter Semester 2013 .or/s to. "#e AMC pro%ramme "eam is also (o%nisant of t#e benefits of *evelopments in e8 te(#nolo%) t#at (an .or/ s!(# as #an*(rafts& et(. "#ere is re%!lar (ons!ltation t#ro!%# formal meetin%s an* informal net.i*e ran%e of staff .

it# DM@ e*!(ational pro(e*!res an* t#e relevant re.ill be *elivere* b) . pra(ti(e pla(ement e*!(ators are #elpe* in t#eir !n*erstan*in% of . t #as been provi*e* for b) t#e AMC a*ministration t#at t#e tea(#in% team .ill be s!pplemente* . Relevant aspe(ts of tea(#in% are (arrie* o!t b) o((!pational t#erapists an* ot#er #ealt#(are professionals . pra(ti(e pla(ements.it# lon% (lini(al eBperien(e an* tea(#in% eBperien(e from t#e onl) ot#er BS( pro%ramme in '" ta!%#t in +ree(e& "0 of At#ens.ee/.it# DM@ (ollea%!es in or*er to *eliver t#e pro%ramme in t#e best possible . All are s!pporte* t#ro!%# *o(!mentation& personal an* telep#one (onta(t& mi*.e*.it#in t#e (!rrent tea(#in% staffAs eBpertise.!ire* for ea(# pla(ement. "#ere is an eBtensive net. $e.it# relevant s!b>e(t an* spe(ialist /no. Ge) people #ave been appointe* as an interim meas!re an* as )ears pro%ress more t!tors .ill be involve*. #E:" 3upport sta&& A*ministrative s!pport is provi*e* (entrall) b) t#e AMC s(#ool offi(e. .ill be ta!%#t b) staff . "#e At#ens pro%ramme .or/in% for ot#er (ollaborative pro%rammes a((re*ite* b) DM@ for a n!mber of )ears .or/ of pra(ti(e pla(ement e*!(ators.a) an* in a((or*an(e to DM@ e*!(ational p#ilosop#). 0a(# t!tor .or/s#ops=meetin%s in t#e Colle%e at least t. AMC (ommits to (ontin!o!sl) *evelop t#e '" pro%ramme t#ro!%# in(orporatin% t!tors t#at are (apable to s!pport t#e proper operation of t#e e*!(ational pro(ess.!ire* a(tions 6in(l!*in% an) ne(essar) forms or pro8formas7 t#at staff an*=or st!*ents nee* to ta/e in or*er to ens!re t#at t#ese pro(e*!res are in*ee* bein% follo.as so!%#t for t#e Pro%ramme 3ea*er position& #ol*in% a P#D an* tea(#in% eBperien(e. '"s& 2 Ps)(#olo%ist& 1 Biolo%ist& 2 P#)siot#erapists& Visitin% 3e(t!rers an* eBperts.i(e per )ear. n*!(tion sessions b) pra(ti(e pla(ement t!tors are offere* to all ne. "a/in% into a((o!nt t#e nee*s of t#e mar/et in +ree(e an* t#e spe(ifi(ations of t#e '((!pational "#erap) pro%ramme of D!een Mar%aret @niversit) a li(ense* '" . #D:# 1ro&essional 1ractice placements 0Bpe(tations of t#e st!*ent& pra(ti(e pla(ement e*!(ator& pra(ti(e pla(ement t!tors are (learl) *efine*. AMC staff is in (onstant (omm!ni(ation .it# visitin% t!tors (overin% e*!(ational fiel* t#at are not in(l!*e* .#at is re.ill be !p8to8*ate .ill be available to meet st!*ents at pre8*etermine* offi(e #o!rs for at least 2#rs per . All s!b>e(t areas .ill be a(#ieve* t#ro!%# via AMCAs e8 learnin% platform Moodle.i*e tea(#in% eBperien(e bot# in Britis# an* +ree/ @niversities 6mainl) in t#e *epartment of '((!pational "#erap) at "0 of At#ens7. Staff .Validation Document B3c (Hons) Occupational Therapy[Athens] of DM@ 6D03"A7.are of t#e a*ministrative pro(esses in effe(t (!rrentl) at DM@& also offers a*ministrative s!pport for t#e pro%ramme& as it #as been .a) visits on t#e ma>orit) of st!*ent pla(ements& a**itional visits as ne(essar)& an* . Dr Pana%iotis Siaperas #as a P#D in '" from Cambri*%e @niversit) an* . Spe(ialiHe* personnel& in*!(te* in an* f!ll) a.le*%e an* eBpertise. n a**ition& t#e tea(#in% team (onsist of li(ense* '"s .#o are a(tive in pra(ti(e& relevant to t#e area bein% ta!%#t 6see "ea(#in% Staff CVsA *o(!ment7. 0mbra(in% t#e virt!al learnin% environments as a tool for fa(ilitatin% learnin% also assists in s!pportin% st!*ents on pra(ti(e pla(ement to en#an(e learnin% t#ro!%# t#eir refle(tive *is(!ssions an* t#is .

ill be %iven b) DM@.ill be presente* . A*missions staff . "#ese (an be fo!n* at t#e follo.#o *o not (ome from se(on*ar) e*!(ation& li/e professionals .o referen(es b) t. !":#:# )inimum .m!..ntry 6eFuirements A s!mmar) of t#e a*mission (riteria is %iven belo.#ole perio* of operation of t#e Colle%e an* *eliver) of (lasses& te(#ni(al s!pport is offere* b) t#e " *epartment of AMC..#ere pro%ramme re%!lations s!perse*e DM@ re%!lations& t#e DM@ re%!lation . Relevant eBtra(ts from t#e DM@ re%!lations are presente* in itali(s belo. All Appli(ants s#o!l* #ave a 3)(e!m 6e.!alifi(ations& .elfare offi(er& members of re%istr) all (ontrib!te to provi*e s!pport an* %!i*an(e as an* . !":#:#:# Typical entryC A*missions to t#e (o!rse are (arrie* o!t b) a sele(tion (ommittee (onsistin% of t#e Dire(tor of t#e Colle%e& t#e Pro%ramme 3ea*er an* sele(te* (o!rse t!tors.#en ne(essar).it# t#e @niversit) +overnan(e an* Re%!lations 6C!ne 20107..!ivalent to S.it# no previo!s formal e*!(ation or ot#er spe(ial (ases& .it# DM@As @niversit)As %eneral assessment re%!lations. 9e eBpli(itl) state t#at ot#er . @nless ot#er.a(. !":": 6e*ulations and 1ro*ression o& 3tudents t is eBpe(te* t#at Pro%ramme re%!lations .o 3)(e!m t!tors (on(ernin% t#eir performan(e an* *ili%en(e in t#e above mo*!les. "#e AMC *ire(tor& (areer a*visor& st!*ent . An) eB(eptions m!st be approve* t#ro!%# t#e vali*ation or (ommittee approval pro(ess. "#is is t#e a%e of %ra*!ation from se(on*ar) e*!(ation.Validation Document B3c (Hons) Occupational Therapy[Athens] "#ro!%#o!t t#e .in% lin/< .. "#e BS( 6:ons7 '((!pational "#erap) EAt#ensF f!ll) (omplies .#tm !":# Admission 6e*ulations "#e Colle%e a((or*in% to t#e DM@ stan*ar*s s#all #ave a reasonable eBpe(tation before a*mission t#at an in*ivi*!al appli(ant . Can*i*ates m!st be at least 14 )ears of a%e in t#e )ear of entr).ill be (onsistent . "#e) also #ave to provi*e t.ever& .ill be eval!ate* b) t#e Dire(tor of t#e Colle%e& t#e Co!rse 3ea*er& t#e members of t#e Co!rse Committee an* final approval .K S17 (ertifi(ate.it# t#eir (orrespon*in% re%!lation n!mber.ill fo(!s on P#)si(s& C#emistr)& Biolo%) an* 0ssa) 9ritin% %ra*es as more relevant to t#e (o!rse.!/=.ill be able to f!lfil t#e ob>e(tives of #is=#er propose* pro%ramme of st!*). . Final *e(isions are ma*e b) t#e sele(tion (ommittee. "#e spe(ialiHe* librar) staff offers assistan(e an* %!i*an(e bot# to t#e tea(#in% staff an* t#e st!*ents. :o..it# t#e pro%ramme spe(ifi( re%!lation #i%#li%#te* belo.!alit)=%r=*efa!lt.ise state* f!ll DM@ re%!lations appl). !":#:#:!: 6eco*nition o& 1rior /earnin* (61/) All ot#er (an*i*ates ..

ill be ta!%#t an* assesse* in +ree/ an* t#e 3r* an* .it# serio!s (riminal (onvi(tions& notabl) t#ose (onvi(te* of violen(e& seB!al or *r!% offen(es& ma) be eB(l!*e* from pro%rammes as t#e) ma) be !nable to !n*erta/e (ertain (lini(al e*!(ation pla(ements or fin* emplo)ment on (ompletion of t#e pro%ramme.!ent pro%ression to pra(ti(e pla(ements an* s!((essf!l re%istration .ill be obli%e* to (omplete an* si%n t#e (riminal (onvi(tions se(tor in t#e appli(ation form.!ire* to *e(lare an) (riminal (onvi(tions *!rin% t#eir perio* of re%istration.!al opport!nit) in st!*ent sele(tion.el(omes appli(ations from *isable* in*ivi*!als.it# on a (ase b) (ase basis . . St!*ents are obli%e* to atten* t#e preparative 0n%lis# 3an%!a%e (lasses an* sin(e 03"S s(ore 1 or e. "#e e*!(ational pro(e*!re of t#e (lini(al pra(ti(es& bein% (on*!(te* in +ree(e& . All appli(ants .Fual Opportunities AMC is (ommitte* to t#e provision of a poli() of e.ever be a!tomati(.0 of t#e nternational 0n%lis# 3an%!a%e "estin% S)stem 6 03"S7J "#e first t.it# a minim!m s(ore of 1.iction 5hec<s Appli(ants . Most eB8offen*ers are essentiall) la.ill be responsible for an* re. St!*entsA (ompeten(e in 0n%lis# s#o!l* be of 03"S 6s(ore 17 or e.ill be mappe* a%ainst t#e SCDF frame.!ivalent& in or*er to pro%ress into t#e 3r* )ear.!ivalent of level -.ill #ave to st!*) t#e relevant 0n%lis# lan%!a%e biblio%rap#). St!*ents .o )ears& st!*ents .ill not re8offen*. D!een Mar%aret @niversit) is firml) (ommitte* to t#e 9i*enin% A((ess to :i%#er 0*!(ation& an* "ea(#abilit) a%en*as& an* .it# t#is p#ilosop#) an* aims to improve t#e s!pport in more (ases of *isable* t#an to*a) in t#e neBt fe. )ears.!isite< !":#:#:9. St!*ents . 0B(l!sion s#o!l* not #o. !":#:#:4: . "#e At#ens pro%ramme .ill not be able to atten* level 3 an* .or/ an* (!rri(!l!m (ontent of t#e '((!pational "#erap) pro%ramme an* as s!(# . !":#:#:>: .it# t#e :PC via t#e nternational ro!te (annot be %!arantee*.o!l* be informe* t#at& s!bse. "#e assessment fee*ba(/ forms for t#e pla(ements are (omplete* in bot# lan%!a%es to ma/e t#em a((essible for t#e representatives of DM@.o )ears of t#e pro%ramme .!ivalent (ertifi(ate is a DM@ prere.t# )ear of t#e pro%ramme .ill be in line .ill be ta!%#t an* assesse* in 0n%lis#.!al treatment. 5riminal 5on.0 at t#e be%innin% of a(a*emi( )ear 3. 6$ote 03"S (ertifi(ates are onl) vali* for 2 )ears from t#e eBam *ate7.it# (re*it bein% %iven if relevant.ill be *ealt .8abi*in% (itiHens an* . All appli(ants re%ar*less of ra(e& et#ni( ori%ins& reli%ion& %en*er& seB!al orientation& marital stat!s or a%e& (an eBpe(t e.ill be available in t#e form of a %lossar) poste* t#ro!%# t#e Moo*le platform.ill be materialiHe* an* assesse* in t#e +ree/ lan%!a%e.!alifi(ation& .Validation Document B3c (Hons) Occupational Therapy[Athens] in(l!*in% t#e V" *iploma . mo*!les !nless t#e) provi*e a vali* 03"S (ertifi(ate .n*lish lan*ua*e reFuirements 'n a*mission to t#e pro%ramme IAppli(ants m!st be able to (omm!ni(ate in 0n%lis# to t#e stan*ar* e. All appli(ants s#o!l* s!bmit t#e propose* BS( 6:ons7 '((!pational "#erap) EAt#ensF appli(ation form (omplete* to t#e A*missions offi(e of AMC in or*er to be sent to t#e DM@ Re(or*s. "#e 0n%lis# lan%!a%e terminolo%) of t#e fiel* of st!*ies . n rea(#in% a *e(ision abo!t an appli(ant& t#erefore& pro%ramme teams are as/e* to ta/e into a((o!nt t#e a%e& nat!re an* relevan() of t#e (onvi(tion& t#e appli(antsA attit!*e to it an* #is or #er a(#ievements sin(e t#e (onvi(tion. D!rin% t#e first t. Depen*ent on t#e (ase st!*ents ma) be a*mitte* to t#e pro%ramme& b!t .

5] or belo.0 (re*it points& at least 120 at SCDF 3evel 4 310 (re*it points& at least 120 at SCDF 3evel 5 an* 120 at SCDF level 4 . !":! ABard 6e*ulations A st!*entAs overall performan(e on t#e BS( 6:ons7 '((!pational "#erap) EAt#ensF .0 – .it# (on(ept!al an* material pro%ression bein% *esi%ne* into t#e str!(t!re from level to level.40 (re*it points& at least 120 at SCDF 3evel 10 an* 120 at SCDF 3evel 5 !":!:#: +nder*raduate pro*rammes of st!*) are *esi%ne* on fo!r levels (orrespon*in% .or/ levels 2& 4& 5 an* 10& . Alt#o!%# t#e above re%!lations ma) allo.5.#i(# ma/es best a*vanta%e of t#e st!*entAs time.Validation Document B3c (Hons) Occupational Therapy[Athens] !":#:#:0: Health 3creenin* All st!*ents a*mitte* to t#e pro%ramme . Pra(ti(e Provi*ers.!alif) for t#e follo.ar*s t#e st!*ent m!st f!lfil t#e s!b>e(t spe(ifi( re.!irements for t#e name of t#e a.5] 20 – 25.are on a*mission t#at .ar*& a st!*ent m!st normall) be a re%istere* st!*ent at t#e @niversit) for at least one a(a*emi( )ear.in% a. "o . "#!s it is eBpe(te* t#at st!*ents .ill be eBpe(te* an* a*vise* b!t not re. St!*ents are also a*vise* t#at an) (#an%es in #ealt# t#at o((!r *!rin% t#e pro%ramme bet.it# S(ottis# Cre*it an* D!alifi(ations Frame.#i(# is a(a*emi(all) (o#erent an* .!ire* to (omplete a level of st!*) before pro%ressin% to t#e neBt level.5] .5] 30 – 35. !":>: 6eassessment .s $rade A B C D 0 F + )ar< 20] an* above 10 – 15. a f!ll time st!*ent to sta) in f!ll time re%istration albeit .er se(on* t#ir* (lass fail fail fail "o %ain an !n*er%ra*!ate a.%.5] -0 – -5.ar* an* also< Cert :0 Dip :0 De%ree :ono!rs De%ree 120 (re*it points at SCDF 3evel 2 2.it#o!t a (omplete* level of st!*)& it ma) not be possible to (onstr!(t a pro%ramme aro!n* t#e timetable available .el in an Honours de*ree classi&ication first (lass !pper se(on* lo.5] 15.ill !n*er%o a formal :ealt# S(reen !n*erpinne* b) an offi(ial me*i(al (ertifi(ate si%ne* b) a p#)si(ian (larif)in% t#at t#e) *o not s!ffer from an infe(tio!s *isease.#ere ne(essar) an* relevant an) s!(# information re%ar*in% #ealt# or (riminal re(or*s ma) be *is(lose* to relevant t#ir* parties e.ill pro%ress from level to level& an* t#e str!(t!re of t#e pro%ramme an* t#e timetables are *evelope* a((or*in%l).ill be ma*e a. $B St!*ents . 5orrespondin* le. n most (ases st!*ents .ill be %iven one of seven %ra*es as follo.een t#ese time points s#o!l* be notifie* to t#e Pro%ramme 3ea*er.

St!*ents embar/in% on a professional pro%ramme are eBpe(te* to a*opt responsible attit!*es for p!n(t!al atten*an(e at all (lasses.!irements for pro%ression t#e (on*itions an* limits to t#e provision for re8assessment of mo*!les t#e (on*itions an* limits to t#e provision for repeatin% a mo*!le or a level t#e (on*itions !n*er . $o parts of t#e previo!s assessment ma) be (arrie* for.!irements for a professional pro%ramme.#o are re%istere* for t#e BS( 6:ons7 in '((!pational "#erap) EAt#ensF an* . %n the e.!ire* to normall) atten* at least 40] of t#e (lass #o!rs for ea(# a(a*emi( mo*!le. 't#er. t#e st!*ents time to prepare t#emselves& an* to avoi* overloa* of assessment s#all normall) ta/e pla(e in t#e a!t!mn *iets. All st!*ents . 0le(troni( *i(tionaries are not permitte* 6please refer to 0Bam Re%!lations se(tion7. "#e) s#o!l* be late eno!%# to allo. !":4: 1ro*ramme speci&ic academic re*ulationsC A n!mber of re%!lations are spe(ifi( to t#e pro%ramme.#i(# a st!*ent s#all be re.!ests for leave of absen(e for %oo* reason m!st be ma*e to t#e pro%ramme lea*er. St!*ents are re. A st!*ent ma) repeat a faile* mo*!le onl) on(e. "#ese are ne(essar) to meet t#e :PC an* C'" re. 1. from t#e pro%ramme. "#e re%!lations for atten*an(e s#all appl) to t#e repeate* mo*!le !nless ot#er.Validation Document B3c (Hons) Occupational Therapy[Athens] Reassessment is permitte* in or*er to allo. St!*ents t#at #ave not mana%e* to pro*!(e an 03"S 6s(ore 17 in time .!ivalent to level 2 of t#e nternational 0n%lis# 3an%!a%e "estin% S)stem& .!ire* to pass mo*!les& an* !ltimatel) to %ain an a. St!*ents .ritten in t#e (onteBt of DM@As %eneral assessment re%!lationsN t#e) s#o!l* be interprete* in t#at (onteBt an* .ent o& a &ailure after reassessment in a mo*!le& t#e Boar* of 0Baminers ma) permit a st!*ent to repeat t#e mo*!le& .ar*.ar* are .!irements for passin% a mo*!le t#e re. "#e pro%ramme as/s from t#e st!*ents to present an 03"S 6s(ore 17 so as to (ontin!e t#eir st!*ies on to 3evel 3.ill not be allo. Pro%ramme spe(ifi( re%!lations (over t#e follo. For absen(e be(a!se of illness for !p to five *a)s& a @niversit) form (ertif)in% t#e (a!se of absen(e m!st be s!bmitte* to t#e pro%ramme lea*er. Absen(e be(a!se of illness for more t#an five *a)s or *!rin% assessments m!st be s!pporte* b) a me*i(al (ertifi(ate. a st!*ent to ma/e %oo* an initial fail!re.it# f!ll re8assessment fa(ilities.#ere t#e) are silent DM@As %eneral assessment re%!lations are ta/en to appl).-.!ire* to .ill be %rante* t#e (#an(e to resit an* pro*!(e t#e relevant (ertifi(ate in a mont#& at t#e most& after t#e be%innin% of t#eir t#ir* )ear of st!*ies. All reassessments s#all ta/e pla(e before t#e (ommen(ement of t#e neBt session of t#e pro%ramme.ise spe(ifie* b) t#e Boar* of 0Baminers. "#is re%!lation !s!all) is not applie* as a meetin% of t#e st!*ent .#ose first lan%!a%e is not 0n%lis# an*=or +ree/& are not permitte* t#e allo(ation of eBtra time in eBaminations.it#*ra. .ill normall) be permitte* to !se lan%!a%e8onl) *i(tionaries in eBaminations.ar*. Pro%ramme re%!lations for pro%ression an* a.e* to sit for t#e eBamination of t#e respe(tive mo*!le.it# t#eir PA" #as pre(e*e* an* t#e pro%ramme 3ea*er #as (onfirme* t#at t#e re%!lation s#o!l* be overr!le* so as to assist in t#e !nimpe*e* (ontin!ation of t#e st!*ies.in% points< "#e re. "#e :PC Stan*ar*s of Profi(ien() for '((!pational "#erapists 620027 for entr) to t#e profession 6:PC& S'P 1b. Re.it# no element belo.ise& st!*ents .37 state t#at at t#e point of entr) to t#e re%ister appli(ants m!st be able to (omm!ni(ate in 0n%lis# to t#e stan*ar* e.#ose first lan%!a%e is not 0n%lis# an*=or +ree/ . "#is affor*s t#e st!*ent an opport!nit) to *emonstrate t#e stan*ar* re.

!ire*.er *ivision _`. "#e BS( in :ealt# St!*ies a.#o #as been re(ommen*e* for t#e a.#o is a member on t#e :PC '((!pational "#erap) re%ister . "#e (lassifi(ation . !":4:0: St!*ents m!st atten* all elements of t#e pro%ramme .Validation Document B3c (Hons) Occupational Therapy[Athens] 0Btra time 2-] in .ill be a.it# :ono!rs of Ba(#elor of S(ien(e in '((!pational "#erap) . 9ei%#te* a%%re%ate s(ores .ar* *oes not (onfer eli%ibilit) to appl) for re%istration .#o #ave less t#an 40] atten*an(e . in an intera(tive %ro!p an* . !":4:D: At least one eBternal eBaminer . !":4:>: The classi&ication o& the aBard o& the De*ree Bith Honours Bill -e -ased on the mar<s o-tained in 3evel "#ree 620]7 an* 3evel Fo!r 640]7.ill be base* !pon t#e avera%e mar/ obtaine* b) (ombinin% t#e .!ire* to s!((essf!ll) (omplete t#at level.!ire* to abi*e b) t#e et#i(s of t#e profession as en(ompasse* b) t#e :ealt# Professions Co!n(il Stan*ar*s of Con*!(t Performan(e an* 0t#i(s.ar*e* a BS( :ealt# St!*ies.ei%#te* res!lts of all mo*!les st!*ie* in 3evels "#ree an* Fo!r.!estion a st!*entAs s!itabilit) as a f!t!re member of t#e profession an* *is(ontin!ation of st!*ies ma) be re.ill normall) be re. A fail!re in t#is respe(t . st!*ents& e.ar* of BS( 6:ons7 '((!pational "#erap) EAt#ensF t#e st!*ent m!st< 6a7 S!((essf!ll) (omplete all mo*!les an* pra(ti(e base* learnin% pla(ements. !":4:#: "o .ill brin% into .ritten eBaminations .ill be ro!n*e* to one *e(imal pla(e. 6b7 Complete a minim!m of 1000 #o!rs of fa(ilitate* pra(ti(e base* learnin%. !":4:9: "#ere (an be no ae%rotat *e%ree for t#e p!rposes of re%istration as an o((!pational t#erapist.it# t#e :ealt# Professions Co!n(il& an* to appl) for f!ll members#ip of t#e Colle%e of '((!pational "#erapists an* of t#e 9orl* Fe*eration of '((!pational "#erapists.ar* of t#e De%ree . !":4:!: St!*ents leavin% t#e BS( 6:ons7 '((!pational "#erap) EAt#ensF pro%ramme after #avin% (omplete* level 3 s!((essf!ll) .it# *)sleBia& *epen*in% on t#e relevant paper.0] an* a-0] "#ir* Class !":4:4: A st!*ent .!alif) for t#e a.or/ .ill be eli%ible to appl) for re%istration . !":4: : St!*ents are re.ill be *etrimental to t#eir professional *evelopment& an* ma) also affe(t t#at of fello.ill be probabl) %rante* to st!*ents . .ill be *eeme* to #ave an !na((eptable level of absen(es an* ma) be prevente* from %oin% on Pra(ti(e Pla(ement or (ontin!in% on t#e pro%ramme an* ma) be referre* to t#e Fitness to Pra(tise Panel.it# t#e :ealt# Professions Co!n(il as an o((!pational t#erapist. Atten*an(e is monitore* an* st!*ents . !":4:E: "o (omplete a level an* #en(e pro%ress to t#e neBt level a st!*ent .%.#i(# is s!b>e(t to %ro!p assessment.ill be appointe*.or/ s!bmitte* to t#e re%istr). 20 an* above First Class _`10] an* a20] Se(on* Class< @pper *ivision _`-0] an* a10] Se(on* Class< 3o.#ere t#eir absen(e .

Validation Document B3c (Hons) Occupational Therapy[Athens] !":4:#": n or*er to pro%ress to pra(ti(e pla(ement& st!*ents m!st #ave s!bmitte* a (op) of t#eir Criminal Re(or* Do(!ment an* m!st (omplete s!((essf!ll) t#e mo*!le First Ai* an* Man!al :an*lin%.#ere a st!*ent is *eeme* to #ave *emonstrate* !nsafe pra(ti(e& st!*ents (an be re. "#is is to ens!re t#at t#ose . $ormall) st!*ents . !":4:#D: A st!*ent s#all onl) be allo.it#*ra. Areas of pra(ti(e ma) in(l!*e bot# establis#e* an* emer%ent servi(es .#ose first lan%!a%e is not 0n%lis#. !":4:# : A st!*ent .!alif)in% #ave (!rren() of professional /no.#o #as faile* to satisf) t#e assessors in t#e se(on* attempt in one or more mo*!les in t#e a(a*emi( )ear in .le*%e for safe pra(ti(e an* prote(tion of t#e p!bli(.#i(# #e=s#e #as repeate* a level of t#e pro%ramme s#all be re. !":4:#>: 9it# re%ar*s to pra(ti(e pla(ement& .!ire* at t#e *is(retion of t#e Boar* of 0Baminers& to repeat t#e faile* mo*!le6s7 on(e onl)& or to repeat t#e level& provi*e* t#at s!((essf!l (ompletion is .ever t#is is *epen*ent on pra(ti(e pla(ement availabilit) an* (annot be %!arantee*.it# re%ar* to pra(ti(e pla(ement mo*!les a st!*ent ma) be *enie* t#e re8assessment if t#e fail!re ori%inall) o((!rre* on %ro!n*s of professional !ns!itabilit).#o #as faile* to satisf) t#e assessors at t#e se(on* attempt in an) level of assessment ma) be re.ill . "#is s#o!l* be investi%ate* !n*er t#e @niversit)As Fitness to Pra(tise poli(). .it# *ifferent nee*s an* in a . !":4:#4: Alt#o!%# reassessment is permitte* in or*er to allo.or/ .i*e ran%e of settin%s (overin% #ealt# an* so(ial (are as .#i(# st!*ents s#o!l* normall) (omplete t#e pro%ramme an* %ain t#e professional .e* one re8assessment of a pra(ti(e pla(ement mo*!le.ill en*eavo!r to enable t#e st!*ent to be re8assesse* before t#e (ommen(ement of t#e neBt session of t#e pro%rammeN #o.it# a variet) of people a(ross t#e life span& .!irements for approval b) t#e 9orl* Fe*eration of '((!pational "#erapists& t#ere is a re. from t#e pro%ramme. !":4:#!: n or*er to (ompl) . n an) ot#er (ase& t#e pro%ramme team . f t#e mo*!le is faile* after re8assessment& t#e st!*ent is re.!irement for st!*ents to s!((essf!ll) (omplete a minim!m of one t#o!san* assesse* #o!rs of pra(ti(e e*!(ation. !":4:#E: "#e Bs( 6:ons7 '((!pational "#erap) EAt#ensF pro%ramme is eBempt from allo(atin% eBtra time in eBaminations to st!*ents in !n*er%ra*!ate 3evels 1 an* 2 .it# t#e re.ell as ne.!ire* to .it#in t#e maBim!m perio* for (ompletion of t#e pro%ramme.it#*ra.!alifi(ation BS( 6:ons7 '((!pational "#erap) EAt#ensF.!ire* to . from t#e pro%ramme. !":4:#0: $o st!*ent s#all be permitte* to repeat an) level more t#an on(e. from t#e pro%ramme on t#e %ro!n*s of professional !ns!itabilit) irrespe(tive of a(a*emi( a(#ievement.!ire* to . an* emer%in% areas of pra(ti(e. a st!*ent to ma/e %oo* an initial fail!re& .it#*ra.it#in t#e stat!tor)& in*epen*ent an* vol!ntar) se(tors an* ma) in(l!*e p#)si(al& mental #ealt# an* (omm!nit) settin%s an*= or a (ombination of t#ese. !":4:#9: $ormall) a st!*ent . !":4:##: "#e Colle%e of '((!pational "#erapists sets t#e maBim!m time in .

0a(# appli(ant m!st s!bmit #is=#er Criminal Re(or* Do(!ment re%ar*s (riminal (onvi(tions an*=or (a!tions.are of an iss!e re%ar*in% a st!*entAs be#avio!r it ma) initiate Fitness to Pra(tise pro(ee*in%s.or/in% *a)s or more from pla(ement. !#:!: )onitorin* studentsI &itness to practice on the B3c (Hons) Occupational Therapy [Athens] Fitness to pra(tise is monitore* t#ro!%# t#e follo.Validation Document B3c (Hons) Occupational Therapy[Athens] !#:" 1rocedures &or Dealin* Bith 1ro&essional +nsuita-ility and 4itness to 1ractice: !#:# +ni.ersity 4itness to 1ractice 1anel DM@ #as an obli%ation to ens!re t#at %ra*!ates from its !n*er%ra*!ate an* pre8 re%istration #ealt#(are pro%rammes are fit to pra(tise. 9#ere t#ere are serio!s (on(erns& a Fitness to Pra(tise Panel ma) be (onvene* b) DM@.!irin% st!*ent to s!spen* st!*) or even leave t#e pro%ramme.or/ .it#in t#e frame. 3..ill be /ept for ea(# st!*ent notin% t#e *!ration an* t#e reasons for absen(e. !#:>: Disa-ility and health issues . 2.#i(# (o!l* ma/e t#em !ns!itable for re%istrationN #ave *emonstrate* t#at t#e) (an maintain t#e stan*ar*s of (on*!(t eBpe(te* of a #ealt# professional. "#e Fitness to Pra(tise Panel #as t#e a!t#orit) to impose a ran%e of san(tions in(l!*in% re. A s!pportin% me*i(al (ertifi(ate m!st be obtaine* to (over absen(es of five .it# t#e :ealt# Professions Co!n(il. 0a(# appli(ant m!st si%n a #ealt# *e(laration.#et#er st!*ents< #ave a lon%8term #ealt# (on*ition or *isabilit) .#i(# (o!l* prevent t#em from pra(tisin% safel) .or/ of t#e :ealt# Professions Co!n(ils Stan*ar*s of Con*!(t& Performan(e an* 0t#i(s. "#is means t#e @niversit) nee*s to (onsi*er .!ire* to (omplete an ann!al self8*e(laration of fitness to pra(tise form. St!*ents st!*)in% to be(ome a professional in a re%!late* profession #ave (ertain responsibilities an* t#e) are eBpe(te* to meet #i%# stan*ar*s of (on*!(t an* et#i(s t#ro!%#o!t t#eir st!*ies.#et#er or not t#e) #ave a (onvi(tion or (a!tion as part of t#e ann!al matri(!lation pro(ess. -. St!*ents are re. D!rin% t#e pro%ramme 1. "#e) are a*vise* t#at t#eir be#avio!r in !niversit)& pla(ement an* in private life #as t#e potential to affe(t t#eir eli%ibilit) for re%istration .ar*s atten*an(e at (lasses an* pra(ti(e pla(ements. St!*ents m!st inform bot# t#e pra(ti(e e*!(ator an* Colle%e of an) absen(es from (o!rse. 2. St!*ents are re.or/ an* pla(ement. f DM@ be(omes a.!ire* to *e(lare .it#o!t s!pervisionN #ave an) (riminal (onvi(tions or (a!tions . All st!*ents are eBpe(te* to a*opt a responsible attit!*e to. St!*ents are re. P!n(t!alit) is essential. .!ire* to .in% pro(e*!res< 'n Appli(ation 1. Re(or*s of absen(e .

#o appears to #ave *evelope* a #ealt# relate* problem *!rin% t#e pro%ramme t#at (o!l* affe(t fitness to pra(ti(e ma) be re.ill *eferre* an* t#e st!*ent .!ire* to provi*e an in*epen*ent me*i(al report an* =or o((!pational #ealt# assessment re%ar*in% #is=#er fitness to pra(tise. 9#en a st!*ent %oes to t#e Colle%e (o!nsellor to #ave an n*ivi*!al 3earnin% Plan a%ree*& t#e) m!st (onsent to t#eir information bein% passe* on to t#e Pro%ramme "eam.it# staff as earl) as possible. An) (on(ern raise* b) pra(ti(e e*!(ators relate* to fitness to pra(ti(e 8 .ill see/ to p!t in pla(e meas!res to s!pport st!*ents . t is essential t#at st!*ents *is(!ss an) (on(erns t#e) mi%#t #ave . st!*ents to (at(# !p on . A st!*ent . St!*ents m!st a*vise in (ase of illness& on the &irst day& bot# t#e pra(ti(e e*!(ator an* AGM Metropolitan Colle%e Professional Pra(ti(e "!tor& . St!*ents ma) *evelop s#ort8term #ealt# (on*itions t#at affe(t t#eir fitness to pra(tise.Validation Document B3c (Hons) Occupational Therapy[Athens] St!*ents s#o!l* /eep t#eir personal a(a*emi( t!tor or pro%ramme lea*er an* pra(ti(e e*!(ator informe* of an) (#an%es to t#eir #ealt# an* *isabilit) stat!s.#i(# ma) manifest as a*verse rea(tions to (lients=sit!ations an* ma) be relate* to #ealt# problems& . f t#e AMC (o!nsellor be(omes a.%.ill be ma*e to t#e Fitness to Pra(tise Panel.!ests for a meetin% are initiate* t#ro!%# t#e ann!al self8 *e(laration of fitness to pra(ti(e pro(e*!re via Moo*le. $ormall)& re.it# t#e A(a*emi( 3in/ Person of DM@. "#e Pro%ramme 3ea*er .ill !n*erta/e a pla(ement on(e s#e=#e is in so!n* #ealt#& as a first attempt.it# t#e PP" to *is(!ss t#eir n*ivi*!al 3earnin% Plan in(l!*in% an) ne(essar) s!pport or a*>!stments .#en ne(essar) an)one involve* in transportin% t#em to pla(ement.#i(# ma) be ne(essar) to enable t#em to meet t#e learnin% o!t(omes of ea(# pra(ti(e pla(ement. AMC #as a responsibilit) to s!pport t#e st!*ent to ens!re t#e best (#an(e of re(over). f it is >!*%e* b) t#e pro%ramme team t#at t#e st!*ent ma) not be safe to (ommen(e pla(ement& or if a pra(ti(e e*!(ator raises s!(# a (on(ern *!rin% pla(ement& a referral .it# #ealt# problems so far as is pra(ti(al.#en t#e) are !nable to atten*.or/& it ma) be ne(essar) to *efer st!*ies.ill be informe*.ill *is(!ss a revise* pro%ramme of st!*) to allo.ill be investi%ate* b) t#e Pro%ramme 3ea*er in liaison . Disable* st!*ents are a(tivel) en(o!ra%e* to meet . Mental #ealt# (on*itions ma) be s#ort or lon% term. . n t#e interests of a st!*entAs an*=or servi(e !sersA safet) AMC ma) a(t to s!spen* a st!*ent temporaril) pen*in% t#e o!t(ome of Fitness to Pra(tise pro(ee*in%s in or*er to remove t#e st!*ent from pla(ement or prevent #im or #er from startin% a pla(ement. "o prote(t servi(e !sersA safet)& st!*ents m!st inform t#eir pra(ti(e e*!(ators an* AMC imme*iatel) if t#e) (ontra(t a (omm!ni(able *isease. A *e(ision ma) be ta/en to postpone t#e pra(ti(e pla(ement an* a(a*emi( st!*ies& !ntil t#e st!*ents (on*ition #as stabilise*. St!*ents m!st also a*vise . f t#e st!*ent is !nable to (ommen(e or (omplete a(a*emi( st!*ies or a pra(ti(e pla(ement *!e to a s#ort term #ealt# (on*ition 6e.are t#at a st!*entAs me*i(al (on*ition ma) pose a ris/ to patient safet)& t#e Pro%ramme 3ea*er . bone fra(t!re7 t#e pla(ement . AMC .

!alif) in(l!*e< 0ver)*a)& avoi*able o((!rren(es& an* normal st!*ent press!res s!(# as< • Col*s or /no.e**in%s& >ob press!re& faile* travel arran%ements& finan(ial *iffi(!lties& oversleepin%7. • $on8serio!s *omesti( or personal *isr!ptions 6e.or/ (ommitments. • Comp!ter malf!n(tion.ill .0 (re*its in t#e a(a*emi( )ear& b!t #as faile* to meet t#e re.it# t#e Pra(ti(e pla(ement (oor*inator to arran%e a s!itable time. "#is . S#o!l* t#e reason be vali* t#e st!*ent .in% a(a*emi( )ear.ill be remove* from t#eir pla(ement an* t#e pla(ement .ill be a*vise* a((or*in%l) an* be instr!(te* to (arr) o!t t#eir pla(ement.or/ .n (on*itions s!(# as #a) fever 6!nless t#e effe(ts are !n!s!all) severe7. Depen*in% !pon a%reement& t#e retrieval or *eferre* pra(ti(e pla(ement .ill (o!nt as a first attempt. • Deat# or serio!s illness of an imme*iate famil) member i.%. ")pes of sit!ations li/el) to be (onsi*ere* vali* 0Bten!atin% (ir(!mstan(es< • :ealt# problem verifie* b) t#e Colle%eAs '((!pational "#erap) Department.#en an eBten!atin% (ir(!mstan(es form #as been (omplete* b) a st!*ent an* t#e form #as been a%ree* an* ratifie* b) t#e neBt available Pro%ramme Boar* assessment boar*.s in t#e follo.%. movin% #o!se& (#an%e of >ob& #oli*a)s& . • Ma>or #o!se#ol* problems e.ill not . Cir(!mstan(es t#at .!irements of an assesse* .ill re(eive an offi(ial notifi(ation from t#e Colle%e (onfirmin% t#e *e(ision of t#e Pro%ramme boar* . 9#en t#e pla(ement (las#es . n t#e event t#at a reason for non atten*an(e is invali* t#e st!*ent .ife& partner. "#e st!*ent .ill o((!r over t#e s!mmer before t#e st!*ent ma) pro%ress to t#e neBt level of t#e pro%ramme A re8sit pla(ement o((!rs .ill ta/e pla(e at t#e same time of )ear as t#e ori%inal pla(ement . Deferre* pla(ements . • Fail!re to rea* AMC e8mails an* notifi(ations.e.ill be a*>!*i(ate* b) t#e Pro%ramme 3ea*er an* t#e Pra(ti(e pla(ement (oor*inator.ill be *eferre*. "#e st!*ent (on(erne* .Validation Document B3c (Hons) Occupational Therapy[Athens] 9#en a st!*ent *e(i*es t#at t#e) are !nable to atten* a pla(ement& or after a total of t#ree *a)s of absen(e at t#e most& t#e) m!st (omplete an eBten!atin% (ir(!mstan(es form an* s!bmit it to t#e Pra(ti(e pla(ement (oor*inator.ill t#en be a*vise* if t#eir reason for non atten*an(e is vali*. • eBternal .#ere timetablin% allo. fire. 9#en a st!*ent ele(ts to *isp!te t#e initial *e(ision& t#e eBten!atin% (ir(!mstan(es . • mpa(t of nat!ral *isaster& (ivil *isr!ption or ot#er ma>or #aHar*.#en a st!*ent #as mana%e* to a((!m!late . • $ormal pla(ement stress or anBiet) eBperien(e* *!rin% preparation or t#e pla(ement perio* 6!nless (orroborate* b) me*i(al evi*en(e as a (#roni( (on*ition an* !n*er%oin% treatment7.it# timetable* a(tivities t#e pro%ramme lea*er .it# an in*i(ation of time an* t#e lo(ation of t#e *eferre* pla(ement. parent=%!ar*ian& brot#er or sister& son or *a!%#ter& #!sban* or . A *eferre* pla(ement ta/es pla(e .

2.ar*e* to t#e pro%ramme lea*er& pra(ti(e e*!(ator an* t#e st!*ent.it#in t#e s!pervision re(or*.ill be as/e* to . "#ese ma) in(l!*e< • A(tions t#at are li/el) to (onstit!te an !na((eptable ris/ to t#e st!*ent an* ot#ersN • A(tions t#at are #armf!l to servi(e !sers& staff or members of t#e p!bli(N • @se of ab!sive lan%!a%e& obs(ene (omments& verbal #arassment& an* (omments or remar/s t#at *is(riminate on t#e basis of seB& ra(e or an) ot#er irrelevant *istin(tionN • Con*!(t t#at (o!l* brin% into *isrep!te t#e rep!tation of t#e o((!pational t#erap) profession an* is pre>!*i(ial to t#e best interests of servi(e !sersN • Brea(# of (onfi*entialit)& mis!se of (onfi*ential material relatin% to a servi(e !serN • Bo!n*ar) violations . . $ormall) a meetin% .it#*ra. "#e pra(ti(e e*!(ator s#o!l* (onta(t t#e st!*entAs personal a(a*emi( t!tor imme*iatel).ill ta/e pla(e.ill be follo. !#:4: 1ro&essional unsuita-ility Professional !ns!itabilit) refers to observable be#avio!rs an*=or attit!*es inferre* from be#avio!r .ill be re(or*e* on t#e lin/ le(t!rerAs report form b) t#e !niversit) member of staff.ill be for.it# or .ill ta/e pla(e at t#e same time of )ear as t#e ori%inal pla(ement in t#e neBt a(a*emi( )ear.or/ *!e to t#e infl!en(e of al(o#ol or !se or possession of ille%al *r!%sN • "#eft& *eliberate mis!se of or *ama%e to e.#en t#e re8sit pla(ement .e*< 1. "#e st!*ent s#o!l* be referre* to t#e relevant se(tions of t#e :ealt# Professions Co!n(il +!i*an(e on Con*!(t an* 0t#i(s for St!*ents 6:PC& . Copies of t#e lin/ le(t!rerAs report . from t#e (o!rse.Validation Document B3c (Hons) Occupational Therapy[Athens] pla(ement an* t#e *e(ision is a%ree* an* ratifie* b) t#e neBt available Pro%ramme 0Bam boar*.ill be arran%e* an* *is(!ssions .it#o!t %oo* (a!seN • Attit!*es s!(# as *islo)alt)& *is#onest)& insensitivit)& intoleran(e& irresponsibilit)& la(/ of (ommitment& la(/ of initiative& poor motivation& !nreliabilit) f a (on(ern arises abo!t a st!*entAs be#avio!r an* or attit!*es *!rin% pra(ti(e pla(ement& t#e pro(esses o!tline* belo. A s!mmar) of t#e meetin% .0 (re*its& t#e) . "#e st!*entAs pra(ti(e e*!(ator s#o!l* i*entif) an* *o(!ment areas (a!sin% (on(ern an* re.!alif) from a professional pro%ramme of st!*). Re8sit pla(ements . A (op) of t#e report .it# bot# t#e pra(ti(e e*!(ator an* st!*ent.!irin% improvement from t#e st!*ent . n (ase t#e st!*ent fails to a((!m!late .it# servi(e !sersN • n(apa(it) for .#i(# ma/es st!*ents !nfit to enter& (ontin!e .!ate stan*ar*s of re(or* /eepin%N • Persistent absenteeism .!ipment or materialsN • Bein% persistentl) !np!n(t!al for pla(ementN na*e.ill be re(eive a notifi(ation from t#e @niversit) (onfirmin% t#e *e(ision of t#e 0Bam boar* . "#e st!*ent .it# an in*i(ation of .ill also be retaine* in t#e st!*entAs @niversit) file.ill ta/e pla(e . f (ertain be#avio!rs an*=or attit!*es are eB#ibite* *!rin% pra(ti(e pla(ement b) st!*ents t#en (on(erns ma) arise abo!t t#eir s!itabilit) for t#e profession.

"#e st!*entAs personal a(a*emi( t!tor s#o!l* i*entif) an* *o(!ment areas (a!sin% (on(ern an* re. A s!mmar) of t#e meetin% .ill arran%e a meetin% .ill be *o(!mente* an* retaine* in t#e st!*entAs Colle%e file.#i(# t#e st!*ent (an reasonabl) effe(t an improvementN t#e pra(ti(e e*!(atorAs nee* to ma/e a s!itable assessment of t#e improvementN t#e li/eli#oo* of an) reo((!rren(eN an) ot#er fa(tors relevant to t#e in*ivi*!al sit!ation. "#e en*in% of t#e improvement perio* .it#in t#e s!pervision re(or*.e*< "#e st!*entsW personal a(a*emi( t!tor . f a (on(ern arises abo!t a st!*entAs be#avio!r an* or attit!*es .Validation Document B3c (Hons) Occupational Therapy[Athens] 20057 an* t#e Colle%e of '((!pational "#erapists Co*e of 0t#i(s an* Professional Con*!(t 6C'" 20107.ill be note*& t#e st!*ent eit#er bein% informe* t#at t#e improvement is satisfa(tor) or t#at f!rt#er a(tion .it#in t#e Colle%e& t#e pro(ess o!tline* belo.. (.!ire*& for eBample pro*!(tion of a me*i(al (ertifi(ate. "#e st!*ent s#o!l* be referre* to t#e relevant se(tions of t#e :ealt# Professions Co!n(il +!i*an(e on Con*!(t an* 0t#i(s for St!*ents 6:PC& 20057 an* t#e Colle%e of '((!pational "#erapists Co*e of 0t#i(s an* Professional Con*!(t 6C'" 20107 n or*er t#at st!*ents are %iven reasonable opport!nit) for improvement& t#e improvement perio* s#o!l* be *etermine*& ta/in% into a((o!nt< • t#e time b) . An) improvement m!st be s!staine* ot#er. .!irin% improvement from t#e st!*ent . An) perio* *efine* for t#e p!rposes of improvement .#i(# t#e st!*ent (an reasonabl) effe(t an improvementN t#e pra(ti(e e*!(atorAs nee* to ma/e a s!itable assessment of t#e improvementN t#e li/eli#oo* of an) reo((!rren(eN an) ot#er fa(tors relevant to t#e in*ivi*!al sit!ation. n some (ir(!mstan(es spe(ifi( a(tion ma) be re.ill be ta/en.ill be re(or*e* on t#e st!*ent a(a*emi( file an* si%ne* b) t#e a(a*emi( t!tor an* st!*ent.ise f!rt#er a(tion .ill be follo.#i(# t#e st!*ent (an reasonabl) effe(t an improvementN • t#e personal a(a*emi( t!torAs nee* to ma/e a s!itable assessment of t#e improvementN • t#e li/eli#oo* of an) reo((!rren(eN • an) ot#er fa(tors relevant to t#e in*ivi*!al sit!ation.ill be ta/en. 3. !#:9 Appeals 1rocedure .ill operate on t#e basis t#at t#e improvement m!st be s!staine* t#ereafter. "#is . n or*er t#at st!*ents are %iven reasonable opport!nit) for improvement& t#e improvement perio* s#o!l* be *etermine*& ta/in% into a((o!nt< t#e time b) . . n or*er t#at st!*ents are %iven reasonable opport!nit) for improvement t#e improvement perio* s#o!l* be *etermine*& ta/in% into a((o!nt< t#e time b) .it# t#e st!*ent.

it#*ra.ill t#en (ons!lt .ill arran%e a (onta(t .it# for bot# mattersN • "#e st!*ent (ontin!es on t#e pro%ramme s!b>e(t to f!lfilment of (ertain (on*itions as spe(ifie* b) t#e PanelN • "#e st!*ent is re.in% lin/< #ttp<==.it# t#e AMC A*ministration on ..#et#er or not t#e matter s#o!l* be *ealt .elve mont#s& t#e st!*ent .ill be *ealt . 2.!ire* to s!spen* st!*) to allo. . f t#e alle%ation (annot be resolve* lo(all) b) t#e Pro%ramme 3ea*er an* AMC Dire(tor& t#e matter . time for me*i(al investi%ations 6for (ases .#o .a(.!ire* to s!spen* st!*) for !p to t. 3.it# t#e st!*ent. At t#is point in t#e interests of servi(e !ser safet) t#e Colle%e ma) ta/e a(tion to s!spen* t#e st!*ent temporaril) in or*er to remove t#em from t#e pla(ement ..ill *is(!ss t#e (!rrent sit!ation . n (ases .elve mont#sN • "#e st!*ent is a*vise* to transfer to an alternative pro%rammeN • "#e st!*ent is re.it# t#e st!*ent an* t#e pra(ti(e e*!(ator an* revie.m!. "#e iss!es t#at #ave arisen an* (onse.ill be referre* to t#e DM@ a(a*emi( lin/ person .!alit)=.Validation Document B3c (Hons) Occupational Therapy[Athens] A st!*ent .in% *e(isions liste* belo.in% t.m=Abin*eB.#tmca !#:0 4ormal sta*e "#is sta%e is for t#ose be#avio!rs t#at #ave not been resolve* t#ro!%# t#e s)stem *es(ribe* previo!sl)..it# s!mmaril) or referre* to a Fitness to Pra(tise Panel -.. "#ese (an be fo!n* at t#e follo. "#e Fitness to Pra(tise Panel #as t#e *ele%ate* a!t#orit) to rea(# t#e follo.!ire* to .!ent a(tions ta/en are referre* to t#e Pro%ramme 3ea*er.!/=.#ere !na((eptable be#avio!r is lin/e* to a mental #ealt# (on*ition7N • "#e st!*ent is re. "#e DM@ a(a*emi( lin/ person .it# t#e :ea* of Division.#ere t#e (on*!(t %ivin% rise to (on(ern is lin/e* to a mental #ealt# (on*ition t#e st!*entAs (ase .. t#e evi*en(e available in (ollaboration . "#e Pro%ramme 3ea*er . 1.is#in% to appeal a%ainst a *e(ision on pro%ression ma) *o so s!b>e(t to t#e !niversit) pro(e*!res an* pra(ti(es as set o!t in t#e A(a*emi( Appeals Re%!lations 6DM@& 20027.ill normall) be referre* to t#e Fitness to Pra(tise Panel as #ealt# matter 1..< • "#e st!*ent (ontin!es on t#e pro%rammeN • "#e st!*ent (ontin!es on t#e pro%ramme b!t is (a!tione*& meanin% t#at if an) f!rt#er fitness to pra(tise iss!es arise in t#e follo.

Colle%e of '((!pational "#erapists. EA((esse* 20 C!l) 2005F.7 Accreditation of 'reJ@egistration 'rogrammes in Uccupational Therapy Colle%e of '((!pational "#erapists 620027 'osition ?tatement Un Oifelong Oearning Cree/ C. Caipe B!lletin 13& 15. 620037 Uccupational Therapy As A CompleA intervention Colle%e of '((!pational "#erapists.8:ill=So(iet) for Resear(# nto :i%#er 0*!(ation an* 'pen @niversit) Press. I nterprofessional 0*!(ation for Comm!nit) Mental :ealt# "eams< Attit!*es "o Comm!nit) an* Professional Stereot)pesJ. 2002. 1552. @ethinking Assessment in Eigher Nducation. 15& -1-8-43. 3r* 0*. Cambri*%e& Massa(#!setts< :arvar* @niversit) Press. The 'rocess of Nducation. Code of Nthics and 'rofessional Conduct. Teaching and Assessment 6200.Validation Document B3c (Hons) Occupational Therapy[Athens] !!:" 6e&erences A ?trategy for the Cuality Nnhancement of Oearning. 2005. Barr :. Curriculum 0uidance for 'reJ@egistration Nducation. 3on*on< C'" Colle%e of '((!pational "#erapists 6200. 0*inb!r%#< D!een Mar%aret @niversit). 1510. 3on*on< C'" Colle%e of '((!pational "#erapists 620057 Curriculum Mramework for Uccupational Therapy Nducation Colle%e of '((!pational "#erapists. Assumptions and Nvidence .0brar). 2005. 2004. Teaching for Cuality at Dniversity RNlectronic @esourceSQ Phat the ?tudent Toes. 2010. 200-. Bi%%s& Co#n B. 3on*on< C'" Colle%e of '((!pational "#erapists.& Reeves& S. 3on*on< Ro!tle*%e. Br!ner& C.Com=3ib=Dm!(=Do(*etail.A(tiondDo(i*`102254-5.& Freet#& D. Centre for A(a*emi( Pra(ti(e& D!een Mar%aret @niversit).7 D!een Mar%aret @niversit) Barnes& D. E'n83ine Boo/F Mai*en#ea*< M(%ra. 2002.& Carpenter& C. 'Bfor*< Bla(/. CA P0. ?tudent 0uide to Pe/ct. ?ocial Pork Nducation.& Di(/inson& C.& Goppel& . 9nterprofessional Nducation JA Tefinition. College of Uccupational Therapists 'reJ @egistration Nducation ?tandards. Available From< #ttp<==Site.& :ammi(/& M.ell P!blis#in%. 3r* 0*. Bo!*& D. 2000. 3on*on . Nffective 9nterprofessional NducationQ Argument.

615557 IC# 2 Ret#in/in% t#e Be%innin% Pra(titioner< ntro*!(in% t#e I ntera(tional ProfessionalJ in :i%%s C an* 0*.:tm EA((esse* 1Mar(# 2011F Feletti& +. 'erformance and Nthics :i%%s C. 2002.:tml EA((esse* 1 Can!ar) 2011F.. 200. 2000. 3on*on< :PC :ealt# Professions Co!n(il. 3on*on< :PC.. A Tisa/led 'ersonWs 0uide to Xecoming A Eealth 'rofessional. an* Maitlan*& B..& "rent& F. 2001. 3on*on< :PC..ar*s :.. 2005. ?tandards of Conduct..Mar(# 2011F 0!ropean @nion.@/=+!i*an(e=in*eB.Validation Document B3c (Hons) Occupational Therapy[Athens] Tisa/ility Tiscrimination Act 155-. 3on*on< :PC :ealt# Professions Co!n(il 6200.Dis(los!res(otlan*.0!=C#arter=Defa!lte0n. Available at< #ttp<==.0!ropa.. Assessment and Nvaluation in Eigher Nducation& 13 627 Pp. E'n83ineF Available From< . 'osition ?tatement for Nducation and Training 'roviders Un Age Tiscrimination. 2002. 2004. :!nt A.istle& $. 0nt. ?tandards of 'roficiency &0eneric(. Vnowledge and ?kills Mramework &:E? V?M( and Tevelopment @eview.Co. :ealt# Professions Co!n(il. 'Bfor* . St!*ents . :ealt# Professions Co!n(il. *entif)in% Distin(tive Approa(#es to St!*)in%.'r% EA((esse* 1. Dis(los!re S(otlan*. 3on*on< :PC..31-8340 0!ropean Con%ress 'n People 9it# Disabilities 60CPD7. 3on*on< t#e Stationer) offi(e. :ealt# Professions Co!n(il.. 0uidance Un Eealth and Character. Approa(#es to 3earnin% an* Satisfa(tion 9it# Problem8Base* C!rri(!la for Fo!r Different Professions. Nducating Xeginning 'ractitioners2 Challenges for Eealth 'rofessional Nducation. B!tter. ?tandards of Nducation and Training. 3on*on< :MS'. 2005. Ma*ri* De(laration 'n Dis(rimination A%ainst Disable* People E'nlineF Available at< #ttp<==. 1544. :ealt# Professions Co!n(il.7 ?tandards of Nducation and Training :ealt# Professions Co!n(il 620037 ?tandards of 'roficiencyQ Uccupational Therapists 620037 :ealt# Professions Co!n(il 6620037 ?tandards of Conduct.0*f8 Fep#.& Dinan& C. Pro%ramme Do(!ment Bs( 6:ons7 '((!pational "#erap) Eat#ensF 45 Department of :ealt#.& :anle)& M. Eigher Nducation& 4& Pp. 3on*on< :PC. :ealt# Professions Co!n(il. 1545.1138121. 'erformance and Nthics. 'rotection of Bulnera/le 0roups ?cheme.ort# :eienmann.0!roparl. 2010. 2005. Charter of Mundamental @ights of the Nuropean Dnion. an* :o!nsell& D..

:tml EA((esse* 4 Mar(# 2011F Ga#n& P. $:S 0*!(ation for S(otlan*. 200.S.. :hs ?cotland Porkforce information E'nlineF Available at< #ttp<==..Com EA((esse* 1.@/=Me*ia=-03151=Dsppe3eaflet. The Adult Oearner2 the Tefinitive Classic in Adult Nducation and Euman @esource Tevelopment .P*f EA((esse* .@/=Me*ia=150120=Sta/e#ol*ereStatement. Uccupational Therapy Pithout XordersQ Oearning Mrom the ?pirit of ?urvivors.Mar(# 2011F $i(ol& D.$#s. 1551. K 'A Ro!r/e& G. 0uide to Curriculum TesignQ NnYuiryJXased Oearning.A(. Gnd Nd. ?tudies in Eigher Nducation& 31 627 Pp. E'n83ineF $:S 0*!(ation for S(otlan*. K $ess& $&0. 1t# 0*. Maslo.P*f EA((esse* September 2010F $:S 0*!(ation for S(otlan*. 1511.$es. information Servi(es Division 6 SD7 S(otlan*.C.S(ot.C!l) 2010F 'rotection of Bulnera/le 0roups 6S(otlan*7 A(t 2002.A.$#s. 'ver(omin% I'((!pational Apart#ei*< A Preliminar) 0Bploration of t#e Politi(al $at!re of '((!pational "#erap)J... Cambri*%e< Cambri*%e @niversit) Press. Cuality ?tandards for 'ractice 'lacements Audit tool. ?ituated Oearning..@/=Abo!t8$es=P!bli(ations=D!alit)8Stan*ar*s8for8Pra(ti(e8 Pla(ements8A!*it8tool EA((esse* 4 $ovember 2010F. an* 9en%er& 0.& 0l.les& M. 200-...& Al%a*o& S..S(ot. Gno.. s*s(otlan*. 1558214.$es.$#s.$es.Camp!s. ?takeholder ?tatement in ?upport of 'ractice 'lacements for Allied Eealth 'rofessions in ?cotland. The 'sychology of ?cience E'nline Boo/F Ma!ri(e Bassett P!blis#in%... Oegitimate 'eripheral 'articipation. S(ottis# +overnment . 2010a.Validation Document B3c (Hons) Occupational Therapy[Athens] :o(/in%& C. E'nlineF ?or/< :i%#er 0*!(ation A(a*em). K Pollar*& $.Man(#ester. an* M(farlane8Di(/& D. 2002.P*f EA((esse* .:.. Available From< #ttp<==. an* S.anson& R.:. $:S 0*!(ation for S(otlan*. 3ave& C.S(ot. 2010b. Available at< #ttp<==. E'n83ineF $:S 0*!(ation for S(otlan*. @evised Minimum ?tandards for the Nducation of Uccupational Therapists. Available From< #ttp<==.& A...P*f EA((esse* 1.. K Pollar*& $.@/=Ceebl=Reso!r(es=+!i*es=Ga#ne200. E'n83ineF $:S 0*!(ation for S(otlan*. Available at< #ttp<==. Available From< #ttp<==. 2005. 0*s..S(ot. 2004.. Si*ne)< 9orl* Fe*eration of '((!pational "#erapists... 2002 Models of 'ractice 'lacement for the Allied Eealth 'rofessionsQ A 0uide..Abra#ammaslo...C!ne 2010F $:S 0*!(ation for S(otlan*. E'n83ineF $:S 0*!(ation for S(otlan*. in< Gronenber%& F. 0*inb!r%#< 0lsevier C#!r(#ill 3ivin%stone.$#s. Available From< #ttp<==..S. 200-.$es.Mar(# 2011F Gronenber%& F.oo*& F.'r%= s*=-332. Cuality ?tandards for 'ractice 'lacements.. 3on*on< 0lsevier. IFormative Assessment an* Self8Re%!late* 3earnin%N A Mo*el an* Seven Prin(iples of +oo* Fee*ba(/ Pra(ti(eJ. 2001.@/=Me*ia=2413=Mo*elseVersion2apr02.

.@/ EA((esse* 2 C!ne 2005F S(ottis# Cre*it D!alifi(ation Frame..A. K PiHHi& M.. 2010.or/. S(affa& M.. 2005.A.Dm!..1=3 EA((esse* 4 Mar(# 2011F S(ottis# +overnment.Validation Document B3c (Hons) Occupational Therapy[Athens] D!alit) Ass!ran(e A%en() for :i%#er 0*!(ation..AspB EA((esse* 2 C!ne 2005F S(ottis# Cre*it D!alifi(ation Frame. 2001...:tm. NYuality and Tiversity ?trategy.S. D!een Mar%aret @niversit) 620038 20027 ?trategic 'lan D!een Mar%aret @niversit). Pider 'lanning for an Ageing 'opulation J Eousing and CommunitiesQ Consultation on the Porkstream @eport and 9ts ?uggested Actions E'nlineF Available at< #ttp<==. Teaching and Assessment &CNOTA( .'r%.=11=20124=.A(.@/=D!alit)=Dm=AHin*eB. 2002.'r%.. 200. The ?trategy for Cuality of Oearning.@/=Abo!tt#eframe. Code of 'ractice &GHHIJGHHZ(. Xenchmark ?tatements for Uccupational Therapy.@/=D!alit)=+r=Defa!lt. 0*inb!r%#< S(ottis# +overnment..or/. E'nlineF Available at< #ttp<==. S(ottis# Cre*it D!alifi(ation Frame. Eepatitis C and E9B for :ew Eealth Care Porkers in Tirect Contact Pith 'atients. Code of 'ractice for the Assurance of Academic Cuality and ?tandards in Eigher NducationQ 'lacement Oearning...Davis Co.. A Curriculum for NAcellence< the Curriculum @eview 0roup.:tmcPol. E'n83ineF Available at< #ttp<==.A(. E'n83ineF Available From< #ttp<==. E'n83ineF Available From< #ttp<==.. 2002.@/=P!bli(ations=200. Mitness to 'ractise 'olicy.S. 2010a. D!alit) Ass!ran(e A%en() for :i%#er 0*!(ation.:tm.. Eepatitis X.f. 2005.S(.S(. S(ottis# 0Be(!tive.Dm!.or/. 2003.A(.. 2010.. +lo!(ester< DAA D!alit) Ass!ran(e A%en() :i%#er 0*!(ation 6DAA7 ?u/Fect Xenchmarks ?tatements for Uccupational Therapy D!een Mar%aret @niversit). Uccupational Therapy in the 'romotion of Eealth and Pellness. +lo!(ester< DAA. E'n83ineF Available From< #ttp<==. P#ila*elp#ia< F.-412 S(ottis# +overnment. E'n83ineF . 0*inb!r%#< D!een Mar%aret @niversit). EA((esse* 20 Can!ar) 2010F D!een Mar%aret @niversit)& 2005. EA((esse* 3 September 2010F D!een Mar%aret @niversit).@/=D!alit)=Dm=AHin*eB.S(otlan*...Dm!. the ?CCM Eand/ook. EA((esse* 3 September 2010F D!een Mar%aret @niversit). the ?CCM Eand/ook. :ealt# Clearance for Tu/erculosis. 0*inb!r%#< S(ottis# 0Be(!tive.. Academic Appeals @egulations.+ov. 2001. E'n83ineF Available at< #ttp<==..or/=3evel*es(riptors. 0*inb!r%#< D!een Mar%aret @niversit).& ReitH& M.S(otlan*.@/=P!bli(ations=2010=01=2-1301.f. 2010b.+ov. the ?CCM Eand/ook. 2004.. Assessment @egulations.

0*inb!r%#< 0lsevier C#!r(#ill 3ivin%stone. 3on*on< :MS' The $ational :ealt# Servi(es 620037 Vnowledge and ?kills Mramework an* Tevelopmental @eview "o. @econceptualising Wthe TeachingJ@esearch :eAusWQ 'roceedings of the Annual EN@T?A ConferenceQ Nnhancing Eigher Nducation Theory and ?cholarship.S. K Polata>/o& :. 200-.& Al%a*o& S.."ea(#abilit).@/=Ceebl=0bl= EA((esse* 4 Mar(# 2011F @niversit) of Strat#(l)*e& 200-.A(. 2002.a< Cana*ian Asso(iation of '((!pational "#erapists "o. Cambri*%e& MAN :arvar* @niversit) Press 9en%er& 0. 9F'". 9#itefor* +. Millenni!m Uccupational Therapy international 4 418 49:'.S(. 0*. 'Bfor*< Bla(/.S. 9il(o(/ A. 620017 Centralisin% '((!pation in '((!pational "#erap) C!rri(!la< mperative of t#e $e. +eneva< 9orl* :ealt# 'r%anisation. 2005. 'tto.Strat#.. Uccupational Therapy Pithout XordersQ Oearning Mrom the ?pirit of ?urvivors. an* 9are#am& ". Nna/ling Uccupation 99Q Advancing An Uccupational Therapy Bision for Eealth and Pell Xeing. K Pollar*& $.ler P. 9orl* Fe*eration of '((!pational "#erapists 9#itefor*& +.or/J. 2002.. 0*s.f. 1554. K 9#itefor*& +.'r%="!nin%e!= EA((esse* 1.A.ell P!blis#in%.nsen*& 0.@ni*e!sto. IA Parti(ipator) '((!pational C!sti(e Frame.. E'nlineF Available at< #ttp<=="!nin%. V)%ots/)& 3.A. Uccupation for Uccupational Therapists. 9orl* Fe*eration of '((!pational "#erap) 620027 @evised Minimum ?tandards forthe Nducation of Uccupational Therapists .@/ EA((esse* 2 C!ne 2005F ?pecial Nducational :eeds and Tisa/ility Act 2001.'r%.. Cambri*%e< Cambri*%e @niversit) Press. Centre for NAcellence in NnYuiry Xased Oearning E'nlineF Available at< #ttp<==.. 200. 2004. in< Moline!B& M. "ro. "!nin% 0*!(ational Str!(t!re in 0!rope..nsen*& 0. Mind and ?ociety.C.@/ EA((esse* Can!ar) -t# 2010F.Camp!s. Mramework for Action Un interprofessional Nducation and Colla/orative 'ractice..Man(#ester. Creating Accessi/le Course Ur 'rogramme Tesign and ?tructure for Tisa/led ?tudents E'nlineF Available at< #ttp<==. @evised Minimum ?tandards for the Nducation of Uccupational Therapists.Validation Document B3c (Hons) Occupational Therapy[Athens] Available at< #ttp<==. in< Gronenber%& F. 1524..A(. '((!pational ss!es of Ref!%ees. 2010. A*elai*e& A!stralia& 4811 C!l) 2002. Referen(e Points for t#e Desi%n an* Deliver) of De%ree Pro%rammes in '((!pational "#erap).. 2002. Communities of 'racticeQ Oearning. Mar(# 2011F @niversit) of Man(#ester. Meaning and 9dentity.

Sign up to vote on this title
UsefulNot useful