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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 .li?a )a*lari 1ana*iotis 3iaperas Tatiana @enou TB5 .li?a )a*lari %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

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 !"#!

5ontents
$eneral in&ormation 1ro*ramme 3peci&ication 5ontents 3ection A 1.0. 5onte=t &or the B3c(Hons) Occupational Therapy [Athens] 1.a. Mission 1.b. Vision Statement 2.0. A)5 as 1art o& a /ar*er .ducational Or*anisation 2.1. AMC Brief Profile 2.2. Rationale For Collaborative Development nstit!tional Plans 2.3. Location - Building Facilities Infrastructure 3.0. 5urrent status o& A)5 in colla-oration Bith the OT Department o& ()+/ Di,ision o& 'ursin*8 Occupational Therapy and Arts Therapies 3.1. "#e Division of $!rsin%& '((!pational "#erap) an* Arts "#erapies 3.2. "#e '" Stat!s in +ree(e ,.0. 6ationale &or 1ro*ramme -.0. )ar<et 6esearch -.1 Meetin%s .it# professional pra(ti(e e*!(ators -.2. 't#er opport!nities for mar/et resear(# -.3. nvolvement of pra(titioners an* ot#ers -., 0vi*en(e from first *estination statisti(s 1.0. 5ourse 1hilosophy 2.0. 1ro*ramme Aim 2.1. Pro%ramme Aims an* 3earnin% '!t(omes 7.2 Educational Aims of the Bsc (Hons) Occupational Therapy [Athens] 7. !earnin" outcomes of the B#c(Hons) Occupational Therapy [Athens] 7.$ !e%el & B#c(Hons) Occupational Therapy [Athens] 7.' !e%el 2 Bsc (Hons) Occupational Therapy [Athens] 7.( !e%el Bsc (Hons) Occupational Therapy [Athens] 7.7 !e%el $ Bsc (Hons) Occupational Therapy [Athens] 4.0. 5urriculum )odel Ta-le #C 5urriculum 3tructure A)5 )odule coordinators8 )odule team: 5.0. 3tudent 3upport 5.1 A(a*emi( "!tor S!pport 5.1.1. Personal A(a*emi( "!tor 6PA"7 5.1.2. A(a*emi( 3earnin% Centre 5.1.3. Co!nsellin% Centre 5.1. ,. Careers an* 0mplo)abilit) Centre 5.1.-. Drop8in8Servi(e 5.1.1. 9or/s#ops& "al/s& Presentations 5.1.2. Va(an(ies 5.1.4. M''D30 5.1.5. St!*ent :an*boo/ 5.1.10. 0n%lis# 3an%!a%e s!pport 5.2 9i*enin% A((ess 5.3. 0;!al 'pport!nities 10.0. 3tudent .=perience and 1ro*ression throu*h the 1ro*ramme 10.1. P#ilosop#) 10.2. n*!(tion 10.3. 3evel 1 10.3.1. Assessment 10.,. 3evel 2 10.,.1. Assessment 10.-. 3evel 3 10.-.1. Assessment , 4 4 4 5 5 10 11 11 11 12 1, 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, 3, 3-

10.1. 3evel , 310.1.1. Assessment 311.0.1ractice .ducation 31 11.1 ntro*!(tion 31 11.2 Pra(ti(e pla(ement *eliver) pattern 31 Ta-le !C 1ractice placement deli,ery pattern &or Bsc (Hons) Occupational Therapy [Athens] 31 11.3 Mo*els of s!pervision *!rin% pra(ti(e e*!(ation 31 11.3.1. Apprenti(es#ip mo*el 61<17 32 11.3.2. Peer assiste* learnin% mo*el 62<17 32 11.3.3. Split=S#are* Mo*el 61<27 32 11.3.,. Pro>e(t fo(!sse* mo*el 32 11.,. Responsibilities *!rin% pra(ti(e e*!(ation 32 11.,.1. Responsibilities of t#e pra(ti(e e*!(ator 32 11.,.2. Responsibilities of t#e Personal A(a*emi( "!tor 34 11.,.3. Responsibilities of t#e st!*ent 34 11.,.,. Responsibilities of t#e pra(ti(e pla(ement (o8or*inator 35 11.,.-. Responsibilities of t#e professional pra(ti(e t!tor ,0 11.- Pra(ti(e pla(ement lo(ations ,0 11.1 Ma>or t#emes for pra(ti(e pla(ement mo*!les ,0 11.1.1. ?ear 1< Professional Pra(ti(e Pla(ement 16PPP17 ,1 11.1.2. ?ear 2< Professional Pra(ti(e Pla(ement 2 6PPP27 ,1 11.1.3. ?ear 3< Professional Pra(ti(e Pla(ement 3 6PPP37 ,1 11.1.,. ?ear ,< Professional Pra(ti(e Pla(ement , 6PPP,7 ,1 11.2 Aims for professional pra(ti(e pla(ements ,2 11.4 nte%ratin% /no.le*%e an* pra(ti(e ,2 11.5 3earnin% a%reement ,2 11.10 Refle(tive *iar) ,3 11.11 Pra(ti(e e*!(ation a((re*itation portfolio ,3 11.12 Preparin% st!*ents for pra(ti(e pla(ements ,3 11.12.1. Moo*le ,3 11.12.2. Pra(ti(e 0*!(ation Passport ,3 11.12.3. Cop) of Criminal Re(or* ,3 11.12.,. :ealt# Clearan(e C#e(/s ,, 11.12.-. @niforms ,, 11.12.1. :an*boo/s ,, 11.12.2. 9or/s#ops ,, 11.12.4. Pre(eptor 0*!(ation Pro%ramme 6P0P7 for :ealt# Care Professionals an* St!*ents ,, 11.12.5. Ris/ mana%ement ,, 11.12.10. n*ivi*!al meetin%s ,11.13 S!pportin% st!*ents *!rin% pra(ti(e e*!(ation ,11.1,. Ass!rin% t#e ;!alit) of pra(ti(e pla(ements ,1 11.1- Comm!ni(ation an* s!pport me(#anisms .it# pla(ement provi*ers an* pra(ti(e e*!(ators ,2 11.1-.1. Pra(ti(e8base* 3earnin% S!pport .eb site ,2 11.1-.2. n*ivi*!al s!pport ,2 11.1-.3. 9or/s#ops ,2 11.11 Pra(ti(e pla(ement allo(ation pro(ess ,2 11.12 Assessment of st!*entsA performan(e *!rin% pra(ti(e e*!(ation ,4 11.14. St!*ent eval!ation of pra(ti(e pla(ements ,5 11.15. Appeals pro(e*!re ,5 12.0. .ntry to the pro*ramme ,5 12.1. Prin(iples of Re(r!itment ,5 12.2. 0;!al 'pport!nities ,5 12.3. Criminal Convi(tions -0 12.,. Prote(tin% t#e P!bli( -0 12.-. Disabilit) an* Mental :ealt# ss!es -0

12.-.1. Self8eval!ation 12.-.2. Mental :ealt# ss!es 12.1 0ntr) Re;!irements for t#e B.S(. 6:ons7 in '((!pational "#erap) 12.1.1. ntro*!(tion 12.1.2. Stan*ar* 0ntrants 12.1.3. +ree/ 3an%!a%e Re;!irements for nternational St!*ents 13.0. /earnin*8 Teachin* and Assessment & .&. !earnin" 13.1. 1. Personal and Professional Portfolio 13.1. 2. Experiential Work 13.1. 3. oncept !apping 13.1. ". #eac$ing and Learning %pportunities 13.1. -. :elpin% 3earners Be(ome Confi*ent in Clini(al Reasonin% 13.1. &. Learning #$roug$ #ec$nolog' 13.2 #eac$ing & . Assessment 13.3.1. Assessment Fee*ba(/ 13.3. Assessment S(#e*!le 1,.0. 1ro*ramme )ana*ement 1,.1 "#e "ea(#in% "eam 1,.2 "#e role of t#e pro%ramme lea*er s#all in(l!*e< 1,.3 "#e role of level (o8or*inator s#all in(l!*e< 1,., "#e role of mo*!le (o8or*inator s#all in(l!*e< 1,.- "#e role of pra(ti(e pla(ement t!tors s#all in(l!*e< 1,.1 "#e role of t#e a(a*emi( t!tor s#all in(l!*e< 1,.2 A(a*emi( Disable* St!*ent Co8or*inator 1,.4 Personal an* Professional Development Portfolio 1,.4. 1. P!rpose 1,.4. 2. Pro(ess 1,.5. Mana%ement of st!*ent s!pport 1,.5.1. St!*ent S!pport 1,.10 Pro%ramme Committee 6PC7 "erms of Referen(e< 1,.11 St!*ent=Staff Cons!ltative Committee 6SSCC7 1,.11.1. F!n(tion 1,.11.2. Remit 1,.11.3. Members#ip 1,.12 Boar* of 0Baminers 1,.12.1. Members#ip of t#e Boar* of 0Baminers s#all be< 1,.12.2. Members eB8offi(ios< eBternal eBaminers 1,.12.3. Se(retar) to t#e Boar* of 0Baminers 1,.13 S!b8(ommittee of Boar* of 0Baminers 1,.13.1. Members#ip 1,.13.1. Members#ip in(l!*es< 1,.1, Coint Boar* of St!*ies 1-.0. (uality Assurance )echanisms o& the 1ro*ramme 1-.1 D!alit) Ass!ran(e of t#e Pro%ramme 1(.2 Progra))e !anage)ent 1-.3 Staff S!pport an* S!pervision. 1(." Internal *erification 1-.,.1. Assessment Verifi(ation 1-.,.2. Mar/ Verifi(ation 1-.- Fee*ba(/ Me(#anisms. 11.0. 3ta&& 6esearch and De,elopment 12.0. 6esources 12.1. 3earnin% Reso!r(e Centre 63RC7 12.2. 0*!(ational Reso!r(es 12.2.1. "ea(#in% fa(ilities

-0 -0 -1 -1 -1 -2 -2 -2 -2 -3 -3 -3 -3 -3 -, -, --1 -5 -5 -5 10 10 10 11 11 11 11 11 12 12 12 12 13 13 13 13 13 13 1, 1, 1, 1, 1, 11112 12 12 12 14 14 15 15 20 20

12.2.2. :ar*.are information< 12.2.3. Soft.are information 12.2.,. Spe(ialist Rooms= 3aborator) Fa(ilities 12.2.-. Spe(ialise* (omp!ter soft.are 12.3 $e. Developments 12., St!*ent Fa(ilities 14.0 Academic sta&& 14.1 Professional Pra(ti(e pla(ements 15.0 3upport sta&& 20.0. 6e*ulations and 1ro*ression o& 3tudents 20.1 A*mission Re%!lations 20.1.1 Minim!m 0ntr) Re;!irements 20.1.1.1 ")pi(al entr)< 20.1.1.2. Re(o%nition of Prior 3earnin% 6RP37 20.1.1.3. 0;!al 'pport!nities 20.1.1.,. 0n%lis# lan%!a%e re;!irements 20.1.1.-.Criminal Convi(tion C#e(/s 20.1.1.1. :ealt# S(reenin% 20.2 A.ar* Re%!lations 20.2.1. @n*er%ra*!ate pro%rammes 20.3. Reassessment 2+.". Progra))e specific acade)ic regulations, 21.0 1rocedures &or Dealin* Bith 1ro&essional +nsuita-ility and 4itness to 1ractice: 21.1 @niversit) Fitness to Pra(ti(e Panel 21.2. Monitorin% st!*entsA fitness to pra(ti(e on t#e Bs( 6:ons7 '((!pational "#erap) EAt#ensF 21.3. Disabilit) an* #ealt# iss!es 21.,. Professional !ns!itabilit) 21.- Appeals Pro(e*!re 21.1 Formal sta%e 22.0 6e&erences used to in&orm the ,alidation document

20 20 20 21 21 21 21 22 23 23 23 23 23 2, 2, 2, 222221 21 21 25 25 40 41 42 42 4,

#:": 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. "o*a)& .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. As .ell as preparin% o!r %ra*!ates for !sef!l (areers t#ro!%# provi*in% t#em .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 .orl*. '!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). #:#: )ission D!een Mar%aret @niversit)As mission is to en#an(e t#e .ell8bein% of in*ivi*!als an* t#e (omm!nities .e serve t#ro!%# so(iall) an* e(onomi(all) relevant e*!(ation an* resear(#. "#is mission is en#an(e* b) o!r stron% (ommitment to e(onomi(& so(ial an* e(olo%i(al s!stainabilit). #:!: Vision 3tatement 9e .ill be in(reasin%l) /no.n for *emonstratin% e(onomi( an* so(ial rele,ance in t#e follo.in% .a)s< 9e .ill be /no.n for *eliverin% inter;pro&essional e*!(ation an* resear(# t#at #as t#e .ell8bein% of t#e person in min* at all times. "#is .ill be a(#ieve* t#ro!%# inter; disciplinary .or/in% an* resear(#. '!r inter;pro&essional e*!(ation an* resear(# .ill allo. !s .or/ .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. '!r inter8*is(iplinar) approa(# .ill #elp en(o!ra%e professional %ro!ps to .or/ better to%et#er for t#e benefit of ot#ers. Resear(# .ill be (entral to o!r .or/. '!r resear(# .ill inform o!r tea(#in%& en#an(in% t#e st!*ent eBperien(e& an* it .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. "#e e*!(ation an* resear(# t#at .e provi*e .ill be industry;rele,ant8 %!i*e* b) t#e nee*s of so(iet) for #i%# ;!alit) an* so(iall) responsible in*!str)& t#e professions .e serve& t#e lo(al (omm!nit) an* so(iet) as a .#ole. '!r international approa(# 8 in terms of o!r st!*ent bo*)& (!rri(!l!m an* resear(# .ill ens!re t#e relevan(e of o!r .or/& an* avoi* narro.& (!lt!ral8spe(ifi( approa(#es to t#e iss!es t#at affe(t o!r .orl*. '!r international approa(# .ill stren%t#en o!r rep!tation a(ross t#e .orl*& as .ill a ri%oro!s fo(!s .it#in t#e !niversit) on meas!rin% an* improvin% o!r performan(e 9e .ill (ontin!e on%oin% revie. an* eval!ation of o!r tea(#in% an* learnin% to ens!re t#at it meets so(iet)-s (#an%in% nee*s. 9it#in t#e (onteBt above& t#is *o(!ment o!tlines t#e BS( 6:ons7 in '((!pational "#erap). t #as been *esi%ne* to (ompl) .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 "#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. 9or/ Base* an* Pla(ement 3earnin% S(ottis# Cre*it an* D!alifi(ation Frame.or/s 62003& 2002& 20057 "#e $:S Gno.le*%e an* S/ills Frame.or/ 6200,7

"#is *o(!ment eBplains t#e nat!re an* p!rpose of t#e pro%ramme. "#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) .#i(# it is reso!r(e*& ;!alit) ass!ran(e me(#anisms an* #o. it is mana%e*. Arran%ements for a*mission& pro%ression an* t#e re%!lator) frame.or/ are in(l!*e*. :o.ever& t#e b!l/ of t#e *o(!ment is (on(erne* .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 as 1art o& a /ar*er .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 .it# over 2-00 st!*ents nation.i*e. AGM 0*!(ational 'r%anisation is t#e lar%est e*!(ation or%anisation in +ree(e. 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. 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. Sin(e t#en& AMC #as establis#e* a n!mber of (ollaborations .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. !:#: A)5 Brie& 1ro&ile

AGM Metropolitan Colle%e 6AMC7 fo!n*e* in 1542& is .ell e;!ippe* to eB(el in t#e provision of private #i%#er e*!(ation in +ree(e. "#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.or/ .it#in .#i(# AMC plans to be(ome a lea*in% provi*er of #i%# ;!alit) !n*er%ra*!ate an* post%ra*!ate (o!rses of .ell establis#e* #i%#er instit!tions. AGM Metropolitan Colle%e is lo(ate* in a privatel) o.ne* area of 4&000 s;!are meters in Maro!ssi 6a nort#ern s!b!rb of At#ens7 .#ile t#e "#essaloni/i bran(# is lo(ate* in a site of 2&-00 s;!are meters in t#e #eart of t#e (it). 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;!ire* t#eir t#oro!%# or%aniHation an* str!(t!re inspe(tion a((or*in% to spe(ifi( ;!alit) stan*ar*s. "#is *evelopment #as been bot# a (#allen%e an* an opport!nit)& sin(e it fa(ilitate* t#e instit!tionaliHe* (ross8bor*er (ollaboration .it#in a ver) (learl) *efine* frame.or/. AMC #as re(eive* its operatin* license -y the $ree< )inistry &or .ducation an* its instit!tional stat!s in line .it# t#e ne.l) intro*!(e* le%islation. 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 .it# .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%# ;!alit) pro%rammes in a n!rt!rin% atmosp#ere .#ere ;!alit) is al.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. "#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. 0;!ippin% t#em .it# t#e /no.le*%e& #abits an* lea*ers#ip attrib!tes t#at .o!l* enable t#em to be(ome #app) in*ivi*!als& s!((essf!l professionals an* pro*!(tive (itiHens in a %lobaliHe* .orl* is t#e (ore mission of t#e Colle%e. "#e str!(t!re of AMC #as *ifferentiate* in or*er to better refle(t t#e ne. (#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. Bein% .ell e;!ippe*& AMC (an establis# its presen(e an* promote its (o!rses an* t#e (ollaboration >ointl) .it# its partners& .#ile at t#e same time& it (an f!rt#er en#an(e t#e ;!alit) of provi*e* e*!(ation. AMC fo(!ses on *evelopin% pro%rammes .#i(# blen* t#eor) .it# pra(ti(e& t#!s preparin% %ra*!ates for professional *evelopment. "#e Colle%e a(/no.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). !:!: 6ationale &or 5olla-orati,e De,elopment A %nstitutional 1lans AMC aims at maintainin% an* f!rt#er en#an(in% its .ell8establis#e* position in t#e fiel*s of st!*) it #as been offerin% sin(e 1542. At t#e same time& it is %ra*!all) eBpan*in% at bot# national an* international level. 9it# respe(t to t#e national level& AMC intro*!(es ne. pro%rammes of st!*) in #i%#8*eman* areas& t#!s respon*in% to t#e re;!irements bot# of st!*ents an* of an ever8(#an%in% an* more *iverse emplo)ment mar/et. At t#e international level& AMCAs eBpansion plans in(l!*e t#e establis#ment of ne. a(a*emi( (ollaborative a%reements .it# Britis# @niversities an* t#e !n*erta/in% of resear(# pro>e(ts. n terms of (ollaborations& AMCAs strate%) s#ifts t#e fo(!s from !n*er%ra*!ate to post%ra*!ate (o!rses& .#ile t#e aim is to in(rease t#e n!mber of (o!rses an* t#e areas of spe(ialiHation. t is anti(ipate* t#at more emp#asis .ill be pla(e* on

(onsoli*atin% t#e n!mber of (ollaborations in or*er to rationaliHe a*ministration an* ot#er a(tivities an* (reate a !ni;!e i*entit) to (apitaliHe (ommer(iall). !:>: /O5AT%O' ; B+%/D%'$ 4A5%/%T%.3 A %'46A3T6+5T+6. AGM Metropolitan Colle%e is lo(ate* in a privatel) o.ne* area of 4&000 s;!are meters in Maro!ssi 6a nort#ern s!b!rb of At#ens7 .#ile t#e "#essaloni/i bran(# is lo(ate* in a site of 2&-00 s;!are meters in t#e #eart of t#e (it). n At#ens t#e AMC (amp!s .as b!ilt follo.in% ri%oro!s ar(#ite(t!ral %!i*elines an* (orrespon*s to t#e ever8in(reasin% st!*ent nee*s. t is lo(ate* in a prime lo(ation in t#e m!ni(ipalit) of Maro!ssi& .it# eas) a((ess from t#e (entre of At#ens. "#e spa(e is *istrib!te* as follo.s< 3ibrar) an* a*>oinin% Rea*in% Room e;!ippe* .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, offering similar provisions as at the Athens campus. As of $ovember 2011& a((or*in% to o!r B!siness Plan& (onstr!(tion .or/s #ave be%!n for o!r bran* ne. b!il*in% in o!r At#ens (amp!s. "#e ne. 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. >:": 5urrent status o& A)5 in colla-oration Bith the OT Department o& ()+/ Di,ision o& 'ursin*8 Occupational Therapy and Arts Therapies I'((!pational "#erap) enables people to a(#ieve #ealt#& .ellbein% an* life satisfa(tion t#ro!%# parti(ipation in o((!pationJ C'" 6200,7. Re(ent resear(# i*entifies o((!pational t#erap) as a (ompleB intervention. t is one of t#e fastest %ro.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.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,ision o& 'ursin*8 Occupational Therapy and Arts Therapies "#e Division (!rrentl) in(orporates t#e follo.in% *is(iplines< $!rsin%& '((!pational "#erap)& Art Ps)(#ot#erap)& M!si( "#erap) an* Dan(e Movement Ps)(#ot#erap). "#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. "#e first *e%ree pro%ramme in '((!pational "#erap) in t#e @nite* Gin%*om .as vali*ate* at D!een Mar%aret @niversit). "#e pro%ramme pro*!(e* t#e first BS( %ra*!ates in 1545& an* in 1553 t#e (o!rse .as revali*ate* to in(l!*e an #ono!rs option. "#is .as also t#e first #ono!rs *e%ree .it#in S(otlan*. D!een Mar%aret @niversit) .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

(ontrib!te* to t#e last t.o Resear(# Assessment 0Ber(ises. Man) international lin/s #ave been for%e* an* establis#e* bet.een t#e (o!rse team an* ot#er !niversities in @nite* States of Ameri(a& Cana*a an* 0!rope. "#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. "#e overar(#in% spirit of '((!pational "#erap) is one .#i(# en(o!ra%es an* s!pports innovation& '((!pational "#erap) is /no.n for its s!pport in enablin% in*ivi*!als to a(#ieve t#eir potential an* aspirations. 0Bternal eBaminers (onsistentl) (omment !pon t#e (ontin!al *evelopment of o!t(omes an* stan*ar*s of learnin%. "#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 .it# an in(reasin% portfolio of name* a.ar*s an* repertoire of learnin% opport!nities. >:!: The OT 3tatus in $reece n +ree(e tertiar) e*!(ation is *ivi*e* into t.o levels& #i%#er an* #i%#est. "#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. "#e e*!(ational instit!tions of t#e #i%#est level are (alle* :i%#est 0*!(ational nstit!tions 6A0 7& @niversities& .it# st!*ies *!ration of fo!r to siB or seven )ears. '((!pational "#erap) 6LM7 60r%ot#erapia in +ree/7 in +ree(e appeare* after t#e en* of t#e se(on* .orl* .ar b) +ree/s .#o .ere eit#er traine* in '" abroa* 6mainl) @SA K @G7 or follo.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 .as establis#e* at t#e "0 of At#ens in 1522& a.ar*in% t#e first *iploma in '". Fe. )ears later& in 1543& t#e pro%ramme .as !p%ra*e* to Ba(#elorsA in '"& operatin% !p to t#is *a)N B) 200,& 240 '"s #a* %ra*!ate* from t#e pro%ramme. "#e above *ata (on(!r .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. 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. 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 .#ere o((!pational t#erapists #ave to /eep a portfolio in or*er to rene. t#eir professional ri%#ts. '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.a)s !p8to8*ate in s(ientifi( *evelopments an* t#e ne. appli(ations in t#e fiel* of o((!pational t#erap). n 1542 t#e :elleni( Asso(iation of 0r%ot#erapists .as establis#e* an* be(ame a member of 9orl* Fe*eration of '((!pational "#erapists in 154- 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. 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. "#e nee* for anot#er !n*er%ra*!ate pro%ramme in '" alon% .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*.

"#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*.ifer)& *ieteti(s. n a((or*an(e to t#e (!rrent +ree/ le%islation in for(e an* t#e *ire(tives of 0.0. 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 .ill be allo.e* to !n*er t#e (on*ition t#at t#e) #ave been establis#e* as a 3e%al 0ntit). "#e :elleni( Asso(iation of 0r%ot#erapists operates in s!(# a transitional stat!s .ell. For t#e time bein%& onl) +ree/ prefe(t!res are responsible for besto.in% professional ri%#ts. 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. "#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. "#ere eBist t.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. n (on(or*an(e to (!rrent le%islat!re& t#ese asso(iations .ill #ave to be a%%re%ate* so at to form a !nifie* professional bo*) t#at .ill pro(ee* to possess a!t#orities an* responsibilities of an asso(iation .it# le%al po.er to %rant professional li(enses to its members. "#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 .it# t#e :elleni( Asso(iation of 0r%ot#erapists .#i(# .ill be t#e main bo*) .#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.ar*s effe(tive a(a*emi( operation. 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. F!rt#ermore& Ms PoliBeni S/altsi an* Ms oanna "sipra& .#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. Conse;!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. +ra*!ates of t#is pro%ramme (an obtain t#eir professional ri%#ts !n*er t#e *ire(tive of t#e 0@ .#i(# #as been in(orporate* into +ree/ la.. "#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- on t#e re(o%nition of professional ;!alifi(ations7& *i(tates t#at +ree/ le%islation a((ept professional ri%#ts obtaine* from lo(al e*!(ational instit!tes .#i(# are (ollaboratin% .it# 0@ re(o%nise* !niversities. 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(;!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. "#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& .#en all +ree/ or%aniHations t#at .ill be provi*in% professional ri%#ts .ill #ave been forme*. As it is t#e intention of t#e AMC LM pro%ramme to (losel) mirror t#e eBistin% DM@ pro%ramme .#i(# alrea*) follo.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 .it# t#e :PC& it is anti(ipate* t#at %ra*!ates of t#e BS( 6:ons7 in '((!pational "#erap)& At#ens

pro%ramme .ill be eli%ible to appl) for re%istration .it# t#e :PC via t#e international appli(ation ro!te.

4:": 6ationale &or 1ro*ramme "#e (ollaboration bet.een t#e 0*!(ational 'r%aniHation AGM an* DM@ starte* in t#e a(a*emi( )ear 200182002. 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. After t#e eBperien(e an* t#e /no.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 .a) a *eman*in% pro%ramme of st!*ies& .#i(# is part of t#e :ealt# Se(tor& li/e t#e '((!pational "#erap) pro%ramme. "#is *o(!ment o!tlines a (ollaborative mo*!lar pro%ramme of st!*ies bet.een DM@ an* AMC lea*in% to t#e a.ar* of t#e B3c (Hons) in Occupational Therapy [Athens]. "#is is an eBtension of t#e eBistin% (ollaborative relations#ip bet.een AMC an* DM@& t#e intention bein% to no. *evelop an* *eliver a Bs( 6:ons7 '((!pational "#erap) EAt#ensF in At#ens (amp!s from September 2012. I'((!pational "#erap) enables people to a(#ieve #ealt#& .ellbein% an* life satisfa(tion t#ro!%# parti(ipation in o((!pationJ C'" 6200,7. Re(ent resear(# i*entifies o((!pational t#erap) as a (ompleB intervention. t is one of t#e fastest %ro.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.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.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 .it# t#e same aims& t#e same ob>e(tives an* st!*ent assessments& a*apte* to +ree/ realit). "#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). "#e follo.in% *o(!ments provi*e val!able referen(e points& in*i(ative (ontent an* stan*ar*s .#i(# #ave infl!en(e* t#e ne. pro%rammeAs (ontent& assessment& tea(#in% an* learnin% strate%ies. 9it#in t#e (onteBt above& t#is *o(!ment o!tlines t#e BS( 6:ons7 in '((!pational "#erap). t #as been *esi%ne* to (ompl) .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

"#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. 9or/ Base* an* Pla(ement 3earnin% S(ottis# Cre*it an* D!alifi(ation Frame.or/s 62003& 2002& 20057 "#e $:S Gno.le*%e an* S/ills Frame.or/ 6200,7

"#is *o(!ment eBplains t#e nat!re an* p!rpose of t#e pro%ramme. "#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 .i*er infl!en(es mean< A(/no.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.or/ to t#e *eman*s of t#e +ree/ #ealt# s)stem. "#e mo*!le is to be (o8atten*e* b) t#e st!*ents of t#e follo.in% spe(ialiHations< p#)siot#erap) an* *ieteti(s& of t#e relevant pro%rammes offere* b) AMC in (ollaboration .it# DM@. 9:": )ar<et 6esearch: Presentl)& over 20&000 st!*ents in +ree(e enrol )earl) in private (olle%es of #i%#er e*!(ation .#i(# .or/ in (ollaboration primaril) .it# Britis# !niversities in offerin% vali*ate* an* fran(#ise* *e%ree (o!rses. 9it# a 0!ropean Dire(tive in pla(e .#i(# (alls for t#e offi(ial re(o%nition of 0!ropean a(a*emi( *e%rees offere* in (ollaboration .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*. 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 .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 .ell.

11

"#e risin% iss!e of in(reasin% ol* pop!lation alon% .it# t#e relate* impli(ations in t#e form of (#roni( *iseases is .ell *o(!mente* for 0!rope. Res!lts of s(ientifi( resear(# (on*!(te* in +ree(e an* else.#ere *emonstrate t#e #i%# *eman* for o((!pational t#erapists re;!ire* b) t#e +ree/ mar/et. "#e a%e apportionment of t#e +ree/ pop!lation is in*i(ate* for t#e f!t!re.

6A%e apportionment of t#e (!rrent +ree/ Pop!lation7

A((or*in% to t#e *emo%rap#i( mo*els t#at .ere anal)se*& it is foreseen t#at t#e above apportionment in 20-0 .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. 9it# a pop!lation over 11 million& +ree(e #as onl) one :i%#er 0*!(ation *epartment a.ar*in% Bs(. in '((!pational "#erap) 6"0 of At#ens7. 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. st!*ents .ere re%istere* in t#e first )ear of st!*ies of t#e ba(#elors in '" after s!((ee*in% in national eBams& .#ile 10.155 people applie* to re%ister in t#e same pro%ramme of

12

st!*ies. "#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. "#ere are m!ltiple (ases in re#abilitation teams .#ere t#e '((!pational "#erapist is missin%& be(a!se no professional '" (o!l* be lo(ate* for t#e post. D!e to t#e limite* n!mber of '" in +ree(e t#e vast ma>orit) of ne. '" %ra*!ates is #ire* imme*iatel) after t#eir %ra*!ation. "#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. F!rt#ermore& '"s ma) .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. "#ese fa(ts .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. "#e pro%ramme .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 .it# DM@N *etails of t#e pro%ramme are provi*e* b) t#e AMC an* DM@ .ebsite. 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 .#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 6Ma%lari& S/altsi& see Staff CVs *o(!ment7. "#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(#. AMC r!ns a .ell establis#e* net.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 .it# DM@. "#e parti(!lar .or/ environments #ave t#e potential to satisf) t#e *eman*s of t#e o((!pational t#erap) pro%ramme as .ell. "#e mana%ement team of AMC #as (omm!ni(ate* .it# t#e parti(!lar (ollaborations re%ar*in% t#e eBpansion of t#e Memoran*!m of A%reement. "#e (lini(al pla(ements are< Private re#abilitation (enter !"#"$% &'hiloctetes( Private re#abilitation (enter )*+,-.$ &Anaplasi( Cere/ral 'alsy 0reece "#e private Ps)(#iatri( Clini( 1-#*$ &0alene(2 a ne. (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) 3-4-"5!6 7*."" 8" &'ediatric 9nstitute( Boar*in% S(#ool for (#il*ren .it# a!tism Agios :icolaos &;< % =!6- %( Private Ps)(#iatri( Clini( >* 85$% &?inouris( "#e pra(ti(e e*!(ators 6see p%. 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.

13

"#e e*!(ators are in (onstant (ollaboration .it# t#e t!tors& e*!(ators& an* t#e Pra(ti(e Pla(ement Coor*inator of t#e pro%ramme. 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/ .it# a!t#orit) abo!t t#e (#an%es .it#in #ealt# an* so(ial (areN t#e) .ill also offer opinion an* a*vi(e .#et#er o!r prospe(tive %ra*!ates are meetin% t#ose (#allen%es. 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# %reat *evelopmental potential. t is a .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. "#e parti(!lar o((!pational fiel* (overs a .i*e ran%e of re#abilitation an* t#erapies offerin% a *iverse spe(tr!m of possibilities for t#e %ra*!ates. "#e n!mber of '((!pational "#erapists in +ree(e is ver) limite*& approBimatel) ,008 -00 a((or*in% to t#e *ata .#i(# *erive from t#e asso(iations& so )o!n% people .#o li/e to follo. a (areer in #ealt#(are or in pae*iatri(s (#oose to st!*) o((!pational t#erap) /no.in% t#at it .ill be easier to fin* a >ob after %ra*!ation. Moreover& t#e tea(#in% staff of t#e Bs( in '((!pational t#erap) EAt#ensF #ave alrea*) promote* t#eir (onta(t .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. 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). 9:>: %n,ol,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. Part of t#eir remit #as been to (anvas vie.s from t#eir area of pra(ti(e an* to *isseminate information abo!t t#e (o!rses. AMC #as alrea*) (reate* an* establis#e* a net.or/ of inter(onne(tions .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 .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 ver) same mo*el is %oin% to be applie* to t#e o((!pational t#erap) pro%ramme& as .ell. "#e (!rative s!pport of patients from v!lnerable so(ial %ro!ps .it#in t#e frame.or/ of st!*ent pra(ti(e pla(ements (onstit!tes part of t#e (#arit) poli() of AGM e*!(ational or%aniHation. 9:4 .,idence &rom &irst destination statistics S=P as t#e pro%ramme #as not starte* operatin% )et: 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.een en%a%ement in o((!pation an* a personAs #ealt# an* .ellbein%. "#is belief #as informe* t#e profession sin(e its in(eption in t#e earl) part of t#e 20 t# Cent!r). '((!pation is t#e professionAs (ontrib!tion .#en people eBperien(e illness& impairment& *isabilit)& so(ial problems or loss. 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*. A 1,

person (an en%a%e in I*oin%J eit#er in*ivi*!all) or .it# ot#ers. IBein%J ta/es pla(e .it#in a so(ial (onteBt an* is *epen*ent !pon relations#ips& personal net.or/s& (onta(ts an* t#e eBtent to .#i(# a person is in(l!*e* .it#in t#e (omm!nit). '((!pational t#erap) (an ma/e a restorative an* t#erape!ti( (ontrib!tion to a personAs #ealt# an* t#e promotion of .ellbein%. '((!pation is a *)nami(& (ompleB an* (#allen%in% (onstr!(t& .#i(# #as le* to t#e *evelopment of a n!mber of *is(rete mo*els of pra(ti(e. 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;!ir). $e. epistemolo%ies of pra(ti(e are bein% *evelope* to refle(t t#e (ombination of /no.le*%e& s/ills an* val!es ne(essar) for pra(ti(e an* resear(#. '((!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. A perio* of rapi* politi(al& so(ial an* te(#nolo%i(al (#an%e& as .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. 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. "#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 .it# t#e professionAs (ore aims an* val!es. "#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.erment& anti8 *is(riminator) pra(ti(e an* inter8professional .or/in%. "#e (!rri(!l!m is *esi%ne* to meet t#ese (#allen%es b) provi*in% %ra*!ates .it# t#e /no.le*%e& s/ills an* val!es to enable t#em to ma/e an effe(tive (ontrib!tion .it#in t#is (ompleB servi(e environment. "#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. 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). "#erapists #ave en%a%e* .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. "#e appraisal of #o. /no.le*%e is !se* an* #o. it is (onstr!(te* is (onsi*ere* to be an e*!(ational imperative for f!t!re entrants to t#e profession. +ra*!ates .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.in%. Promotin% an* improvin% #ealt# an* .ellbein% t#ro!%# o((!pation is t#e (entral (ontrib!tion t#at t#e profession is able to ma/e to peoplesA lives. "#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. "#e pro%ramme of st!*) embra(es t#e prin(iples of lifelon% learnin% an* .ill offer learners t#e means b) .#i(# t#e) (an a(;!ire an* (onsoli*ate s/ills. More spe(ifi(all) it .ill en(o!ra%e t#em to *evelop a ran%e of .a)s of t#in/in% abo!t o((!pation as a (entral an* life *efinin% element of peopleAs eBisten(e. t .ill see/ to broa*en t#e nat!re of in;!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. :": 1ro*ramme Aim "#e overall aim of t#is pro%ramme is to pro*!(e %ra*!ates .#o are a!tonomo!s lifelon% learners an* .#o meet t#e :ealt# Professions Co!n(il Stan*ar*s of 1-

Profi(ien() in '((!pational "#erap) 620027 for safe an* effe(tive pra(ti(e. St!*ents s#o!l* leave t#e pro%ramme .it# a stron% professional i*entit) an* .it# t#e /no.le*%e& s/ills an* val!es to .or/ effe(tivel) .it# people an* (omm!nities .it#in *iverse pra(ti(e (onteBts. Central to t#e a(#ievement of t#is aim is t#e st!*entsA abilit) to arti(!late an* appl) t#e !ni;!e (ontrib!tion of o((!pation to t#e #ealt# an* .ellbein% of in*ivi*!als an* (omm!nities. '((!pational t#erap) st!*ents are en(o!ra%e* to be (!rio!s in;!irin% an* (riti(al in t#eir approa(# an* to lo(ate people at t#e #eart of t#eir pra(ti(e. "#e) .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.erment. As f!t!re #ealt# an* so(ial (are professionals .or/in% in (ompleB environments& st!*entsA .ill be enable* to *evelop t#e s/ills or refle(tive an* refleBive pra(ti(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 .#i(# t#e) .ill pra(ti(e. :#: 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(;!ire t#e (ombination of /no.le*%e& professional s/ill an* attit!*es ne(essar) for (ompetent an* safe pra(ti(e. :o.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. :! .ducational Aims o& the Bsc (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 aim to provi*e a learnin% eBperien(e .#i(# .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. 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) .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.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. (on(l!sions base* !pon a *is(ernin% an* (riti(al approa(# to eBistin% /no.le*%e .it#in o((!pational t#erap) "o provi*e %ra*e* opport!nities .it#in professional pra(ti(e e*!(ation to *evelop professional /no.le*%e& s/ills an* attit!*es "o provi*e opport!nities .it#in t#e (!rri(!l!m for (#oi(e in bot# (ontent an* assessment .#i(# (ater for *ifferent learnin% st)les "o enable st!*ents to *evelop an et#i(al frame.or/ for pra(ti(e 11

"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. 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. :> /earnin* outcomes o& the B3c (Hons) Occupational Therapy [Athens] @pon s!((essf!l (ompletion of t#e pro%ramme& st!*ents .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 6200,7 an* t#e Colle%e of '((!pational "#erapists C!rri(!l!m +!i*an(e 620057. +ra*!ates .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 .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* .ellbein% Demonstrate (ompeten() in interpersonal s/ills Appl) (ompetent levels of refle(tive an* reasonin% s/ills (on(omitant .it# s)stemati( in;!ir) Demonstrate /no.le*%e of anti8oppressive& (!lt!ral sensitivit) an* so(ial responsibilit) Be able to (ollaborate an* .or/ in partners#ip .it# ot#er professions& ot#er a%en(ies (on(erne* .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%

:4 /e,el # B3c (Hons) Occupational Therapy [Athens] S:0 level 1 6SCDF level 27 Cre*it *efinition at least 120 (re*its of .#i(# a minim!m of 50 are at S:0 level 1 or #i%#er

12

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. B) t#e en* of level one& t#e learner .ill< 8 Demonstrate /no.le*%e of t#e p#ilosop#)& t#eor) an* pra(ti(e of o((!pational t#erap) S#o. 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;!ire* .it#in professional pra(ti(e pla(ement S#o. (ompeten() in basi( ris/ assessment Demonstrate (ompeten(e in basi( verbal& .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,el ! Bsc (Hons) Occupational Therapy [Athens] S:0 level 2 6SCDF level 47 Cre*it *efinition 8 at least 2,0 (re*its of .#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.le*%e of t#e !n*erpinnin% s(ien(es an* *is(iplines B) t#e en* of level t.o t#e learner .ill< 8 S)nt#esise /no.le*%e of t#e !n*erpinnin% s(ien(es .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;!ir) Demonstrate (ore (ompeten(ies .it#in pra(ti(e e*!(ation S#o. evi*en(e of personal refle(tiveness abo!t learnin% nee*s an* stren%t#s .it#in t#e personal an* professional portfolio Demonstrate (onfi*en(e in presentin% information to peers an* en%a%in% in *is(!ssion :0 /e,el > Bsc (Hons) Occupational Therapy [Athens] S:0 level 3 6SCDF 57 Cre*it *efinition at least 310 (re*its of .#i(# a minim!m of 10 are at S:0 level 3

14

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.le*%e of #o. o((!pation (an (ontrib!te to #ealt# improvement& #o. to arti(!late a resear(# ;!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 .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 o((!pational t#erap) an* #o. to (ontrib!te to.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 .it#in professional pra(ti(e pla(ement. Demonstrate an appre(iation of partners#ip .it#in interprofessional e*!(ation in terms of .or/in% a(ross #ealt# an* so(ial (are& bet.een *is(iplines an* bet.een a%en(ies. Be able to .or/ (onfi*entl) an* proa(tivel) .it# appropriate levels of s!pport .it#in pra(ti(e e*!(ation Criti(all) anal)se an* *ebate iss!es .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/ .it# (lients& (arers an* (omm!nities to.ar*s #ealt# improvement !sin% o((!pation as t#e /e) (onstr!(t Demonstrate an in(reasin%l) refleBive abilit) .it#in t#eir personal an* professional portfolio : /e,el 4 Bsc (Hons) Occupational Therapy [Athens] S:0 level : 6SCDF 107 Cre*it *efinition at least ,40 (re*its of .#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 .ill be a*van(e* professional pra(ti(e pla(ement& in*epen*ent st!*)& appre(iatin% t#e (!rrent state of /no.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.le*%e *evelopment .it#in t#e profession of o((!pational t#erap) Demonstrate t#e abilit) to (riti;!e met#o*olo%) an* (on(!rrent p#ilosop#ies of s)stemati( in;!ir) .it#in o((!pational t#erap) S#o. innovation .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% 15

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*. n *esi%nin% t#is (!rri(!l!m& t#e plannin% team .ere a.are of t#e nee* to %o be)on* professional (ompeten(ies to.ar*s e;!ippin% f!t!re %ra*!ates .it# a broa*er so(ial vision. As :i%%s an* :!nt 61555<127 state Ito be (ompetent is no lon%er eno!%#J. Prospe(tive %ra*!ates are re;!ire* to .or/ as a%ents of (#an%e in effe(tive intera(tion .it# ot#ers. t is imperative to (onsi*er f!t!re *ire(tions for t#e profession an* *eal .it# (onteBt!al an* i*eolo%i(al (ompleBit). 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 .#i(# sets o!t strate%i( e*!(ational %oals. 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(# #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. "#is is a learnin% eBperien(e .#i(# offers an o((!pation (entre* (!rri(!l!m .#i(# .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!*). "#is ta/es t#e form of a learnin% matriB .it# #oriHontal an* verti(al (on(ept!al an* (ontent (o#eren(e. 3evel 1< 3evel 2< 3evel 3< 3evel ,< establis#es an* pro(ee*s from t#e (ore val!es an* beliefs of o((!pational t#erap) is (on(erne* .it# t#e /no.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# *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. "#ose i*eas also per(eive o((!pation as (onsistent .it# t#e promotion of #ealt# an* .ellbein%. "#e (!rri(!l!m mo*el also embe*s interprofessional e*!(ation .it#in t#e profession spe(ifi( s!b>e(t matter. A.areness of (!lt!ral iss!es an* *iversit) are /e) (omponents of all mo*!lar (ontent. "#e (!rri(!l!m .ill provi*e a learnin% eBperien(e .#ereb) t#ere is a *iale(ti( relations#ip bet.een poli()& t#eor)& resear(# an* pra(ti(e. +ra*!ates .ill be able to anal)se an* (ontrib!te to t#e %eneration of poli()& resear(# an* t#eor) an* re(o%nise .#ere %aps eBist. 9#erever possible t#e (!rri(!l!m .ill *ra. on t#e eBperien(e of servi(e !sers an* (arers to fa(ilitate partners#ip .or/in%. "#is (on(ept eBten*s to t#e e*!(ational pro(ess .#ereb) st!*ents .ill be en(o!ra%e* to .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.

20

Pra(ti(e e*!(ation is aBiomati( to t#is learnin% eBperien(e. St!*ents .ill !n*er%o t.ent) ei%#t .ee/s of pra(ti(e e*!(ation in a variet) of settin%s. A transa(tional sit!ation .ill eBist .#ereb) pra(ti(e .ill inform !niversit) base* st!*ies an* vi(e versa. "#e personal& t#e pra(ti(e e*!(ation a((re*itation portfolio an* professional portfolio .ill form a (r!(ial part of t#is learnin% eBperien(e an* t#is .ill stra**le eBperiential learnin% an* also be t#e site of s!mmative assessment. "#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 .it# tea(#in% staff. "#e element of (#oi(e #as al.a)s been a feat!re of e*!(ation in t#is s!b>e(t area an* t#is .ill (ontin!e spe(ifi(all) in level , .#ere st!*ents (an p!rs!e spe(ifi( interests in optional mo*!les. From t#e earlier sta%es of t#e pro%ramme st!*ents .ill be as/e* *ire(tl) to lin/ pra(ti(e pla(ement eBperien(e .it#in t#e mo*!lar (ontent an* assessment. "#is .ill involve in*ivi*!al (#oi(e of (riti(al in(i*ents an* iss!es %ermane to t#eir parti(!lar eBperien(e. 9it#o!t ;!estion t#is in(reases t#e *ept# an* meanin%f!lness of learnin%.

21

5urriculum 3tructure A)5 )odule coordinators8 )odule team

Level. Themes Level %. OT &alues and 'eliefs. Semester 1 OT Philosophy Theory and Practice Occupation Interaction and Performance. 10 Ioanna Tsipra Polixeni Skaltsi Conceptual Foundations of OT. Polixeni Skaltsi Ioanna Tsipra Conceptual Foundations of OT. Understanding Human Occupation in Context Participation Occupation Mind brain body and context 1. li!a Ma"lari #ateria $ourika %r.Pana"iotis. Siaperas Participation Occupation Mind brain body and context 1. )0 Participation Occupation Mind brain body and context 1. Inter-professional ducation First Ai* an* Man!al :an*lin% 10 Dr $i(olas MaHis Maria Tsekoura Musculoskeletal ,natomy- t+eory %r. .. #oumantakis 10 Participation Occupation Mind brain body and context &. Musculoskeletal anatomy- Practical application 10 Cr. #omissopoulos
1&0 SC/F '0 CTS Certificate in 0i"+er ducation

!C"#$ CT! Points

Total

Level %. OT &alues and 'eliefs. Semester & Level ( na'ling Occupation. Semester )

Professional Practice Placement 1. ' (eeks. &0 li!a Ma"lari

Conceptual Foundations of OT. )0

*esearc+ Skills 10 %r. Pana"iotis Siaperas Participation Occupation Mind brain body and context &. li!a Ma"lari #aterina $ourika %r. Pana"iotis Siaperas

1&01'0

OT as an nablin" Profession Polixeni Skaltsi Ioanna Tsipra

*esearc+ skills &. 10 %r. Pana"iotis Siaperas

Level ( na'ling Occupation. Semester 2

Professional Practice Placement &. 3 (eeks. )0 li!a Ma"lari

OT as an nablin" Profession

OT as an nablin" Profession )0

Participation Occupation Mind brain body and context &. )0

0ealt+ and 4elfare 5sociolo"y6 10 Tatiana 7enou

1&0 SC/F '0 CTS %iploma in 0i"+er ducation

&2011&0

Level ) *eflecting on Occupation. Semester 8 Level ) *eflecting on Occupation. Semester '

Contemporary pistemolo"ies of OT. Polixeni Skaltsi 10 Professional Practice Placement ). ' (eeks. )0 li!a Ma"lari

OT *eflectin" on Practice. Ioanna Tsipra OT *eflectin" on Practice &0

*esearc+ Skills ) %r. Pana"iotis Siaperas #aterina $ourika *esearc+ Skills ). &0

Participation Occupation Mind brain body and context ). 10. li!a Ma"lari OPTIO+,L -O.UL !/ 1. ,ssisti:e tec+nolo"y adaptation

Inter9professional ducation- deli:erin" inte"rated care Inter9professional ducation- deli:erin" inte"rated care &0 ;icolas Ma!is
1&0 SC/F '0 CTS $Sc 0ealt+ Studies

)'01&20

%r. Pana"iotis Siaperas 4orkin" (it+ C+ildren 10 #aterina $ourika Level 0 !cholarship and valuation of Occupation. Semester <. Level 0 !cholarship and valuation of Occupation. Semester 3. Professional Practice Placement 2. 3 (eeks. )0 li!a Ma"lari *esearc+ Skills 2 *esearc+ Skills 2 Counselin" = .roup 4ork in Occupational t+erapy Counselin" = .roup 4ork in Occupational t+erapy &0 #aterina $ourika Polixeni Skaltsi
1&0 SC/F '0 CTS $Sc50ons6 Occupational t+erapy

&.

Contemporary issues in OT Polixeni Skaltsi %r. Pana"iotis Siaperas

Contemporary issues in OT. &0

OPTIO+,L -O.UL !/ 1. C+ild+ood studies O* &. Creati:e Studies 10 Ioanna Tsipra #aterina $ourika

*esearc+ Skills 2

*esearc+ Skills 2 20 %r. Pana"iotis Siaperas

2301&20

Validation Document

B3c (Hons) Occupational Therapy[Athens]

E:": 3tudent 3upport "#e AMC BS( '((!pational "#erap) EAt#ensF pro%ramme .ill follo. 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 .it#in t#e s!b>e(t area. AMC mo*erates t#e a(a*emi( pro(ess of spe(ifi( st!*ents nee*s in or*er to as(ertain .#et#er it is re;!ire* to eBten* a**itional time in eBaminations& permission to re(or* le(t!res et(. Provisions .ill be ta/en from t#e appli(ation sta%e an* be)on*. "#is pro(e*!re is follo.e* b) DM@ an* #as #a* ver) positive res!ltsN t#erefore AMC .ill be ali%ne* .it# t#is. AMC re;!ires t#at all le(t!re=t!torial materials .ill be available on Moodle at least one .ee/ before t#e relevant sessions. "#is is (onsi*ere* to be of tremen*o!s benefit to st!*ents of all pro%rammes& as .ell as en#an(in% t#e learnin% environment for t#ose .it# spe(ifi( s!pport nee*s an* AMC .ill (ontin!e t#is poli(). E:# Academic Tutor 3upport "#e St!*ent servi(es offere* at AMC are as follo.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 .it# DM@ poli(). AMC .ill operate a s)stem for st!*ent s!pport in a(a*emi( an* pastoral matters. 0a(# st!*ent .ill be assi%ne* a member of staff from t#e S!b>e(t Area as a personal a(a*emi( t!tor .it#in t#e first mont# of matri(!latin% in level 1. St!*ents are s!pporte* b) t#eir Personal A(a*emi( "!tor .#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 above t!tors (ooperate .it# t#e (o!rse lea*er for (arr)in% o!t t#eir *!ties. 0a(# st!*ent (an refer to t#e Personal A(a*emi( "!tor .#o is responsible for t#e pro>e(ts to *is(!ss an* appraise #is=#er pro%ress as .ell as to m!t!all) fin* .a)s to s!rpass an) *iffi(!lties t#at t#e st!*ent ma) #ave. 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. 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;!est ma*e if (onta(te* b) t#eir PA". 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%& .it# t#e PA" bein% t#e first point of (onta(t for an) personal problems eBperien(e* b) st!*ents on pla(ement. E:#:!: Academic /earnin* 5entre "#e A(a*emi( 3earnin% Center is a !ni;!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 .#o nee* eBtra #elp .it# t#eir st!*ies. At AGM Metropolitan Colle%e& st!*ents are eBpe(te* to perform .ell an* t#rive in an intelle(t!all) *eman*in% environment. :en(e& t#e A(a*emi( 3earnin% Centre is *esi%ne* to assist t#ose st!*ents .#o la% be#in* in (ertain s/ills an* nee* #elp in attainin% a(a*emi( eB(ellen(e. "#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(

Validation Document

B3c (Hons) Occupational Therapy[Athens]

.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). 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 .ee/. St!*ents ma) see/ a(a*emi( assistan(e on t#eir o.n& or .ill nee* to atten* t!torin% sessions !pon t#e re;!est of t#eir tea(#ers& personal t!tors an* (o!rse lea*ers. E:#:>: 5ounsellin* 5entre "#e Co!nsellin% Centre offers in*ivi*!al s!pport an* a*vi(e to st!*ents .#o are fa(e* .it# personal problems 8 for eBample anBiet)& stress& *epression& eatin% *isor*ers an* bereavement. "#e Co!nsellin% Centre (an also #elp st!*ents .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 .ell8bein% of st!*ents b) provi*in% t#em .it# s!pport an* .it# t#e opport!nit) to eBamine t#e iss!es .#i(# prevent t#em from maBimisin% t#eir f!ll potential. t aspires to (ertain stan*ar*s an* %oals& in(l!*in%< :avin% ;!alifie* ps)(#olo%ists an* (o!nsellors .#o are (ommitte* to on%oin% professional *evelopment 0ns!rin% t#at t#e servi(es provi*e* operate .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 .ill be /ept stri(tl) (onfi*ential an* .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/. St!*ents .is#in% to ma/e an appointment (an (omplete an* s!bmit an appointment re;!est form& lo(ate* o!tsi*e t#e (o!nsellin% (entre. "#e (o!nsellin% (entre staff .ill (onta(t st!*ents as soon as possible in or*er to s(#e*!le a meetin%. Alternativel)& st!*ents (an also email t#eir re;!est at (o!nsellin%Vam(.e*!.%r. E:#:4: 5areers and .mploya-ility 5entre "#e Careers an* 0mplo)abilit) Centre aims to provi*e #i%# ;!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 .a) an* aim to e;!ip o!r st!*ents an* %ra*!ates .it# t#e s/ills an* /no.le*%e to effe(tivel) (#oose an* mana%e t#eir (areers. '!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. 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 termsXY. 9#at .e offer as a !ser of t#e Careers an* 0mplo)abilit) Centre )o! (an eBpe(t

Validation Document

B3c (Hons) Occupational Therapy[Athens]

%!i*an(e an* s!pport to #elp )o!< Ma/e realisti( *e(isions abo!t )o!r neBt steps. 0Bplore (ompre#ensive information abo!t o((!pations& emplo)ers& post%ra*!ate trainin% an* va(an(ies. @n*erstan* an* assess t#e available opport!nities. Assess )o!r o.n potential. C#oose .isel) from all t#e options open to )o!. Ma/e an* implement an a%ree* plan of a(tion. "#e Careers an* 0mplo)abilit) Centre offers information& a*vi(e an* %!i*an(e in t#e follo.in% .a)s< E:#:9: Drop;in;3er,ice St!*ents ma) meet .it# t#e Cons!ltants in spe(ial (ases .it#o!t boo/in% an appointment so as to see/ assistan(e on t#eir (!rrent sta%e of (areer plannin% an* .a)s to pro%ress. 9#ere (onfi*ential matters arise& or .#ere t#e st!*ent in*i(ates a nee* for priva()& a private room .ill be !se*. 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. 8 Ma/e an appointment .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.s. E:#:0: 2or<shops8 Tal<s8 1resentations "#e) are one or t.o #o!rs in len%t# an* (an #elp )o! (larif) )o!r (areer ;!estions& (onne(t .it# ot#er st!*ents .#o s#are t#e same (on(erns an* b!il* lifelon% s/ills. "#ese sessions a**ress spe(ifi( aspe(ts of t#e pro(ess of loo/in% for .or/ or *e(i*in% on (areer options. "opi(s (overe* b) o!r .or/s#ops& tal/s an* presentations in(l!*e< ?o! an* ?o!r Career 'ptions. Career C#oi(e an* ?o!r Personalit). Post%ra*!ate st!*) an* .a)s of f!n*in% it. Fin*in% 9or/Z Cob Resear(#in% on t#e nternet. CV an* Cover 3etter. ntervie. "e(#ni;!es. 9or/pla(e 0ti;!ette. ?o!n% entreprene!rs#ip. :o. to Fin* S!mmer 9or/. :o. to Fin* Part8 "ime 9or/. 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. "#e Va(an() *atabase is !p*ate* re%!larl) .it# information notifie* to !s *ire(t from emplo)ers. E:#:D: )oodle Moo*le is t#e (olle%eAs e8learnin% fa(ilit)& t#ro!%# .#i(# )o! (an a((ess t#e material ta!%#t in )o!r (o!rse as .ell as !sef!l information re%ar*in% )o!r pro%ram an* t#e (olle%e in %eneral. Moo*le provi*es )o! .it#< nformation re%ar*in% t#e (olle%e an* t#e fa(!lt) of )o!r st!*ies 3earnin% material .#i(# is !se* in t#e mo*!les of )o!r pro%ram "#e abilit) to (omm!ni(ate .it# )o!r le(t!rers an* fello. st!*ents.

"#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. 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/. "#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.%. 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&

Validation Document

B3c (Hons) Occupational Therapy[Athens]

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. 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 be prepare* for t#eir 03"S eBaminations& .#i(# (ertifi(ate s#o!l* be provi*e* in t#e t#ir* )ear of st!*ies. As mentione* above& level 1 an* level 2 .ill be ta!%#t in +ree/ an* assesse* in +ree/. 3evel 3 .ill be ta!%#t in +ree/ an* assesse* in 0n%lis#. 3evel , .ill be ta!%#t an* assesse* in 0n%lis#. 0n%lis# lan%!a%e (lasses *o not form part of t#e (!rri(!l!m. 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. 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. "#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). AMC follo.in% t#e prin(iples of DM@ .el(omes all (an*i*ates from vario!s e*!(ational ba(/%ro!n*s t#at meet t#e a*mission re;!irements. E:>: .Fual Opportunities AMC a*#eres to DM@ %!i*elines re%ar*in% promotin% an* maintainin% e;!al opport!nities. t .el(omes all st!*ents re%ar*less of ra(e& %en*er& reli%ion& nationalit)& a%e& seB!al orientation e.t.(. .it#o!t s!perse*in% t#e ne(essar) a(a*emi( a*mission (riteria set for t#e parti(!lar pro%ramme. 0;!alit) an* Diversit) are terms t#at en(ompass a ran%e of (ommitments an* responsibilities b) t#e Colle%e in *ealin% .it# all aspe(ts an* members of itAs (omm!nit). 0;!alit) relates to t#e Colle%eWs (ommitment to t#e prin(iples of e;!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. 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. E:4 3tudent 3upport 1rocedures: Mana%ement of st!*ent s!pport is or%anise* in a n!mber of .a)s& an* *esi%ne* to enable st!*ents to *evelop po.ers of self8assessment an*=or me(#anisms for peer s!pport. '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. @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. "#e a(a*emi( t!tor is responsible for monitorin% t#e personal .ell8bein% an* a(a*emi( *evelopment of t#e st!*ent.

Validation Document

B3c (Hons) Occupational Therapy[Athens]

"#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. "#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(. St!*ents learn to ass!me a(tive roles an* *ebate on (on(epts an* pra(ti(alities .it#in a s!pportive !n8assesse* environment. 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*. St!*ents an* staff s#are responsibilit) for ens!rin% %ro!p an* in*ivi*!al meetin%s are #el* as re;!ire*. n*ivi*!al meetin%s are #el* as (lose as possible to t#e en* of ea(# semester to revie. t#e st!*ents personal an* professional *evelopment portfolio. A(a*emi( t!tors *raft >ob referen(es for t#e st!*ent for .#om t#e) are responsible. 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. #":": 3tudent .=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 .#ere t#ose .#o learn .it#in it (an be(ome a!tonomo!s in t#eir *evelopment. Prin(iples of st!*ent (entre* learnin% are t#e fo!n*ations !pon .#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 ;!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 .it#in t#e *esi%n of assessment to *ifferent learnin% st)les

"#e (o!rse is vie.e* as one episo*e in life lon% learnin% .#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. #":!: %nduction "#e pro(ess of in*!(tion starts before t#e (o!rse (ommen(es an* in(l!*es a .el(ome to t#e Colle%e b) t#e pro%ramme lea*er an* members of t#e tea(#in% team in or*er to intro*!(e t#e ne. st!*ents to t#eir ne. a(a*emi( environment. 'n line matri(!lation pro(e*!re o((!rs in t#is sta%e. " an* librar) in*!(tion is also (arrie* o!t. n t#e (o!rse of t#e in*!(tion .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.(. 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. 0Btra t!torials on a(a*emi( .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.

Validation Document

B3c (Hons) Occupational Therapy[Athens]

0Bplanations abo!t *ifferent approa(#es to learnin%& tea(#in% an* assessments are emp#asise*. "#e parti(!lar t!torials are in(orporate* .it#in t#e ann!al (lass s(#e*!le& base* on samples of a(t!al .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 pro(ess follo.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* .as (ommen*e* !pon at t#e DM $e.s installment of Febr!ar) 2012. #":>: /e,el # "#e /e) t#emes .#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;!ir). 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. 0a(# mo*!le (o8or*inator .ill %ive an intro*!(tion to t#e s!b>e(t matter& st!*) s/ills .#i(# are re;!ire* .it#in it an* %ive o!t relevant *o(!mentation. Meetin%s .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. 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 .ill be %iven. 0arl) in t#e pro%ramme st!*ents representatives are ele(te*. 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. 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/. #":>:#: Assessment "#e rationale for t#is ran%e of assessments .it#in level 1 is base* !pon t#e .is# to (ater for *ifferent st)les of learnin% an* to ma/e assessments an inte%rate* eBperien(e. Assessments offer t#e opport!nit) to learn .a)s of (onstr!(tin% a .ritten pie(e of .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. 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. #":4: /e,el ! "#e /e) t#emes .#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.

Validation Document

B3c (Hons) Occupational Therapy[Athens]

"#is level is (on(erne* .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. t is eBpe(te* t#at /e) s/ills of s(#olars#ip s!(# as rea*in% .i*el)& !sin% referen(e material (orre(tl) an* str!(t!rin% assi%nments appropriatel) are establis#e*. 0a(# mo*!le (o8or*inator .ill %ive *etails of t#e eBpe(tations& assessments& *evelopment of st!*) s/ills re;!ire* an* appropriate *o(!mentation. Meetin%s .it# t#e pra(ti(e pla(ement t!tors .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. A(a*emi( 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:#: 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% .it# more (ompli(ate* (ase s(enarios an* t#e abilit) to *ifferentiate r#etori( from reason. nte%ration of /no.le*%e is eBpe(te* .it# t#e abilit) to s)nt#esiHe information from var)in% so!r(es an* eBpose it to anal)sis an* eval!ation. n a**ition& t#e abilit) to *evelop professional s/ills is re;!ire* in professional pra(ti(e pla(ement 2 in relation to t#e o((!pational t#erap) pro(ess. "#e abilit) to .or/ in %ro!ps is assesse* bot# b) peers an* staff an* /e) s/ills of lo%i(& reason an* #o. to *e(i*e bet.een *ifferent resear(# met#o*olo%ies is re;!ire*. 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.e. 0nablin% '((!pation. #":9: /e,el > "#e /e) t#emes .#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.or/ an* a!tonom) an* (#oi(e in learnin%. "#is level is (on(erne* .it# s!stainin% previo!sl) a(;!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 .#i(# .ill improve t#e eBperien(e for (lients an* t#eir (arers. At t#is sta%e& st!*ents .ill be so!n* (ons!mers of resear(# an* be entirel) familiar .it# t#e /e) literat!re .#i(# pertains to pra(ti(e an* t#e st!*) of o((!pation an* #ealt#. 0a(# mo*!le (o8or*inator .ill eBplain t#e in(rease* eBpe(tations& assessments an* appropriate *o(!mentation. Meetin%s .it# t#e pra(ti(e pla(ement (o8or*inators .ill (onsi*er t#e in(rease* refle(tivit) re;!ire* an* *is(!ss potential ele(tive pla(ements. A(a*emi( t!tors .ill meet .it# %ro!ps at least t.i(e per )ear an* in*ivi*!all) to (onsi*er personal an* professional *evelopment.

Validation Document

B3c (Hons) Occupational Therapy[Athens]

#":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.een val!e >!*%ements& ass!mptions an* .#at (onstit!tes evi*en(e& to separate prin(iples from eBample& to s#o. in(reasin% refle(tion an* (lini(al reasonin% s/ills an* reveal #i%# level anal)sis of o((!pational performan(e. 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. #":0: /e,el 4 "#e /e) t#emes .#i(# (#ara(terise 3evel , are< eval!ation of o((!pation& o((!pation as a fo(!s for en;!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. "#is level is (on(erne* .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. t is also a pla(e to foster more ori%inalit) of i*eas& pra(ti(e an* (o8operation .it# ot#ers. 0a(# mo*!le (o8or*inator .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. Meetin%s .it# t#e pra(ti(e pla(ement t!tors #ave o((!rre* at t#e en* of 3evel 3 to finalise 3evel , pla(ement. A(a*emi( t!tors .ill meet %ro!ps at least t.i(e per )ear an* in*ivi*!all) to (omplete referen(es an* refle(t !pon personal an* professional *evelopment. #":0:#: Assessment :ono!rs st!*ents are eBpe(te* to *emonstrate ori%inalit) of t#o!%#t an* a(tion an* to a(;!ire t#e s/ills of *esi%nin% an* (arr)in% o!t a small resear(# pro>e(t. :i%# level s/ills of oral presentation are re;!ire* in a n!mber of mo*!les an* in(reasin% s(#olars#ip .it#in all assi%nments. 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.

Validation Document

B3c (Hons) Occupational Therapy[Athens]

##:": 1ractice .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. St!*ents #ave opport!nities to appl)& pra(ti(e& (onsoli*ate an* transfer eBistin% s/ills an*& in a**ition& learn ne. s/ills relevant to ea(# pra(ti(e settin%. St!*ents also %ain eBperien(e in pra(ti(in% in a safe an* et#i(al manner. n a((or*an(e .it# t#e 9orl* Fe*eration of '((!pational "#erapists Stan*ar*s 620027& st!*ents %ain eBperien(e of .or/in% .it# a ran%e of *ifferent people .#o #ave *ifferent nee*s an* in *ifferent (ir(!mstan(es. $ormall)& st!*ent eBperien(es .ill en(ompass .or/in% .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 .#o #ave re(entl) a(;!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%. 0a(# professional pra(ti(e pla(ement mo*!le #as a set of learnin% o!t(omes pre8 *etermine* b) t#e @niversit). 3earnin% o!t(omes arti(!late .it# prior an* f!t!re !niversit) st!*ies an* previo!s pra(ti(e pla(ement mo*!les. 0mp#asis is pla(e* !pon t#e pro(ess of pra(ti(e. "#e mo*!les en(o!ra%e eBploration an* eval!ation of pra(ti(e& en#an(e learnin% an* transfer of /no.le*%e s/ills an* instil professional val!es to t#e level of (ompeten(e re;!ire* of an entr)8level pra(titioner. ##:! 1ractice placement deli,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 .#i(# pra(ti(e pla(ements o((!r in ea(# )ear of t#e pro%ramme. "#e *eliver) pattern for pra(ti(e e*!(ation is *epi(te* in t#e "able belo. < Ta-le !C 1ractice placement deli,ery pattern &or Bsc (Hons) Occupational Therapy [Athens]
Gear o& 1ro*ramme ?ear 1 ?ear 2 ?ear 3 ?ear , 1lacement PPP1 PPP2 PPP3 PPP, 3emester 2 2 2 1 Duration 1 .ee/s f=t 4 .ee/s f=t 1 .ee/s f=t 4 .ee/s f=t 1lacement Days 30 *a)s ,0 *a)s 30 *a)s ,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 , 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. "#e eBa(t n!mber of #o!rs is monitore* t#ro!%# (ompletion of .ee/l) time (ar*s& .#i(# are si%ne* b) t#e st!*entAs pra(ti(e e*!(ator. f *iffi(!lties arise .it# pla(ement #o!rs& pra(ti(e e*!(ators an* st!*ents are a(tivel) en(o!ra%e* *ra. 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. ##:> )odels o& super,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(). 0Bamples in(l!*e<

Validation Document

B3c (Hons) Occupational Therapy[Athens]

##:>:#: Apprenticeship model (#C#) 'ne st!*ent per pra(ti(e e*!(ator. "#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. "#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%. ##:>:!: 1eer assisted learnin* model (!C#) 'ne pra(ti(e e*!(ator s!pervises t.o or more st!*ents. :ere t#e emp#asis is on peer an* self8*ire(te* learnin% .#ere t#e st!*ents s!pport ea(# ot#er an* .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) .it# servi(e !sers. Benefits of t#is mo*el in(l!*e *evelopment of team8.or/ s/ills& in(rease* problem8solvin% s/ills an* a sense of s#are*8o.ners#ip of t#e learnin% eBperien(e. ##:>:>: 3plit/3hared )odel (#C!) n t#is mo*el& t#e e*!(ation of a st!*ent ma) be s#are* bet.een t.o or more members of a team .it#in a .or/pla(e. Combinations mi%#t in(l!*e an eBperien(e* pra(ti(e e*!(ator an* a ne. pra(ti(e e*!(atorN t.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. "#is mo*el ma) be an attra(tive option for pra(titioners .#o .or/ part8time& or if t#e pra(titionerAs (aseloa* is (o!ple* .it# mana%ement responsibilities. ##:>: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 .or/in% preventativel) .it#in (ompleB s)stems an* .#ole pop!lations 6C'" 2004N S(affa 2010N "o.nsen* K Polata>/o 20027. 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 .or/. 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. "#ro!%#o!t t#e pla(ement& an i*entifie* mentor at t#e #ost site (o8or*inates t#e learnin% o!t(omes. St!*ents ma) .or/ in pairs or %ro!ps *!rin% t#ese pla(ements affor*in% opport!nities to realise t#e benefits of peer assiste* learnin%. ##: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. "#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. ##: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. "#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 .eb site< #ttp<==m(s.;m!.a(.!/=PB3 ["o for.ar* pre8pla(ement information to t#e st!*ent in a*van(e of t#e start of t#e pla(ement. "#is in(l!*es an overvie. 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.

Validation Document

B3c (Hons) Occupational Therapy[Athens]

["o offer t#e st!*ent an in*!(tion into #ealt# an* safet) at .or/ at t#e start of t#e pla(ement. ["o revie. materials (ontaine* in t#e st!*entAs pra(ti(e e*!(ation passport. ["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. ["o ne%otiate a s!pervision str!(t!re .it# t#e st!*ent in(orporatin% t#e learnin% a%reement as part of t#is pro(ess. ["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. ["o maintain re(or*s of s!pervision sessions. ["o revie. 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. ["o si%n on a .ee/l) basis time (ar*s verif)in% t#e n!mber of #o!rs (omplete* *!rin% ea(# pra(ti(e pla(ement. ["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 %!i*elines provi*e* b) t#e Colle%e. ["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 .ell8bein%& be#avio!r or ;!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. ["o atten* an* parti(ipate in meetin%s& .or/s#ops asso(iate* .it# pra(ti(e e*!(ation. ##: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 .#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. "#eir *!ties are< ["o offer s!pport t#ro!%#o!t t#e pla(ement& respon*in% to re;!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;!ire*. ["o mo*erate t#eir personal t!tees on8line *is(!ssion area in Moo*le. ["o arran%e a t#ree .a) meetin% bet.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;!irin% to be a**resse*. ["o liaise .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. ##:4:>: 6esponsi-ilities o& the student St!*ents .ill .or/ (losel) .it# t#eir pra(ti(e e*!(ators *!rin% professional pra(ti(e pla(ements. t is a(/no.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 .it# on a *a) to *a) basis. +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 .or/in% relations#ip. "#e st!*ents are< ["o ass!me responsibilit) for t#eir learnin% !sin% available reso!r(es. ["o *is(!ss an) planne* absen(e .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. Planne* absen(e from pla(ement .ill be allo.e* onl) in eB(eptional (ir(!mstan(es. ["o atten* an* parti(ipate in all preparator) pla(ement a(tivities on t#e appointe* *ates spe(ifie* b) t#e AMC. ["o prepare an* maintain t#eir pra(ti(e e*!(ation passport. ["o st!*) an* be(ome (onversant .it# t#e DM@As eBpe(tations for ea(# pra(ti(e pla(ement& (o!rse assessment re;!irements an* re%!lations for t#e pra(ti(e e*!(ation (omponent of t#e pro%ramme.

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. ["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. ["o abi*e b) all #ealt# an* safet) at .or/ iss!es an* be (o%nisant of poli(ies an* pro(e*!res spe(ifi( to t#e pra(ti(e settin%. ["o be responsible for an) travellin% an* a((ommo*ation (osts in(!rre* to an* from pla(ement. ["o be p!n(t!al at all times an* *resse* appropriatel) as befittin% for t#e pla(ement settin% an* t#e .or/ involve*. ["o refle(t t#e stat!s of a team member an* respe(tf!ll) en%a%e .it# ot#er members of staff at t#e pla(ement settin% as appropriate. ["o inform t#e pra(ti(e e*!(ator an* @niversit) if it is not possible to atten* pla(ement for an) reason. ["o (ollaborate .it# t#e pra(ti(e e*!(ator to *evise a learnin% a%reement for ea(# pra(ti(e pla(ement. ["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. ["o maintain a refle(tive *iar) an* pra(ti(e e*!(ation a((re*itation portfolio in a((or*an(e .it# t#e %!i*elines provi*e* b) t#e Colle%e. ["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 (ontrib!te to.ar*s an on8line *is(!ssion for!m .it# ot#er st!*ents an* tea(#in% an* a*ministrative staff. ["o (ontrib!te to.ar*s an* a(tivel) parti(ipate in t#e mi* .a) an* final eval!ation of performan(e *ispla)in% openness to an* a(/no.le*%ement of ot#er peopleAs i*eas. ["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 (omplete t#e st!*ent eval!ation of pla(ement form an* s#are t#is .it# t#e pra(ti(e e*!(ator at t#e (on(l!sion of t#e pla(ement eBperien(e. ["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#in - .or/in% *a)s of (ompletion of pla(ement. ##:4:4: 6esponsi-ilities o& the practice placement co;ordinator "#e pra(ti(e pla(ement (o8or*inator 6PPC7 pla)s an essential role in fosterin% a (!lt!re .#ereb) pra(ti(e pla(ements are seen as a positive a(tivit) (ontrib!tin% to staff (ontin!in% professional *evelopment an* re(r!itment .it#in t#e servi(e. S=#e #as< ["o (ollaborate .it# t#e AMC to i*entif) ne. pla(ement opport!nities alon%si*e ne. servi(e *eliver) *evelopments. ["o (o8or*inate t#e ann!al ret!rn of t#e AMCAs #ealt# an* safet) form. ["o (o8or*inate t#e ret!rns for !niversit) re;!ests for pla(ement offers& .#ere possible& .it#in t#e times(ale i*entifie*. ["o brin% to t#e attention of t#e AMC as soon as possible potential *iffi(!lties arisin% .#i(# ma) res!lt in t#e (an(ellation of a pla(ement ["o (o8or*inate responses to st!*entsA letters of intro*!(tion=re(or* of previo!s eBperien(e forms ["o ens!re staff a(tin% in t#eir (apa(it) as pra(ti(e e*!(ators #ave a*e;!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 .#i(# ma) not be reporte* b) t#e pra(ti(e e*!(ator or st!*ent.

Validation Document

B3c (Hons) Occupational Therapy[Athens]

["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& .or/s#ops an* ot#er events asso(iate* .it# pra(ti(e e*!(ation. ##:4:9: 6esponsi-ilities o& the pro&essional practice tutor "#e professional pra(ti(e t!tor 6PP"7 is responsible for t#e *evelopment& (o8 or*ination an* revie. of pra(ti(e e*!(ation .it#in t#e frame.or/ of t#e BS( 6:ons7 in '((!pational "#erap) EAt#ensF (!rri(!l!m. S=#e #as< ["o en%a%e .it# lo(al& re%ional& national an* .#ere appropriate& international net.or/s to promote an* fa(ilitate t#e (ontin!in% s!stainabilit) of pra(ti(e e*!(ation .it#in t#e o((!pational t#erap) (!rri(!l!m an* a(ross t#e .i*er profile of allie* #ealt# profession pro%rammes offere* b) t#e *ivision of DM@ :ealt# S(ien(es. ["o (ollaborate .it# pla(ement provi*ers to (ompl) .it# pra(ti(e e*!(ation %!i*an(e an* stan*ar*s provi*e* b) a(a*emi(& re%!lator) an* professional bo*ies. ["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 (o8 or*inators& pra(ti(e e*!(ators an* st!*ents. ["o plan a (ompre#ensive& balan(e* pla(ement profile for ea(# pre8 re%istration o((!pational t#erap) st!*ent ens!rin% t#at as far as is possible& satisfa(tor) noti(e is %iven to t#e pra(ti(e pla(ement (o8or*inatorsA net.or/& pra(ti(e e*!(ators an* st!*ents. ["o prepare st!*ents for t#eir roles an* responsibilities *!rin% pra(ti(e e*!(ation. ["o (o8or*inate !niversit) (onta(t me(#anisms for st!*ents an* pra(ti(e e*!(ators *!rin% pra(ti(e pla(ements. ["o .or/ .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 revie. ea(# st!*entWs pro%ress an* pla(ement %ra*e as assesse* an* re(ommen*e* b) pra(ti(e e*!(ators. ["o (ontrib!te to.ar*s t#e e*!(ation an* trainin% of (!rrent an* potential pra(ti(e e*!(ators. ["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. ##: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. Pla(ements in(l!*e a *iverse ran%e of settin%s provi*in% st!*ents .it# t#e appropriate e*!(ational eBperien(e in preparation for t#e realities of pra(ti(e. "#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# DM@. "#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. (o8operations& s!(# as a private ps)(#iatri( (lini(. "#e settin%s are private #ospitals& private re#abilitation (enters& an* t#e Cere/ral 'alsy 0reece. ##: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. 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. St!*ents pro%ress from entr)8level st!*ent to entr)8level pra(titioner over t#e fo!r pra(ti(e pla(ements.

Validation Document

B3c (Hons) Occupational Therapy[Athens]

##: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%. "#e) are a(;!irin% /no.le*%e an* a repertoire of s/ills for f!n(tionin% in pra(ti(e pla(ements. St!*ents observe& pra(ti(e an* refle(t on t#eir performan(e. "#e) ta/e an a(tive role .it# (lients& appl)in% /no.le*%e an* *evelopin% professional reasonin% s/ills "#e fo(!s of PPP1 in(l!*es opport!nities to< [%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. 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 .it# a ran%e of #ealt# (on*itions an* so(ial (ir(!mstan(es [eBamine t#e relations#ip bet.een o((!pational performan(e& #ealt# an* .ell8bein% ##:0:!: Gear !C 1ro&essional 1ractice 1lacement ! Professional Pra(ti(e Pla(ement 2 6PPP27 en(o!ra%es st!*ents to *ra. !pon an* inte%rate /no.le*%e from t#eir !niversit) base* st!*ies an* previo!s learnin% from PPP1. D!rin% t#is pla(ement t#e) a(tivel) (ontrib!te to t#e pra(ti(e settin%. 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. "#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 .it# t#e opport!nit) to broa*en an* (onsoli*ate t#eir /no.le*%e of pra(ti(e. St!*ents %ain a %reater *e%ree of a!tonom)& a*optin% a (o8.or/er role .it# t#eir pra(ti(e e*!(ator an* ass!me >oint responsibilit) for a(tive servi(e provision. "#is pla(ement .ill enable st!*ents to< [%ain a %reater *e%ree of a!tonom) in t#e .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. 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*& .#ere appropriate a(tivel) parti(ipate in .or/ in an inter professional = m!lti a%en() settin%. ##:0:4: Gear 4C 1ro&essional 1ractice 1lacement 4 (1114) D!rin% t#is final pla(ement st!*ents .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& s/ills an* attit!*es appropriate for pra(ti(e no. an* in t#e f!t!re. "#is pla(ement .ill enable st!*ents to< [.or/ as in*epen*entl) as possible at pre8re%istration level [assimilate an* s)nt#esiHe /no.le*%e an* s/ills prior to (ompletion of st!*ies

Validation Document

B3c (Hons) Occupational Therapy[Athens]

[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() .or/in% [refle(t on an* eval!ate professional performan(e ##: Aims &or pro&essional practice placements 0a(# pra(ti(e pla(ement mo*!le #as a !ni;!e set of aims& pre*etermine* b) t#e @niversit). 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. Pra(ti(e e*!(ators (ollaborate .it# st!*ents to i*entif) #o. t#e @niversit) aims for ea(# professional pra(ti(e pla(ement .ill be a(#ieve* an* #elp t#e st!*ent to *etermine a (lear pat#.a) for a(#ievin% t#ese t#ro!%# t#e *evelopment of a learnin% a%reement. ##:D %nte*ratin* <noBled*e and practice "#ro!%#o!t pra(ti(e e*!(ation t#e inte%ration of /no.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. 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.in% ea(# pra(ti(e pla(ement [stron% (omm!ni(ation lin/s bet.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/s#ops. [ *is(!ssions an* meetin%s .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 .a)s of fa(ilitatin% t#e embe**in% of /no.le*%e .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 .it# t#eir pra(ti(e e*!(ator6s7. "#is enables st!*ents to fo(!s on aspe(ts of pra(ti(e in .#i(# t#e) .is# to #ave more eBperien(e an* #elps t#em to (apitalise !pon learnin% opport!nities spe(ifi( to ea(# pra(ti(e settin%. 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%. St!*ents ne%otiate an* f!lfil t#e learnin% ob>e(tives an* are a(tive partners in t#eir o.n learnin% pro(ess. Conse;!entl)& t#ere is s#are* responsibilit) for t#e o!t(ome of t#e learnin% eBperien(e as st!*ents .or/ in partners#ip .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 are provi*e* .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 .eb site at #ttp<==....;m!.a(.!/=pbl='(("#erap):ome.#tm

Validation Document

B3c (Hons) Occupational Therapy[Athens]

##:#" 6e&lecti,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 .it# t#eir pra(ti(e e*!(ator6s7. "#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 .or/. St!*ents an* pra(ti(e e*!(ators #ave a((ess to an ele(troni( (op) of t#e refle(tive *iar) #an*boo/. ##:## 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. "#e portfolio is base* on a ran%e of items on t#e pra(ti(e pla(ement assessment form. "#e !se of portfolios %ives st!*ents opport!nities to evi*en(e an* refle(t on t#eir learnin%. "#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. St!*ents an* pra(ti(e e*!(ators are provi*e* .it# ele(troni( (opies of t#e portfolio #an*boo/. ##:#! 1reparin* students &or practice placements Approa(#es to preparation for pla(ement are blen*e* .it#in t#is pro%ramme to allo. fleBibilit) of *eliver) an* to a((ommo*ate st!*entsA *ifferent learnin% st)les. "#ese in(l!*e intera(tive .or/s#ops& %ro!p .or/& personal *evelopment plannin%& self eval!ation a(tivities& *ire(te* rea*in% an* e8learnin%. Ge) aspe(ts of t#e preparation pro(ess .ill no. be *es(ribe* in more *etail belo.. ##:#!:#: )oodle Pra(ti(e pla(ement mo*!les are s!pporte* b) t#e @niversit)As virt!al learnin% environment Moo*le. "#is provi*es a !sef!l platform for t#e implementation of a p#ase* approa(# to pla(ement preparation. 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 .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. ##:#!:!: 1ractice .ducation 1assport All st!*ents maintain a pra(ti(e e*!(ation passport as a (omponent of t#e preparator) pro(ess for pla(ement. "#is is a ne. initiative .it#in t#e frame.or/ of t#e '((!pational t#erap) pre8re%istration (!rri(!la an* .as pilote* .it# DM@As first )ear st!*ents enterin% t#e pre8re%istration pro%rammes in September 2005. "#e passport is bein% *evelope* in (ons!ltation .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. "#e Passport a(ts as a site for formal assessment b) t#e @niversit) Pra(ti(e8base* 3earnin% "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. St!*ents (ollate *o(!ments& (ertifi(ates an* maintain re(or*s of #avin% (omplete* tas/s re;!ire* for pro%ression to pla(ement. "#e) .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. ##:#!:>: 5opy o& 5riminal 6ecord Sin(e st!*ents .ill be *oin% re%!late* .or/ .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;!ivalent of t#e S(ottis# Prote(tion of V!lnerable +ro!ps A(t7. All st!*ents #ave to s!bmit t#eir (riminal re(or* *o(!ment& .#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. Cop) of t#is *o(!ment s#o!l* be provi*e* to t#e (lini(al pla(ements. Pla(ements provi*ers (o!l* re;!ire a**itional (#e(/s before a((eptin% st!*ents on pla(ements.

Validation Document

B3c (Hons) Occupational Therapy[Athens]

##:#!: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. "#e same re%!lation applies to t#e tea(#in% staff as .ell& to allo. a tea(#in% permit to be iss!e* b) t#e Ministr) of C!lt!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. ##:#!:9: +ni&orms AMC as/s for t#e appli(ation of a stri(t *ress (o*e b) all st!*ents& follo.in% #)%iene r!les& in laborator) an* pra(ti(al (lasses an* at pla(ements. St!*ents are s!pplie* !niforms bearin% t#e AMC lo%o. ##:#!:0: Hand-oo<s Prior to Professional Pra(ti(e Pla(ement 1 st!*ents are provi*e* .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. [$:S 0*!(ation for S(otlan* D!alit) Stan*ar*s for Pra(ti(e Pla(ements ##:#!: : 2or<shops ntera(tive .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. "#ese ten* to be in(orporate* into t#e '((!pational "#erap) Mo*!les in level 183. 9or/s#ops fo(!s !pon topi(s salient to ea(# pra(ti(e pla(ement s!(# as< [revie. of t#e aims for ea(# pla(ement an* eBploration of #o. t#ese .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. 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 .ducation 1ro*ramme (1.1) &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 .or/s#ops. "#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. St!*ents *o.nloa* (ertifi(ates follo.in% (ompletion of ea(# mo*!le an* retain t#ese in t#e pra(ti(e e*!(ation passport. 9eb lin/< ....pre(eptor.(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

Validation Document

B3c (Hons) Occupational Therapy[Athens]

9#eel(#airs 9al/in% ai*s :an* :)%iene 08earnin% mo*!le< $:S 0*!(ation for S(otlan* Promotin% :an* :)%iene in :ealt# Care. 9eb lin/< #ttp<==153.125.-.14=s##=in*eB.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. Certifi(ates of atten*an(e are provi*e* for retention in t#e st!*entAs pra(ti(e e*!(ation passport. ##:#!:#": %ndi,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;!est appointments .it# t#e professional pra(ti(e t!tor to *is(!ss an) s!pport or a*>!stments re;!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. "#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. A st!*ent .#o fails a pra(ti(e pla(ement .ill be offere* in*ivi*!al meetin%s .it# t#e professional pra(ti(e t!tor to prepare a personal *evelopment plan for a retrieval pla(ement. ##:#> 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). "#e val!e of *iversit) t#at in*ivi*!als as a*!lt learners brin% to t#e pro%ramme is re(o%nise*. Attention is pai* to t#e s/ills of t#e st!*ents a(;!ire* .it#in pra(ti(e e*!(ation t#at foster t#eir abilities to be self8 *ire(te* learners. "#e pra(ti(e e*!(ation #an*boo/& .#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. t also (ontains t#e e8mail a**resses an* (onta(t telep#one n!mbers for all of t#e pro%ramme team. 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. At *esi%nate* points t#ro!%#o!t t#e pla(ement st!*ents parti(ipate in on8line *is(!ssions& .#i(# are mo*erate* b) t#eir personal a(a*emi( t!tors. +!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). A(tivities are *esi%ne* to fa(ilitate t#e *evelopment of self8assessment in learnin% an* foster attit!*es .#i(# val!e (ontin!in% professional *evelopment. Gno.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(/. Pra(ti(e pla(ement *ebriefin% .or/s#ops are normall) #el* follo.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 learnin% environment of t#e @niversit). 9it#in t#ese .or/s#ops& st!*ents .ill be en(o!ra%e* to revie. t#eir personal an* professional *evelopment .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.

Validation Document

B3c (Hons) Occupational Therapy[Athens]

f a st!*entAs performan(e is (a!sin% (on(ern on an) pra(ti(e pla(ement at t#e re;!est of t#e pra(ti(e e*!(ator an*=or st!*ent& a visit (an be arran%e*. A st!*ent ma) be visite* on more t#an one o((asion. ##:#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 ;!alit) of pra(ti(e e*!(ation is monitore* an* revie.e* t#ereb) (ontrib!tin% to.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. All potential pla(ement sites are visite* b) t#e professional pra(ti(e t!tor. nitial visits .ill involve *is(!ssions .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. "#e ran%e of iss!es to be eBplore* an* *is(!sse* .ill in(l!*e< ['vervie. 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;!al opport!nities= anti8*is(riminator) poli(ies an* #o. 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. [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*. '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. 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 .it# t#e @niversit) before& *!rin% an* after pla(ements [S(#ool of :ealt# S(ien(es Pra(ti(e8base* 3earnin% S!pport .eb site [0*!(ational opport!nities available for pra(ti(e e*!(ators 't#er internal ;!alit) ass!ran(e me(#anisms in(l!*e< [ $e. pla(ement sites are onl) !se* .#en bot# pla(ement provi*ers an* t#e Colle%e are satisfie* t#at all of t#e re;!ire* stan*ar*s an* (on*itions #ave been met. [ Staff an*=or st!*ents .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". "#e PP" .ill eBplore t#e iss!es raise* in partners#ip .it# t#e pla(ement site. "#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. S#o!l* (on(erns=iss!es remain !nresolve*& t#e

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B3c (Hons) Occupational Therapy[Athens]

pla(ement ma) be .it#*ra.n temporaril) or permanentl) from t#e potential pool of pra(ti(e pla(ements. ["#e PP" revie.s all (omplete* assessment report forms an* st!*ent eval!ation of pra(ti(e pla(ement forms follo.in% !p an) iss!es .it# eit#er t#e st!*ent an*=or pla(ement provi*er as re;!ire*. [0Bternal eBaminers revie. 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. [ Pra(ti(e e*!(ation is ro!tinel) *is(!sse* at t#e pro%ramme an* st!*ent staff (ons!ltative (ommittees. [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). n t#is (o!rse (o!l* be potentiall) atten*e* b) AMC pra(ti(e e*!(ators. ##:#9 5ommunication and support mechanisms Bith placement pro,iders and practice educators ##:#9:#: 1ractice;-ased /earnin* 3upport Be- 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. responsibilities are to be f!lfille*. "#e *evelopment of t#is .eb site arose as a *ire(t res!lt of in(reasin% n!mber re;!ests from t#e pra(ti(e pla(ement (oor*inatorsA net.or/ an* pra(ti(e e*!(ators for ele(troni( (opies of pra(ti(e e*!(ation *o(!mentation an* forms. "#e .eb site .as *evelope* in 2004 in (ollaboration .it# (ollea%!es from P#)siot#erap) an* t#e Centre for A(a*emi( Pra(ti(e. t is a s(#ool .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. "#is (an be a((esse* via .eb lin/ #ttp<==m(s.;m!.a(.!/=PB3. ##:#9:!: %ndi,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.er an) ;!eries t#ro!%#o!t pra(ti(e pla(ements. Personal a(a*emi( t!tors also (arr) o!t visits to pla(ement sites at t#e re;!est of pra(ti(e e*!(ators an*=or st!*ents. ##:#9:>: 2or<shops A variet) of \ *a) .or/s#ops for pra(ti(e e*!(ators #ave been *evelope* b) t#e AMC pro%ramme team. $ormall) .or/s#ops are *elivere* in t#e .or/pla(e to a minim!m of 2- parti(ipants. ##:#0 1ractice placement allocation process Spe(ifi( allo(ation of st!*ents to pla(ement sites is (omplete* normall) 1 .ee/s before t#e start *ate of t#e pla(ement an* *ispla)e* in Moo*le. "#e pra(ti(e pla(ement (o8or*inators net.or/ is notifie* b) post=e8mail .#en allo(ations #ave been (omplete* for ea(# pra(ti(e pla(ement mo*!le. 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 .ee/s a*van(e of ea(# pra(ti(e pla(ement. ATC st!*ents .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)& .#i(# belon% in t#eir

Validation Document

B3c (Hons) Occupational Therapy[Athens]

ma>orit) to t#e private se(tor an* si%n a (ontra(t!al a%reement .it# AMC. Moreover& 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). "#e st!*ents .ill en#an(e t#eir portfolio .it# parti(!lar (lini(al (ases t#at 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.

Validation Document

B3c (Hons) Occupational Therapy[Athens]

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*. ##:#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.

Validation Document

B3c (Hons) Occupational Therapy[Athens]

#!:>: 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 "#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.

Validation Document

B3c (Hons) Occupational Therapy[Athens]

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 n AMC t#e a*mission *o(!ment *eposition pro(ess is t#e follo.in%< t#e (an*i*ates& provi*e* t#at t#e) #ave (omplete* t#e intervie. pro(ess& an* meet t#e *efine* entr) re;!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& .#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. "#e (an*i*ates also (omplete t#e finan(ial settlement form for t#eir fees& .#i(# is *ra.n .it# t#e responsible Colle%e Co!nselor. 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 .ee/& t#e online matri(!lation pro(ess is %!i*e* an* (on(l!*e*. Mat!re an* international appli(ants .#ose appli(ations in*i(ate a potential to (omplete a (o!rse of st!*) b!t .#o ma) #ave Ispe(ial (ir(!mstan(esJ ma) be offere* an eBtra intervie.. "#e p!rpose of t#e eBtra intervie. .ill be to resolve an) iss!es involve* in enablin% t#em to meet (o!rse entr) re;!irements #!:0:!: 3tandard .ntrants "#e AMC follo.s t#e same poli() re%ar*in% t#e entr) re;!irements for t#e #ealt# pro%rammes in (ollaboration .it# DM@. 0ntr) Re;!irements< Can*i*ates m!st meet t#e follo.in% (riteriaC A(a*emi( ;!alifi(ations one of< +ree/ 3)(e!m %ra*!ates< appli(ants s#o!l* #ave a 3)(e!m (ertifi(ate .it# a final %ra*e above baseline 610 o!t of 207. "#e same final %ra*e 610 o!t of 207 is re;!ire*& as a*mission re;!irement& at "0 for '" st!*ies. A*missions staff .ill fo(!s on P#)si(s& C#emistr)& Biolo%) an* 0ssa) 9ritin% %ra*es as more relevant to t#e (o!rse. vo(ational ;!alifi(ations re(o%nise* b) t#e +ree/ Ministr) of 0*!(ation as e;!ivalent to t#e 3)(e!m s!((essf!l (ompletion of t#e AMC Preparator) 6Fo!n*ation7 pro%ramme ".o a(a*emi( referen(es. 0vi*en(e of (ompeten(e in 0n%lis# of 03"S 6s(ore -7 at t#e point of entr). "#is (an be a(#ieve* b) provi*in% an 03"S (ertifi(ate or e;!ivalent or t#ro!%# satisfa(tor) performan(e 6e;!ivalent to 03"S level -7 in AMCAs o.n lan%!a%e pla(ement test. Appli(ants m!st (onfirm t#e) are a.are of t#e nee* to provi*e an 03"S (ertifi(ate .it# s(ore 1 before t#e t#ir* )ear of st!*ies. 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;!isite. A .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. nformation abo!t t#eir state of #ealt#. 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%.

Validation Document

B3c (Hons) Occupational Therapy[Athens]

n a**ition& an intervie. .ill be #el* .it# t#e Pro%ramme 3ea*er an* members of t#e Pro%ramme "eam. AMC implements t#e parti(!lar pra(ti(e of appli(ant intervie.s for all t#e st!*) pro%rammes on offer. ntervie.s ma) be (onta(te* in*ivi*!all) or in %ro!ps. "#is .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% 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<

Validation Document

B3c (Hons) Occupational Therapy[Athens]

#>:#: #: 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 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

Validation Document

B3c (Hons) Occupational Therapy[Athens]

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% 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

Validation Document

B3c (Hons) Occupational Therapy[Athens]

.#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 Desi%n of assessments (ater for *ifferent learnin% st)les an* preferen(es Assessment offers t#e opport!nit) for formative as .ell as s!mmative meas!res Assessments are a((ompanie* b) (ompre#ensive fee*ba(/ .#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* .or/& tests& %ro!p .or/& oral presentations& poster presentations& revie.s of literat!re& resear(# proposal an* eBperiential learnin% on pra(ti(e pla(ements. "#is res!lts in versatile learners .#o (an ne%otiate *ifferent eBpe(tations. S!(# eBpe(tations are ma*e (lear to st!*ents .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. "#e pro(e*!re for assessment is to follo. a (lear tra>e(tor) in (omplian(e to DM@ met#o*olo%). n t#e s!mmer of ea(# a(a*emi( )ear& t#e pro%ramme team .ill meet to revie. t#e )ear& t#e performan(e of st!*ents& t#e eBternal eBaminerAs reports an* t#e staffsA o.n vie. of t#e s!((ess or ot#er.ise of t#e mo*!les. Desi%n of t#e neBt a(a*emi( )earsA assessments .ill follo. 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. An assessment s(#e*!le .ill be *esi%ne*& .it# (orrespon*in% assessments .#i(# is t#en to be for.ar*e* to t#e eBternal eBaminers for (omment. 9#en t#e assessments are ret!rne*& an) (#an%es or mo*ifi(ations t#at t#e eBternal eBaminersA ma/e .ill be effe(te*. "#e assessment s(#e*!les .ill be poste* in September of ea(# a(a*emi( )ear for t#e entire )ear to enable st!*ents to plan a#ea*. Consi*eration of assessment is at t#e #eart of learnin% an* assessment. Small (#an%es in t#e assessment of a mo*!le (an si%nifi(antl) in(rease t#e ;!alit) of learnin%. "#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.ar*s be(omin% an a!tonomo!s pra(titioner. 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;!entl) a(te* !pon. "#is #appens .it# in*ivi*!al a(a*emi( t!tors& .it# mo*!le (o8or*inators or .it# t#e pro%ramme lea*er .#en st!*ent representatives !n*erta/e revie.s of t#e a(a*emi( )ear. 3earnin%& tea(#in% an* assessment are part of a *)nami( pro(ess. Criti(al refle(tion nee*s to be b!ilt into t#e event at all levels to ens!re a ;!alit) eBperien(e for learners. #>:>:#: Assessment 4eed-ac< St!*ents .ill ta/e fee*ba(/ on t#eir assessment an* pro%ress t#ro!%# t#e assessment fee*ba(/ s#eets .#ose form varies a((or*in% to t#e /in* of t#e assessment 6t#eoreti(al& pra(ti(al& .ritten& an* oral& its #avin% a *ifferent set of mar/in% (riteria7. "#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 .#i(# st!*ents nee* to improve.

Validation Document

B3c (Hons) Occupational Therapy[Athens]

13.3. Assessment S(#e*!le. )odule name and code 3emester # Assessment type or !
S/ills eval!ation 6100]7 Semester 1< Portfolio=essa) 610]7 Semester 2< 'n8line man!al #an*lin% test. 6,0]7 Part 1 8 Poster o!tlinin% a (ontemporar) iss!e in '". 6-0]7 Part 2 Verbal *efen(e of t#e poster 6-0]7 9ritten& (lose*8boo/ eBamination .it# !nseen ;!estions. 6100]7

2orda*e
1000 .or*s Semester 1< 2000 .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 to be attempte*7

1K2

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

1. 'ne Pra(ti(al eBamination 610]7 2. M!ltiple (#oi(e .ritten 2. 1 #o!r assessment 6,0]7 Criti(al appraisal of a 1000 .or* resear(# arti(le 6100]7 Final eval!ation (omplete* an* %ra*e* b) t#e pra(ti(e e*!(ator. 6100]7. Semester 1. '"8fo(!sse* assessment .it# a peer. 0val!ative an* refle(tive (ommentar) Semester 2. ntervention ob>e(tives an* relevant '" anal)sis for sele(te* (ase. "est base* on a resear(# proposal. 6100]7 Semester 1. 2000 .or*s.

Semester 2. 2000 .or*s.

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

1K2

Semester 1. Semester 1. +ro!p le* t!torial. 640]7 30 min!te +ro!p #an*o!t to %!i*e t#e 1&000 .or* .or/s#op parti(ipants 620]7 Semester 2. Assesse* *ebate on teams Semester 2. of fo!r st!*ents.6-0]7 n*ivi*!al essa) 6-0]7

M!s(!los/eletal Anatom)< Pra(ti(al

2 s#ort pra(ti(al viva tests. 6-0] ea(#7

1&-00 .or*s 1- min!tes ea(#.

Validation Document

B3c (Hons) Occupational Therapy[Athens]

Appli(ation8 P111, :ealt# an* 9elfare 6so(iolo%)78 D11,Professional Pra(ti(e Pla(ement 28 '212, Contemporar) 0pistemolo%ies of '((!pational "#erap)8 '313, '((!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

2 2

2000 .or* 0ssa) 6100]7 Final eval!ation (omplete* an* %ra*e* b) t#e pra(ti(e e*!(ator. 6100]7. 2000 .or* assi%nment. 100]

2000 .or* 0ssa) 6100]7

2000 .or* assi%nment. 100]

1K2 1K2

A an* *efen(e of a sele(te* 20 min!te oral (ase st!*). 100] .ei%#tin% presentation 63earnin% '!t(ome 37< 3000 .or* essa) (on(ernin% a met#o*olo%i(al iss!e. St!*ents .ill (onstr!(t t#eir o.n ;!estion. "#e ;!estion .ill re;!ire t#at impli(ations for o((!pational t#erap)& t#eoreti(al an* p#ilosop#i(al& as .ell as pra(ti(al iss!es be a**resse*. 9ei%#tin% 100] reso!r(e pa(/ to a((ompan) 2000 .or* t#e tea(#in% session 63earnin% '!t(omes 2 K 37.9ei%#tin% 100]. 1. A lea*er8an* peer8 30 min!te assesse* %ro!p presentation .it#in a (onferen(e settin% 20] 2. A refle(tive report on t#e in*ivi*!alAs parti(ipation in t#e interprofessional e*!(ation learnin% 1-00 .or* pro(ess 40]

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 '31,1 9or/in% .it# C#il*ren8 '31,3 Professional Pra(ti(e Pla(ement 38 '31,Professional Pra(ti(e Pla(ement ,

refle(tive portfolio

2000 .or*

2 2 1

0ssa)

2-00 .or*

Resear(# S/ills ,< From 1K 2 Resear(# Cons!mer to Resear(# Pro*!(er< First Steps8 ',122 Co!nsellin% K+ro!p8 1K2 9or/ in '((!pational

Final eval!ation (omplete* an* %ra*e* b) t#e pra(ti(e e*!(ator. 6100]7. Final eval!ation (omplete* an* %ra*e* b) t#e pra(ti(e e*!(ator. 6100]7. s)stemati( revie. or 3&000 .or* literat!re revie.8 -0] ,&000 .or* resear(# proposal. 8 -0] 3&000 .or* 0ssa) -0] 2-00 .or* Parti(ipation 6(riti(al -00 .or*

Validation Document

B3c (Hons) Occupational Therapy[Athens]

"#erap)8 ',131

Contemporar) ss!es in '((!pational "#erap) ',125

refle(tion810]7 n pairs& *esi%n& formation an* presentation of an o((!pational t#erap) %ro!p8 ,0] Part 1 poster on poster (ontemporar) iss!e in '". -0]. Part 2 Verbal *efen(e of 10 min!te t#e poster. -0] 0ssa) (riti(al eval!ation 2-00 .or* 2-00 .or*

C#il*#oo* St!*ies8 2 ',133 Creative St!*ies8 ',13- 2

Validation Document

B3c (Hons) Occupational Therapy[Athens]

#4:": 1ro*ramme )ana*ement #4:# The Teachin* Team "#e pro%ramme of st!*ies is base* .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@. "#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. "#e str!(t!re of t#e team is as follo.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 .it# a n!mber of 30 point mo*!les an* one ,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. 0a(# t#eme .#i(# perva*es t#e pro%ramme .ill be t#e responsibilit) of a name* member of staff. "#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.le*%e an* intelle(t!al attrib!tes. 3evel (o8or*inators .ill .or/ (losel) .it# tea(#in% teams to ens!re inte%ration of s!b>e(t matter a(ross a level of st!*). n t#is .a) t#e (!rri(!l!m matriB is (losel) monitore* to ens!re a (o#erent learnin% eBperien(e. AMC follo.s t#e above pro(e*!re in or*er to meet t#e *eman*s of t#e pro%ramme .#i(# *erives from DM@. 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. "#e *esi%n an* t#e !p*atin% of t#e mo*!les ta/e into (onsi*eration t#e st!*entsA fee*ba(/. #4:! The role o& the pro*ramme leader shall includeC 1. Parti(ipatin% in t#e re(r!itment& sele(tion an* a*mission of st!*ents in (on>!n(tion .it# t#e a*missions team an* ot#er staff as re;!ire*. 2. Promotin% a s!pportive attit!*e to.ar*s st!*ents an* *ealin% .it# matters of st!*ent .elfare referre* b) a(a*emi( t!tors& mo*!le (o8or*inators or st!*ents. 3. 0ns!rin% t#at t#e ne(essar) staff an* reso!r(es are available in or*er to meet t#e re;!irements of t#e (o!rse. ,. Dele%atin% staff to be responsible for *ifferent (omponents of& an* tas/s asso(iate* .it# t#e (o!rse t#ro!%# t#e ann!al roles an* responsibilities eBer(ise. -. nformin% an* a*visin% staff an* st!*ents on all aspe(ts of t#e (o!rse. 1. Maintainin% re%!lar an* effe(tive (onta(t .it# all level an* mo*!le (o8or*inators. 2. 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. 4. 3iaisin% .it# t#e 0Bternal 0Baminers& (on(ernin% assessment an* pro%ramme *evelopment iss!es.

Validation Document

B3c (Hons) Occupational Therapy[Athens]

5. 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. 3iaisin% .it# st!*ents to prepare t#e St!*ent Staff Cons!ltative Committee a%en*a an* atten*in% t#is meetin%. 11. nitiatin% overall (o!rse plannin%& *evelopment an* eval!ation of t#e pro%ramme. 12. Preparin% t#e ann!al (o!rse report. #4:> The role o& le,el co;ordinator shall includeC 1. "a/in% responsibilit) for t#e eBperien(e of st!*ents t#ro!%#o!t a parti(!lar )ear=level. 2. $e%otiatin% .it# t#e (o!rse lea*er an* in*ivi*!al mo*!le (o8or*inators .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. 3. 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. ,. *entif)in% b!*%etar) re;!irements to t#e pro%ramme lea*er. -. 9or/in% (losel) .it# pro%ramme lea*er (on(ernin% timetablin%. #4:4 The role o& module co;ordinator shall includeC 1. Bein% responsible for a spe(ifi( mo*!le. 2. $e%otiatin% .it# t#e pro%ramme lea*er an* level (o8or*inator .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. 3. Ma/in% arran%ements as re;!ire* to meet t#e tea(#in% pattern& learnin% an* assessment strate%ies of t#e parti(!lar mo*!le. ,. Mar/in% an* (ollatin% mar/s from mo*!le assessments for presentation to t#e pro%ramme lea*er at t#e appropriate time. -. 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;!ent mo*!les as appropriate 1. Completin% t#e internal mar/ersA proforma (on(ernin% t#e #ealt# of a mo*!le. #4:9 The role o& practice placement tutors shall includeC 1. Determinin%& in (on>!n(tion .it# ot#er staff& t#e s!itabilit) of *epartments (ontin!in%& or (ommen(in% to offer professional pra(ti(e pla(ements 2. As(ertainin% t#e potential n!mber of pla(es available an* *ealin% .it# a*ministrative matters bet.een st!*ents& *epartments an* @niversit) staff. 3. 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. ,. Co8or*inatin% visits b) ot#er le(t!rers to st!*ents on pla(ement. -. C#e(/in% ea(# st!*entWs pro%ress an* %ra*e as assesse* an* re(ommen*e* b) pra(ti(e e*!(ators 1. Plannin% an* *evelopin% (o!rses for pra(ti(e e*!(ators espe(iall) (ommitte* to t#e BS(=BS(6:ons7 '((!pational "#erap) (o!rse at AGM Metropolitan Colle%e. 2. C#airin% meetin%s of pra(ti(e e*!(ators normall) #el* in t#e @niversit) on(e ea(# semester 4. R!nnin% .or/s#ops an* ot#er professional *evelopment eBperien(es 5. Provi*in% s!pport for st!*ents& pra(ti(e e*!(ators before& *!rin% an* after pra(ti(e pla(ements

Validation Document

B3c (Hons) Occupational Therapy[Athens]

#4:0 The role o& the academic tutor shall includeC 1. Arran%in% meetin%s of t#e %ro!p at least fo!r times in level 1& semester 1 an* at least t.i(e per )ear t#ereafter. 2. A(tin% as fa(ilitator an* mentor. 3. 0n(o!ra%in% st!*ents to optimise learnin% o!t(omes. ,. Provi*in% %!i*an(e for st!*ents in t#eir (#oi(e of ele(tive mo*!les. -. Revie.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. 1. +ivin% a*vi(e an* assistan(e .it# an) *iffi(!lties .#i(# ma) arise in (onne(tion .it# a st!*entWs st!*ies. 2. Geepin% a brief re(or* of matters *is(!sse* an* a(tion a%ree* at spe(ifi( meetin%s .it# in*ivi*!al st!*ents on parti(!lar iss!es. 4. *entif)in% an) st!*ent in t#e %ro!p .#o ma) be at ris/ in relation to a(#ievin% (o!rse re;!irements. 5. Dire(tin% st!*ents to ot#er so!r(es of #elp .it#in t#e @niversit). 6"#e @niversit) Co!nsellor is available to tal/ .it# st!*ents an* provi*es a (onfi*ential servi(e.7 #4: Academic Disa-led 3tudent 5o;ordinator A member of staff #as been appointe* to t#is role .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. Co8or*inators #elp in t#e *evelopment an* monitorin% of in*ivi*!al 3earnin% Plans an* liaise .it# (ollea%!es to ens!re t#at st!*ents are s!pporte* effe(tivel). "#is is a vital role .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. 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;!ire*. Part of t#is role is (omm!ni(atin% an) iss!es abo!t *isabilit) to pra(ti(e pla(ement t!tors. #4:D 1ersonal and 1ro&essional De,elopment 1ort&olio "#e pro%ramme team believes in t#e ne(essit) to refle(t !pon affe(tive as .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 .it# ot#ers& to (ope .it# stress an* respon* to (onstr!(tive (riti(ism. #4:D: !: 1rocess Consi*er an* (omplete t#e personal *evelopment portfolio prior to *is(!ssion .it# t#e a(a*emi( t!tor. 1. Compare t!torWs an* st!*entWs per(eptions .it#in t#e portfolio in t#e last .ee/ of ea(# semester. 2. 0nable t#e st!*ent to *emonstrate *evelopment of /no.le*%e& s/ills an* attit!*es appropriate to professional pra(ti(e pla(ements 3. Set %oals for t#e s!bse;!ent blo(/ of st!*). "#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. "#e *o(!mentation is #el* b) t#e st!*ent an* .ill (ontain evi*en(e (olle(te* from (o!rse mo*!les an* t#e professional pra(tise pla(ements. "#e (ontent of t#e portfolio .ill refle(t t#e aims for ea(# level of t#e (o!rse an* in a**ition is inten*e* to<

Validation Document

B3c (Hons) Occupational Therapy[Athens]

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

#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. #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. an* *evelopment of t#e (o!rse an* st!*ents on it. St!*ent representatives an* a(a*emi( staff from t#e '" pro%ramme .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. "#e Pro%ramme Committee for t#e BS( 6:ons7 De%ree in '((!pational "#erap) is (#aire* b) t#e Pro%ramme 3ea*er. ts members#ip in(l!*es all of t#e f!ll8time a(a*emi( staff .#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. "#e (#airman ma) invite an) non8member to atten* a meetin% an* parti(ipate in t#e *is(!ssions. "erms of Referen(e< a7 "o /eep !n*er revie. t#e s!b>e(ts of st!*) .it#in mo*!les& t#e inte%ration of s!b>e(ts& (!rri(!la& s)llabi an* assessment arran%ements 6(onsonant .it# an) re;!irements of relevant eBternal bo*ies7 in respe(t of t#e pro%ramme. 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 .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. F!t!re proposals are in(l!*e* .it#in an a(tion plan as part of t#is ann!al report. *7 "o /eep !n*er revie. t#e re%!lations for t#e (o!rse. 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. 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. %7 "o re(eive& (onsi*er an* ta/e a(tion as appropriate on eBternal eBaminersW reports. "#e reports an* an a((o!nt of a(tion ta/en s#all be in(l!*e* in t#e ann!al report. #7 "o appoint s!(# a*8#o( s!b8(ommittees as ma) be re;!ire* from time to time. i7 "o ma/e available t#e min!tes of its meetin%s to t#e S(#ool A(a*emi( Boar*. #4:## 3tudent/3ta&& 5onsultati,e 5ommittee (3355) A St!*ent=Staff Cons!ltative Committee .ill operate for ea(# pro%ramme or s(#eme for t#e p!rpose of ens!rin% an a*e;!ate an* effe(tive opport!nit) for *is(!ssion bet.een st!*ents an* staff& in t#e (onteBt .#i(# allo.s .i*e st!*ent parti(ipation.

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B3c (Hons) Occupational Therapy[Athens]

St!*ent Staff meetin%s .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. 9ill be (#aire* b) one of t#e st!*ent representatives an* meets on(e per semester. n (ases of !r%ent iss!es& eBtra meetin%s ta/e pla(e. "#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. #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. "#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. "#ese .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*. St!*ent representatives are en(o!ra%e* to parti(ipate in t#ese meetin%s .#ere pra(ti(al .a)s of resolvin% problems are openl) *is(!sse*. "#e) are also en(o!ra%e* to ma/e s!%%estions on #o. to improve t#eir in*ivi*!al. #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. #4:##:>: )em-ership "#e members#ip of t#e Committee is to be *ra.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. "#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. t is appropriate for a st!*ent to (onvene t#e Committee an* a member of staff to a(t as se(retar). 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. AMC will strongly encourage students to /ecome student representatives pursuant to AMC guidelines it is a valua/le eAperience and, in addition to them influencing programme issues, 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:#! Board o& .=aminers #4:#!:#: )em-ership o& the Board o& .=aminers shall -eC C#airman< a representative of DM@ (on(erne* an* appointe* b) t#e A(a*emi( Co!n(il of DM@. #4:#!:!: )em-ers e=;o&&iciosC e=ternal e=aminers $ormall) t.o eBternal eBaminers s#all be appointe* to t#e (o!rse& in a((or*an(e .it# D!een Mar%aret @niversit) pro(e*!res an* pra(ti(es. "#e eBternal eBaminers .ill normall) be involve* in all assessments for an eBit a.ar*. "#e ri%#ts& responsibilities an* *!ties of t#e eBternal eBaminers s#all be in a((or*an(e .it# D!een Mar%aret @niversit) pro(e*!res an* pra(ti(es.

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. 't#ers .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. #4:#!:>: 3ecretary to the Board o& .=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;!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. "#e ri%#ts& responsibilities an* (on*!(t of t#e Boar* of 0Baminers s#all be in a((or*an(e .it# D!een Mar%aret @niversit) pro(e*!res an* pra(ti(es. "#e Boar* of 0Baminers #as *ele%ate* to it b) t#e A(a*emi( Co!n(il& eBe(!tive po.ers to *eal .it# matters (on(erne* .it# eBaminations an* t#e assessment of st!*ents. #4:#> 3u-;committee o& Board o& .=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. @pon s(r!tin) an* a%reement .it#in t#e (o!rse team& t#e assessments pl!s assessment s(#e*!les are sent to t#e t.o eBternal eBaminers or to t#e a(a*emi( lin/ person of DM@ for t#e first t.o levels of st!*). @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 .it# t#e respe(tive mo*!le (o8or*inator. "#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. #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;!ate on%oin% (omm!ni(ation bet.een DM@ an* AMC. Composition of t#e Boar* .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 Staff involve* in tea(#in% an* mar/in% at AMC

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B3c (Hons) Occupational Therapy[Athens]

't#er /e) staff involve* in provi*in% s!pport at AMC 6e% pro%ramme a*ministrator7 St!*ent representation 6normall) t.o st!*ents from ea(# (o#ort7.

"#e Boar* .ill meet at least on(e a )ear on a *ate to be *etermine* at least siB mont#s in a*van(e. DM@ .ill be responsible for arran%in% meetin%s of t#e Boar*. Meetin%s ma) ta/e pla(e in At#ens or b) vi*eo8(onferen(in% 6or similar me(#anism7. "#e terms of referen(e of t#e Boar* .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 ;!alit) provision an* to revie. an* en#an(e its ;!alit) pro(e*!res on a re%!lar basis. D!alit) .ill be (onsistent .it# DM@ poli(ies& pro(e*!res an* (o*es of pra(ti(e. D!alit) Ass!ran(e .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.or/. "#e Division *elivers its pro%rammes .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) .ebsite< #ttp<==....;m!.a(.!/=;!alit)=;a=*efa!lt.#tm. "#e D!alit) at DM@ .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). "#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 ;!alit) of pro%rammes *elivere* an* a.ar*e* b) DM@. t is also a so!r(e of a*vi(e for st!*ents on re%!lations %overnin% performan(e an* (on*!(t. "#e name* a.ar* of Bs( 6:ons7 '((!pational "#erap) EAt#ensF is s!b>e(t to t#e D!een Mar%aret @niversit) ;!alit) ass!ran(e pro(e*!res on be#alf of Senate. Mo*!les #ave been *evelope* in line .it# t#e DM@ D03"A strate%) 620017 an* t#e Centre for A(a*emi( Pra(ti(e 6CAP7. "#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( ;!alit) an* stan*ar*s in #i%#er e*!(ation& an* t#e S(ottis# Cre*it an* D!alifi(ations Frame.or/ 6SCDF 20027. #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. "#e (ommittee s)stem ens!res a (lose relations#ip bet.een eBternal eBaminers& t#e pro%ramme team an* t#e st!*ent bo*) as .ell as provi*in% a str!(t!ral frame.or/ for (omm!ni(ation of

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B3c (Hons) Occupational Therapy[Athens]

information to DM@ (ommittees. AMC a*#eres t#e *efine* poli(ies for t#e pro%ramme mana%ement b) DM@ as follo.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. 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. "#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. ss!es raise* in t#e report *ra. on eBternal eBaminersA reports& st!*ent an* staff vie.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. "#e report informs (#an%es for t#e neBt a(a*emi( session. "#e Ann!al Monitorin% report is re;!ire* for ea(# pro%ramme lea*in% to an a.ar* of t#e @niversit). "#e (ontent of t#e report is approve* b) t#e Pro%ramme Committee& after .#i(# a (op) is provi*e* to t#e A(a*emi( 3in/ Person of DM@. "#e S(#ool A(a*emi( Boar* a(ts as %!arantor of a(a*emi( stan*ar*s an* ;!alit) of (!rri(!la& pro%rammes& promotion of best pra(ti(e an* %eneral e*!(ational matters. F!ller *etails (an be fo!n* on t#e DM@ ;!alit) .ebsite 6#ttp<==....;m!.a(.!/=;!alit)7. St!*ents are involve* in t#e ;!alit) pro(ess in a n!mber of .a)s. "#ese ran%e from informal me(#anisms to more formal representation. nformal involvement in(l!*es *is(!ssion .it# a(a*emi( t!torsN refle(tive me(#anisms in assessmentsN an* Moo*le *is(!ssion postin%s. Formal me(#anisms in(l!*e fee*ba(/ t#ro!%# mo*!le eval!ation forms .#i(# in(l!*es an eval!ation of visitin% le(t!rersN *is(!ssions .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. Responsibilit) for t#e operation of t#e pro%ramme in(l!*in% ;!alit) ass!ran(e an* en#an(ement rests .it# t#e Pro%ramme Committee .#i(# in(l!*es representation from t#e pro%ramme team an* st!*ent (o#ort. 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. 0Bternal eBaminersA vie.s of t#e pro%ramme are val!e* an* re(o%nise* as si%nifi(ant ben(#mar/s of ;!alit) a%ainst peer instit!tions an*=or similar pro%rammes offere* in t#e #i%#er e*!(ation se(tor. 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. "#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.ar* *e(isions. "#is Boar* (omprises members of t#e Pro%ramme "eam& Re%istr)& S(#ool offi(e an* eBternal eBaminers. All Committees f!n(tion a((or*in% to stan*ar* pro(e*!res *etermine* b) t#e Senate of t#e @niversit). "#e pro%ramme is re%!larl) an* (ontin!all) monitore* b) t#e Pro%ramme 3ea*er. "#e Pro%ramme 3ea*er is responsible for t#e *a)8to8*a) #ealt# an* .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 .it# @niversit) pro(e*!res an* maintenan(e of ;!alit). 9#ilst t#e Pro%ramme Committee #as overall responsibilit) for t#e ;!alit) an* *evelopment of t#e (!rri(!l!m& in*ivi*!al Mo*!le Co8or*inators #ave responsibilit)

Validation Document

B3c (Hons) Occupational Therapy[Athens]

for t#e (ontent& *eliver) an* assessment of spe(ifi( elements of t#e (!rri(!l!m. "#e Pro%ramme Committee is responsible for ens!rin% t#e balan(e of assessment .or/loa*s& t#e appropriateness of learnin% an* tea(#in% approa(#es an* assessment tools an* t#e a*e;!a() of reso!r(es to s!pport t#e pro%ramme as part of its ann!al ;!alit) ass!ran(e monitorin%. As part of its en#an(e* ;!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). "#e 0Bternal 0Baminer is invite* to (omment on t#e nat!re of t#e assessment as .ell as t#e overall balan(e of assessments for ea(# level. #9:> 3ta&& 3upport and 3uper,ision: A variet) of formal an* informal pro(e*!res are in pla(e to ens!re a*e;!ate staff s!pport an* s!pervision. All ne. 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. "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. AMC r!ns spe(ial in*!(tion seminars inte%ratin% an) ne. 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. "#e tea(#in% staff (on(!rrentl) .it# t#e (ommen(ement of t#eir (ollaboration .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. A**itionall)& DM@As CAP or%aniHes seminars ann!all) for t#e tea(#in% staff of all pro%rammes. #9:4 %nternal Veri&ication D!alit) Ass!ran(e t#ro!%# internal verifi(ation is essentiall) a t.o8sta%e pro(ess Sta%e 1 is IAssessment Verifi(ationJ an* Sta%e 2 is IMar/s Verifi(ationJ. #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 .or/ an* eBams& prior to eBternal s(r!tin). "#is pro(ess is !n*erta/en b) a S!b8Committee of t#e Pro%ramme 0Bam Boar*. 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. Assessments for bot# first an* se(on* *iets& to%et#er .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. "#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. #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 .or/ #as been mar/e* fairl)& (onsistentl)& in (onforman(e .it# state* assessment (riteria an* t#at it refle(ts t#e instit!tional mar/in% (riteria frame.or/. Mar/ verifi(ation also ens!res t#at mar/s a.ar*e* are a tr!e refle(tion of t#e st!*entsA performan(e in t#e assessment set. All :ono!rs Dissertations are *o!ble mar/e* in a manner (onsistent .it# DM@ pro(e*!res. Detaile* mar/ an* fee*ba(/ forms are (omplete* b) ea(# mar/er for presentation to 0Bternal 0Baminers. All ot#er assessments are sample se(on* mar/e* (onsistent .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*.

Validation Document

B3c (Hons) Occupational Therapy[Athens]

9#ere a%reement on t#e mar/ to be a.ar*e* (annot be rea(#e* bet.een t.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 .or/. "#e pro%ramme is (ompliant .it# t#e instit!tional poli() on anon)mo!s mar/in%. All .or/ is s!bmitte* in an anon)mo!s manner .#erever possible an* mar/e*=mo*erate* anon)mo!sl). 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. #9:9 4eed-ac< )echanisms: Formal fee*ba(/ to st!*ents on t#eir .or/ is provi*e* t#ro!%# fee*ba(/ pro formas& .#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. "#is provi*es st!*ents .it# a ;!antitative eval!ation of t#eir performan(e to%et#er .it# ;!alitative (omments=a*vi(e on #o. t#eir .or/ (o!l* be improve*. 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. n a**ition ea(# Mo*!le Co8or*inator is re;!ire* to (omplete an I nternal Mar/erAs Pro formaJ .#i(# provi*es an overvie. of st!*ent performan(e .it#in a mo*!le an* notes an) iss!es .#i(# re;!ire (onsi*eration b) t#e pro%ramme team. nternal Mar/ersA Proformas are also s!bmitte* for s(r!tin) b) 0Bternal 0Baminers. Fee*ba(/ from st!*ents is obtaine* in a variet) of .a)s< 1. Mo*!le eval!ation forms are *istrib!te* to in*ivi*!al st!*ents in ea(# mo*!le. "#is provi*es bot# ;!antitative an* ;!alitative (ommentar) on t#e st!*entsA vie. of ea(# mo*!le in(l!*in% an eval!ation of visitin% le(t!rers. "#is *ata is (ollate* an* referre* for (onsi*eration b) t#e S!b8Committee of t#e Pro%ramme 0Bam Boar*. 2. AMC *istrib!tes ;!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. 3. "#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.s into a((o!nt in f!t!re plannin%. ,. 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,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%. Staff Development .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.le*%e& s/ills an* (apabilities re;!ire* to s!((essf!ll) s!pport bot# instit!tional %oals as .ell as personal (areer *evelopment. "#is poli() is firml) %ro!n*e* in t#e Colle%eAs 0;!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& .#atever t#eir position. "#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 .it#& an* of t#e roles of (ollea%!es at all levels an* in all sites of AMC.

Validation Document

B3c (Hons) Occupational Therapy[Athens]

"#e AMC Staff Development Pro%ramme in(l!*es %eneral in*!(tion events to .el(ome ne. 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. t t#!s ran%es from staff in*!(tion for t#e ne. (ollea%!es to on8%oin% (ontin!o!s *evelopment an* appraisal. Staff in*!(tion seminars are or%aniHe* *!rin% t#e first t.o .ee/s of t#e a(a*emi( )ear& for an) ne. members of t#e tea(#in% staff. 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 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. "#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. "#e DM@ Centre for A(a*emi( Pra(ti(e .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 .it# t#e relevant learnin%& tea(#in% an* assessment met#o*s& in a**ition to provi*in% familiarisation .it# t#e role an* remit of t#e vario!s Pro%ramme Committees. "#ese series !s!all) ta/e pla(e ann!all) aro!n* Can!ar) an* earl) Mar(#. "#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. tea(#in% staffN "ime an* (risis mana%ement. 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# AMC. Moreover& AMC s!pports t#e p!bli(ations an* t#e parti(ipation of t#e tea(#in% staff& potentiall) in (ollaboration .it# t#eir st!*ents& in national an* international meetin%s an* (onferen(es. "#e 0*!(ational 'r%anisation AGM operates t.o lifelon% learnin% e*!(ational instit!tions& G0G AGM K 00' +R'@P .#i(# materialiHe pro%rammes b) 0.@. tar%ete* to.ar*s a*!lt e*!(ation. n t#e frame.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.@. .#ose aim .as to e*!(ate an* familiariHe t#em .it# t#e latest pe*a%o%i( met#o*s of a*!lt e*!(ation. # :": 6esources # :#: /earnin* 6esource 5entre (/65) 0le(troni( servi(es are available to st!*ents via t#e DM@ librar) .eb pa%es off8 (amp!s& via Remote A((ess. AMC s!pports t#e a(a*emi( pro(e*!re via t#e ele(troni( learnin% platform Moodle. "#is fa(ilit) also allo.s off (amp!s a((ess to t#e st!*ents.

Validation Document

B3c (Hons) Occupational Therapy[Athens]

# :!: .ducational 6esources Sin(e 200,80-& AGM Metropolitan Colle%e 6At#ens (amp!s7 #as been #o!se* in its (amp!s in Maro!ssi. # :!:#: Teachin* &acilities "#e spa(e is *istrib!te* as follo.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 .it# over#ea* pro>e(tors t#at seat bet.een 2- K 30 st!*ents ea(# "#e a!*itori!m is s!pplie* .it# a m!ltime*ia pro>e(tor an* f!rt#er a*van(e* a!*iovis!al fa(ilities. 0a(# tea(#in% room is e;!ippe* .it# one m!ltime*ia pro>e(tor an* one PC& .#ile mobile m!ltime*ia an* over#ea* pro>e(tors are availiable to t!tors !pon re;!est. n a**ition& all PCs #ave a((ess to internet. "#e (omp!ter labs are e;!ippe* .it# state8of8t#e8art (omp!ters 631 PCs in total7 .it# t#e follo.in% (#ara(teristi(s< # :!:!: HardBare in&ormationC 13 PCs ntel Penti!m D 3., +:H 2 +B 6DDR 27 110 +B SA"A$V D A +e For(e 1100 +"$et.or/ A*aptor 100 Mbps 'n Boar* nternal DVD=CD R9 M'$ CAP" VA "F" 12W 01201 DV =B3ACG 6.it# spea/ers7 D3P Vie. Soni( PC,02D 14 PCs ntel Core 2 D!a* D5,00 62.11+:H&1333M:H&12MB7 , +B DDR3 1333M:H -00 +B Serial A"A + +AB?"0 V+A $2,0'C81+ $et.or/ A*aptor 1 +bps 'n Boar* nternal DVD=CD R9 M'$ CAP" VA "F" 12W 01201 DV =B3ACG 6.it# spea/ers7 D3P Vie. Soni( PC,02D $ote< D!e to t#e %eneral !p%ra*in% of t#e Colle%e infrastr!(t!re t#e " e;!ipment is %oin% to be !p%ra*e* as .ell. # :!:>: 3o&tBare in&ormation All (omp!ters are e;!ippe* .it# all ne(essar) soft.are appli(ations 6e.%. appli(ation *evelopment pa(/a%es& *atabase *evelopment pa(/a%es& CAS0 "ools& m!ltime*ia *evelopment appli(ations et(.7 an* a #i%#8spee* internet (onne(tion. # :!:4: 3pecialist 6ooms/ /a-oratory 4acilities AMC #o!ses one librar) an* st!*) room& .#i(# are lo(ate* on (amp!s. "#e librar) is sto(/e* .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. St!*ents ma) borro. boo/s from t#e librar) for st!*) p!rposes. "#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*. "#!s it (annot properl) be (ompare* to a f!ll librar) in an establis#e* Britis# tertiar) e*!(ation instit!tion. "#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. :o.ever& serio!s attempts are bein% ma*e to.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. "#e (!rrent sto(/ of t#e At#ens (amp!s 3ibrar) is<

Validation Document

B3c (Hons) Occupational Therapy[Athens]

Appro=imate num-er o& titles ,425

1eriodicals and Lournals 50

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. "#e CD R'Ms refer to st!*entAs *issertations. "#e AMC librar) is open from Mon*a)s to Fri*a)s& from 5a.m. till 5p.m an* ever) Sat!r*a) from 10a.m to 2p.m. St!*) Room fa(ilities< "#e main bo*) of t#e librar) in(l!*es st!*) areas .it# nternet a((essto a((ommo*ate st!*ent nee*s. A n!mber of spe(ialist reso!r(es s!(# as professional tests& a!*io=vis!al e;!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. "#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. # :!:9: 3pecialised computer so&tBareC SPSS 12.0 6for statisti(al anal)ses7 # :> 'eB De,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% .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. # :4 3tudent 4acilities St!*ent fa(ilities in(l!*e 1 st!*ent (offee lo!n%e. Sport fa(ilities #ave been provi*e* for in t#e plans for t#e ne. infrast!(t!re .#i(# are !n*er (onstr!(tion. #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,. 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. :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;!ippe* to *eliver t#e (!rri(!l!m. "#e m!lti8 fa(ete* nat!re of t#e pro%ramme re;!ires a .i*e ran%e of staff .it# varie* eBperien(e. All staff #ave more t#an one *e%ree an* = or professional ;!alifi(ation. All #ave .i*e ran%in% eBperien(e eit#er in resear(# or (lini(al settin%s& in in*!str) in(l!*in% private .or/& in ot#er a(a*emi( instit!tions. Resear(#& p!bli(ations an* eBternal a(tivities all ens!re t#at t#e staff are .ell informe* an* eBperien(e* in

Validation Document

B3c (Hons) Occupational Therapy[Athens]

(ontrib!tin% to t#e (!rri(!l!m. "#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. Roles of t#e a*ministrative an* tea(#in% team are *efine* in >ob *es(riptions an* t#ro!%# (onsens!s. "#ere is re%!lar (ons!ltation t#ro!%# formal meetin%s an* informal net.or/s. Peer s!pport an* t#e mentorin% of ne. staff are (riti(al to pro*!(in% (omplementar) an* s!pportive attit!*es. n*!(tion st!*) *a)s .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. "#is .or/s to.ar*s a balan(e of tea(#in%& *evelopmental an* a*ministrative a(tivities bet.een staff. "#e AMC pro%ramme "eam is also (o%nisant of t#e benefits of *evelopments in e8 te(#nolo%) t#at (an .i*en a((essibilit) in t#e (!rri(!l!m an* .#i(# is a /e) strate%) of DM@ 6D03"A7. 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 a(#ieve* t#ro!%# via AMCAs e8 learnin% platform Moodle. 0a(# t!tor .ill be available to meet st!*ents at pre8*etermine* offi(e #o!rs for at least 2#rs per .ee/. Ge) people #ave been appointe* as an interim meas!re an* as )ears pro%ress more t!tors .ill be involve*. All s!b>e(t areas .ill be ta!%#t b) staff .it# relevant s!b>e(t an* spe(ialist /no.le*%e an* eBpertise. Relevant aspe(ts of tea(#in% are (arrie* o!t b) o((!pational t#erapists an* ot#er #ealt#(are professionals .#o are a(tive in pra(ti(e& relevant to t#e area bein% ta!%#t 6see "ea(#in% Staff CVsA *o(!ment7. "#e At#ens pro%ramme .ill be *elivere* b) - '"s& 1 Ps)(#olo%ist& 1 Biolo%ist& 2 P#)siot#erapists an* Visitin% 3e(t!rers an* eBperts. "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* '" .as so!%#t for t#e Pro%ramme 3ea*er position& #ol*in% a P#D an* tea(#in% eBperien(e. Dr Pana%iotis Siaperas #as a P#* in '" from Cambri*%e @niversit) an* .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. n a**ition& t#e tea(#in% team (onsist of li(ense* '"s .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. AMC staff is in (onstant (omm!ni(ation .it# DM@ (ollea%!es in or*er to *eliver t#e pro%ramme in t#e best possible .a) an* in a((or*an(e to DM@ e*!(ational p#ilosop#). Staff .ill be !p8to8*ate .it# DM@ e*!(ational pro(e*!res an* t#e relevant re;!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.e*. #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*. "#ere is an eBtensive net.or/ of pra(ti(e pla(ement e*!(ators. All are s!pporte* t#ro!%# *o(!mentation& personal an* telep#one (onta(t& mi*.a) visits on t#e ma>orit) of st!*ent pla(ements& a**itional visits as ne(essar)& an* .or/s#ops=meetin%s in t#e Colle%e at least t.i(e per )ear. n*!(tion sessions b) pra(ti(e pla(ement t!tors are offere* to all ne. pra(ti(e pla(ements. $e. pra(ti(e

Validation Document

B3c (Hons) Occupational Therapy[Athens]

pla(ement e*!(ators are #elpe* in t#eir !n*erstan*in% of .#at is re;!ire* for ea(# pla(ement. #E:" 3upport sta&& A*ministrative s!pport is provi*e* (entrall) b) t#e AMC s(#ool offi(e. Spe(ialiHe* personnel& in*!(te* in an* f!ll) a.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 .or/in% for ot#er (ollaborative pro%rammes a((re*ite* b) DM@ for a n!mber of )ears . "#ro!%#o!t t#e .#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. "#e spe(ialiHe* librar) staff offers assistan(e an* %!i*an(e bot# to t#e tea(#in% staff an* t#e st!*ents. "#e AMC *ire(tor& (areer a*visor& st!*ent .elfare offi(er& members of re%istr) all (ontrib!te to provi*e s!pport an* %!i*an(e as an* .#en ne(essar). !":": 6e*ulations and 1ro*ression o& 3tudents t is eBpe(te* t#at Pro%ramme re%!lations .ill be (onsistent .it# DM@As @niversit)As %eneral assessment re%!lations. An) eB(eptions m!st be approve* t#ro!%# t#e vali*ation or (ommittee approval pro(ess. @nless ot#er.ise state* f!ll DM@ re%!lations appl). Relevant eBtra(ts from t#e DM@ re%!lations are presente* in itali(s belo. .it# t#eir (orrespon*in% re%!lation n!mber. :o.ever& .#ere pro%ramme re%!lations s!perse*e DM@ re%!lations& t#e DM@ re%!lation .ill be presente* .it# t#e pro%ramme spe(ifi( re%!lation #i%#li%#te* belo.. "#e Bs( 6:ons7 '((!pational "#erap) EAt#ensF f!ll) (omplies .it# t#e @niversit) +overnan(e an* Re%!lations 6C!ne 20107. "#ese (an be fo!n* at t#e follo.in% lin/< ....;m!.a(.!/=;!alit)=%r=*efa!lt.#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 .ill be able to f!lfil t#e ob>e(tives of #is=#er propose* pro%ramme of st!*). !":#:# )inimum .ntry 6eFuirements A s!mmar) of t#e a*mission (riteria is %iven belo.. !":#:#:# 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. Final *e(isions are ma*e b) t#e sele(tion (ommittee.

Validation Document

B3c (Hons) Occupational Therapy[Athens]

Can*i*ates m!st be at least 14 )ears of a%e in t#e )ear of entr). "#is is t#e a%e of %ra*!ation from se(on*ar) e*!(ation. All Appli(ants s#o!l* #ave a 3)(e!m 6e;!ivalent to S- K S17 (ertifi(ate. A*missions staff .ill fo(!s on P#)si(s& C#emistr)& Biolo%) an* 0ssa) 9ritin% %ra*es as more relevant to t#e (o!rse. "#e) also #ave to provi*e t.o referen(es b) t.o 3)(e!m t!tors (on(ernin% t#eir performan(e an* *ili%en(e in t#e above mo*!les. !":#:#:!: 6eco*nition o& 1rior /earnin* (61/) All ot#er (an*i*ates .#o *o not (ome from se(on*ar) e*!(ation& li/e professionals .it# no previo!s formal e*!(ation or ot#er spe(ial (ases& .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 .ill be %iven b) DM@. 9e eBpli(itl) state t#at ot#er ;!alifi(ations& in(l!*in% t#e V" *iploma ;!alifi(ation& .ill be mappe* a%ainst t#e SCDF frame.or/ an* (!rri(!l!m (ontent of t#e '((!pational "#erap) pro%ramme an* as s!(# .ill be *ealt .it# on a (ase b) (ase basis .it# (re*it bein% %iven if relevant. 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. !":#:#:>: .Fual Opportunities AMC 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. 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* .el(omes appli(ations from *isable* in*ivi*!als. "#e At#ens pro%ramme .ill be in line .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.

!":#:#:4: .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;!ivalent of level -.0 of t#e nternational 0n%lis# 3an%!a%e "estin% S)stem 6 03"S7J "#e first t.o )ears of t#e pro%ramme .ill be ta!%#t an* assesse* in +ree/ an* t#at t#e 3r* an* ,t# )ear of t#e pro%ramme .ill be ta!%#t an* assesse* in 0n%lis#. St!*entsA (ompeten(e in 0n%lis# s#o!l* be of 03"S 6s(ore 17 or e;!ivalent& in or*er to pro%ress into t#e 3r* )ear. St!*ents .ill not be able to atten* level 3 an* , mo*!les !nless t#e) provi*e a vali* 03"S (ertifi(ate .it# a minim!m s(ore of 1.0 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. 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;!ivalent (ertifi(ate is a DM@ prere;!isite< .=cept Bhere a pro*ramme is spe(ifi(all) eBempt& all st!*ents in !n*er%ra*!ate 3evels 1 an* 2 .#ose first lan%!a%e is not 0n%lis# .ill be eli%ible for 2-] eBtra8time in eBaminations. Details of all s!(# st!*ents to be allo(ate* eBtra8time m!st be s!bmitte* b) Divisions to t#e Re(or*s A*ministration Se(tion of Re%istr) in (on>!n(tion .it# eBam papers. 1ro*rammes may apply &or e=emption from allo(atin% eBtra8time in eBaminations to st!*ents in !n*er%ra*!ate 3evels 1 an* 2 .#ose first lan%!a%e is not 0n%lis#. Proposals s#o!l* be s!bmitte* to t#e S(#ool Boar* for approval. All relevant

Validation Document

B3c (Hons) Occupational Therapy[Athens]

pro%ramme *o(!mentation& parti(!larl) st!*ent #an*boo/s& m!st ma/e t#is eBemption eBpli(it. "#e follo.in% pro%rammes are eBempt< BS( 6:ons7 an* +ra*!ate Diploma Spee(# an* 3an%!a%e "#erap)N BS( 6:ons7 P#)siot#erap). !":#:#:9. 5riminal 5on,iction 5hec<s Appli(ants .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. 0B(l!sion s#o!l* not #o.ever be a!tomati(. Most eB8offen*ers are essentiall) la.8abi*in% (itiHens an* .ill not re8offen*. 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. Depen*ent on t#e (ase st!*ents ma) be a*mitte* to t#e pro%ramme& b!t .o!l* be informe* t#at& s!bse;!ent pro%ression to pra(ti(e pla(ements an* s!((essf!l re%istration .it# t#e :PC via t#e nternational ro!te (annot be %!arantee*. St!*ents .ill be responsible for an* re;!ire* to *e(lare an) (riminal (onvi(tions *!rin% t#eir perio* of re%istration. All appli(ants .ill be obli%e* to (omplete an* si%n t#e (riminal (onvi(tions se(tor in t#e appli(ation form. !":#:#:0: Health 3creenin* All st!*ents a*mitte* to t#e pro%ramme .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. St!*ents are also a*vise* t#at an) (#an%es in #ealt# t#at o((!r *!rin% t#e pro%ramme bet.een t#ese time points s#o!l* be notifie* to t#e Pro%ramme 3ea*er. $B St!*ents .ill be ma*e a.are on a*mission t#at .#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.%. Pra(ti(e Provi*ers. !":! ABard 6e*ulations A st!*entAs overall performan(e on t#e BS( 6:ons7 '((!pational "#erap) EAt#ensF .ill be %iven one of seven %ra*es as follo.s $rade A B C D 0 F + )ar< 20] an* above 10 15.5] -0 -5.5] ,0 ,5.5] 30 35.5] 20 25.5] 15.5] or belo. 5orrespondin* le,el in an Honours de*ree classi&ication first (lass !pper se(on* lo.er se(on* t#ir* (lass fail fail fail

"o %ain an !n*er%ra*!ate a.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. "o ;!alif) for t#e follo.in% a.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.ar* an* also< Cert :0 120 (re*it points at SCDF 3evel 2

Validation Document

B3c (Hons) Occupational Therapy[Athens]

Dip :0 De%ree :ono!rs De%ree

2,0 (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 ,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% .it# S(ottis# Cre*it an* D!alifi(ations Frame.or/ levels 2& 4& 5 an* 10& .it# (on(ept!al an* material pro%ression bein% *esi%ne* into t#e str!(t!re from level to level. "#!s it is eBpe(te* t#at st!*ents .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). Alt#o!%# t#e above re%!lations ma) allo. a f!ll time st!*ent to sta) in f!ll time re%istration albeit .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 .#i(# is a(a*emi(all) (o#erent an* .#i(# ma/es best a*vanta%e of t#e st!*entAs time. n most (ases st!*ents .ill be eBpe(te* an* a*vise* b!t not re;!ire* to (omplete a level of st!*) before pro%ressin% to t#e neBt level. !":>: 6eassessment Reassessment is permitte* in or*er to allo. a st!*ent to ma/e %oo* an initial fail!re& . "#is affor*s t#e st!*ent an opport!nit) to *emonstrate t#e stan*ar* re;!ire* to pass mo*!les& an* !ltimatel) to %ain an a.ar*. All reassessments s#all ta/e pla(e before t#e (ommen(ement of t#e neBt session of t#e pro%ramme. "#e) s#o!l* be late eno!%# to allo. 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. %n the e,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& .it# f!ll re8assessment fa(ilities. $o parts of t#e previo!s assessment ma) be (arrie* for.ar*. "#e re%!lations for atten*an(e s#all appl) to t#e repeate* mo*!le !nless ot#er.ise spe(ifie* b) t#e Boar* of 0Baminers. A st!*ent ma) repeat a faile* mo*!le onl) on(e. !":4: 1ro*ramme speci&ic academic re*ulationsC A n!mber of re%!lations are spe(ifi( to t#e pro%ramme. "#ese are ne(essar) to meet t#e :PC an* C'" re;!irements for a professional pro%ramme. Pro%ramme re%!lations for pro%ression an* a.ar* are .ritten in t#e (onteBt of DM@As %eneral assessment re%!lationsN t#e) s#o!l* be interprete* in t#at (onteBt an* .#ere t#e) are silent DM@As %eneral assessment re%!lations are ta/en to appl). Pro%ramme spe(ifi( re%!lations (over t#e follo.in% points< "#e re;!irements for passin% a mo*!le t#e re;!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 .#i(# a st!*ent s#all be re;!ire* to .it#*ra. from t#e pro%ramme. "#e :PC Stan*ar*s of Profi(ien() for '((!pational "#erapists 620027 for entr) to t#e profession 6:PC& S'P 1b.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;!ivalent to level 2 of t#e nternational 0n%lis# 3an%!a%e "estin% S)stem& .it# no element belo. 1.-. 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. St!*ents are re;!ire* to normall) atten* at least 40] of t#e (lass #o!rs for ea(# a(a*emi( mo*!le. 't#er.ise& st!*ents .ill not be allo.e* to sit for t#e eBamination of t#e respe(tive mo*!le. Re;!ests for leave of absen(e for %oo* reason m!st be ma*e to t#e pro%ramme

Validation Document

B3c (Hons) Occupational Therapy[Athens]

lea*er. 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 St!*ents .#o are re%istere* for t#e BS( 6:ons7 in '((!pational "#erap) EAt#ensF an* .#ose first lan%!a%e is not 0n%lis# an*=or +ree/& are not permitte* t#e allo(ation of eBtra time in eBaminations. All st!*ents .#ose first lan%!a%e is not 0n%lis# an*=or +ree/ .ill normall) be permitte* to !se lan%!a%e8onl) *i(tionaries in eBaminations. 0le(troni( *i(tionaries are not permitte* 6please refer to 0Bam Re%!lations se(tion7. !":4:#: "o ;!alif) for t#e a.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. 6b7 Complete a minim!m of 1000 #o!rs of fa(ilitate* pra(ti(e base* learnin%. !":4:!: St!*ents leavin% t#e Bs( 6:ons7 '((!pational "#erap) EAt#ensF pro%ramme after #avin% (omplete* level 3 s!((essf!ll) .ill be a.ar*e* a BS( :ealt# St!*ies. "#e BS( in :ealt# St!*ies a.ar* *oes not (onfer eli%ibilit) to appl) for re%istration .it# t#e :ealt# Professions Co!n(il as an o((!pational t#erapist. !":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. 9ei%#te* a%%re%ate s(ores .ill be ro!n*e* to one *e(imal pla(e. "#e (lassifi(ation .ill be base* !pon t#e avera%e mar/ obtaine* b) (ombinin% t#e .ei%#te* res!lts of all mo*!les st!*ie* in 3evels "#ree an* Fo!r. 20 an* above First Class _`10] an* a20] Se(on* Class< @pper *ivision _`-0] an* a10] Se(on* Class< 3o.er *ivision _`,0] an* a-0] "#ir* Class !":4:4: A st!*ent .#o #as been re(ommen*e* for t#e a.ar* of t#e De%ree .it# :ono!rs of Ba(#elor of S(ien(e in '((!pational "#erap) .ill be eli%ible to appl) for re%istration .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. !":4:9: "#ere (an be no ae%rotat *e%ree for t#e p!rposes of re%istration as an o((!pational t#erapist. !":4:0: St!*ents m!st atten* all elements of t#e pro%ramme .#ere t#eir absen(e .ill be *etrimental to t#eir professional *evelopment& an* ma) also affe(t t#at of fello. st!*ents& e.%. in an intera(tive %ro!p an* .or/ .#i(# is s!b>e(t to %ro!p assessment. Atten*an(e is monitore* an* st!*ents .#o #ave less t#an 40] atten*an(e .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. !":4: : St!*ents are re;!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. A fail!re in t#is respe(t .ill brin% into ;!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;!ire*.

Validation Document

B3c (Hons) Occupational Therapy[Athens]

!":4:D: At least one eBternal eBaminer .#o is a member on t#e :PC '((!pational "#erap) re%ister .ill be appointe*. !":4:E: "o (omplete a level an* #en(e pro%ress to t#e neBt level a st!*ent .ill normall) be re;!ire* to s!((essf!ll) (omplete t#at level. !":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%. !":4:##: "#e Colle%e of '((!pational "#erapists sets t#e maBim!m time in .#i(# st!*ents s#o!l* normall) (omplete t#e pro%ramme an* %ain t#e professional ;!alifi(ation BS( 6:ons7 '((!pational "#erap) EAt#ensF. "#is is to ens!re t#at t#ose ;!alif)in% #ave (!rren() of professional /no.le*%e for safe pra(ti(e an* prote(tion of t#e p!bli(. !":4:#!: n or*er to (ompl) .it# t#e re;!irements for approval b) t#e 9orl* Fe*eration of '((!pational "#erapists& t#ere is a 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. $ormall) st!*ents .ill .or/ .it# a variet) of people a(ross t#e life span& .it# *ifferent nee*s an* in a .i*e ran%e of settin%s (overin% #ealt# an* so(ial (are as .ell as ne. an* emer%in% areas of pra(ti(e. Areas of pra(ti(e ma) in(l!*e bot# establis#e* an* emer%ent servi(es .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:#>: 9it# re%ar*s to pra(ti(e pla(ement& .#ere a st!*ent is *eeme* to #ave *emonstrate* !nsafe pra(ti(e& st!*ents (an be re;!ire* to .it#*ra. from t#e pro%ramme on t#e %ro!n*s of professional !ns!itabilit) irrespe(tive of a(a*emi( a(#ievement. "#is s#o!l* be investi%ate* !n*er t#e @niversit)As Fitness to Pra(tise poli(). !":4:#4: Alt#o!%# reassessment is permitte* in or*er to allo. a st!*ent to ma/e %oo* an initial fail!re& .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). n an) ot#er (ase& t#e pro%ramme team .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.ever t#is is *epen*ent on pra(ti(e pla(ement availabilit) an* (annot be %!arantee*. !":4:#9: $ormall) a st!*ent .#o #as faile* to satisf) t#e assessors at t#e se(on* attempt in an) level of assessment ma) be re;!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 .it#in t#e maBim!m perio* for (ompletion of t#e pro%ramme. Pro%ramme Do(!ment Bs( 6:ons7 '((!pational "#erap) EAt#ensF !":4:#0: $o st!*ent s#all be permitte* to repeat an) level more t#an on(e. !":4:# : A st!*ent .#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 .#i(# #e=s#e #as repeate* a level of t#e pro%ramme s#all be re;!ire* to .it#*ra. from t#e pro%ramme. !":4:#D: A st!*ent s#all onl) be allo.e* one re8assessment of a pra(ti(e pla(ement mo*!le. f t#e mo*!le is faile* after re8assessment& t#e st!*ent is re;!ire* to .it#*ra. from t#e pro%ramme.

Validation Document

B3c (Hons) Occupational Therapy[Athens]

!":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 .#ose first lan%!a%e is not 0n%lis#. !#:" 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. "#is means t#e @niversit) nee*s to (onsi*er .#et#er st!*ents< #ave a lon%8term #ealt# (on*ition or *isabilit) .#i(# (o!l* prevent t#em from pra(tisin% safel) .it#o!t s!pervisionN #ave an) (riminal (onvi(tions or (a!tions .#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. 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. "#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 .it# t#e :ealt# Professions Co!n(il. f DM@ be(omes a.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. 9#ere t#ere are serio!s (on(erns& a Fitness to Pra(tise Panel ma) be (onvene* b) DM@. "#e Fitness to Pra(tise Panel #as t#e a!t#orit) to impose a ran%e of san(tions in(l!*in% re;!irin% st!*ent to s!spen* st!*) or even leave t#e pro%ramme. !#:!: )onitorin* studentsI &itness to practice on the Bsc (Hons) Occupational Therapy [Athens] Fitness to pra(tise is monitore* t#ro!%# t#e follo.in% pro(e*!res< 'n Appli(ation 1. 0a(# appli(ant m!st si%n a #ealt# *e(laration. 2. 0a(# appli(ant m!st s!bmit #is=#er Criminal Re(or* Do(!ment re%ar*s (riminal (onvi(tions an*=or (a!tions. D!rin% t#e pro%ramme 1. St!*ents are re;!ire* to *e(lare .#et#er or not t#e) #ave a (onvi(tion or (a!tion as part of t#e ann!al matri(!lation pro(ess. 2. St!*ents are re;!ire* to .or/ .it#in t#e frame.or/ of t#e :ealt# Professions Co!n(ils Stan*ar*s of Con*!(t& Performan(e an* 0t#i(s. 3. St!*ents are re;!ire* to (omplete an ann!al self8*e(laration of fitness to pra(tise form. ,. Re(or*s of absen(e .ill be /ept for ea(# st!*ent notin% t#e *!ration an* t#e reasons for absen(e. St!*ents m!st inform bot# t#e pra(ti(e e*!(ator an* Colle%e of an) absen(es from (o!rse.or/ an* pla(ement. A s!pportin% me*i(al (ertifi(ate m!st be obtaine* to (over absen(es of five .or/in% *a)s or more from pla(ement.

Validation Document

B3c (Hons) Occupational Therapy[Athens]

-. All st!*ents are eBpe(te* to a*opt a responsible attit!*e to.ar*s atten*an(e at (lasses an* pra(ti(e pla(ements. P!n(t!alit) is essential. !#:>: Disa-ility and health issues 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. AMC .ill see/ to p!t in pla(e meas!res to s!pport st!*ents .it# #ealt# problems so far as is pra(ti(al. t is essential t#at st!*ents *is(!ss an) (on(erns t#e) mi%#t #ave .it# staff as earl) as possible. 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. Disable* st!*ents are a(tivel) en(o!ra%e* to meet .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 .#i(# ma) be ne(essar) to enable t#em to meet t#e learnin% o!t(omes of ea(# pra(ti(e pla(ement. $ormall)& re;!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. "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. An) (on(ern raise* b) pra(ti(e e*!(ators relate* to fitness to pra(ti(e 8 .#i(# ma) manifest as a*verse rea(tions to (lients=sit!ations an* ma) be relate* to #ealt# problems& .ill be investi%ate* b) t#e Pro%ramme 3ea*er in liaison .it# t#e A(a*emi( 3in/ Person of DM@. f t#e AMC (o!nsellor be(omes a.are t#at a st!*entAs me*i(al (on*ition ma) pose a ris/ to patient safet)& t#e Pro%ramme 3ea*er .ill be informe*. St!*ents ma) *evelop s#ort8term #ealt# (on*itions t#at affe(t t#eir fitness to pra(tise. 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.%. bone fra(t!re7 t#e pla(ement .ill *eferre* an* t#e st!*ent .ill !n*erta/e a pla(ement on(e s#e=#e is in so!n* #ealt#& as a first attempt. "#e Pro%ramme 3ea*er .ill *is(!ss a revise* pro%ramme of st!*) to allo. st!*ents to (at(# !p on .or/& it ma) be ne(essar) to *efer st!*ies. Mental #ealt# (on*itions ma) be s#ort or lon% term. AMC #as a responsibilit) to s!pport t#e st!*ent to ens!re t#e best (#an(e of re(over). 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*. 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 .ill be ma*e to t#e Fitness to Pra(tise Panel. 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. A st!*ent .#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;!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.

Validation Document

B3c (Hons) Occupational Therapy[Athens]

!#:4: 1ro&essional unsuita-ility Professional !ns!itabilit) refers to observable be#avio!rs an*=or attit!*es inferre* from be#avio!r .#i(# ma/es st!*ents !nfit to enter& (ontin!e .it# or ;!alif) from a professional pro%ramme of st!*). 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. "#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 .it# servi(e !sersN n(apa(it) for .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;!ipment or materialsN Bein% persistentl) !np!n(t!al for pla(ementN na*e;!ate stan*ar*s of re(or* /eepin%N Persistent absenteeism .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. .ill be follo.e*< 1. "#e pra(ti(e e*!(ator s#o!l* (onta(t t#e st!*entAs personal a(a*emi( t!tor imme*iatel). $ormall) a meetin% .ill be arran%e* an* *is(!ssions .ill ta/e pla(e .it# bot# t#e pra(ti(e e*!(ator an* st!*ent. A s!mmar) of t#e meetin% .ill be re(or*e* on t#e lin/ le(t!rerAs report form b) t#e !niversit) member of staff. Copies of t#e lin/ le(t!rerAs report .ill be for.ar*e* to t#e pro%ramme lea*er& pra(ti(e e*!(ator an* t#e st!*ent. A (op) of t#e report .ill also be retaine* in t#e st!*entAs @niversit) file. 2. "#e st!*entAs pra(ti(e e*!(ator s#o!l* i*entif) an* *o(!ment areas (a!sin% (on(ern an* re;!irin% improvement from t#e st!*ent .it#in t#e s!pervision re(or*. "#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. 3. 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) .#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.

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B3c (Hons) Occupational Therapy[Athens]

,.

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) .#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.

(. An) improvement m!st be s!staine* ot#er.ise f!rt#er a(tion .ill be ta/en. f a (on(ern arises abo!t a st!*entAs be#avio!r an* or attit!*es .it#in t#e Colle%e& t#e pro(ess o!tline* belo. .ill be follo.e*< "#e st!*entsW personal a(a*emi( t!tor .ill arran%e a meetin% .it# t#e st!*ent. A s!mmar) of t#e meetin% .ill be *o(!mente* an* retaine* in t#e st!*entAs Colle%e file. "#e st!*entAs personal a(a*emi( t!tor s#o!l* i*entif) an* *o(!ment areas (a!sin% (on(ern an* re;!irin% improvement from t#e st!*ent .it#in t#e s!pervision re(or*. "#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) .#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. n some (ir(!mstan(es spe(ifi( a(tion ma) be re;!ire*& for eBample pro*!(tion of a me*i(al (ertifi(ate. "#is .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. An) perio* *efine* for t#e p!rposes of improvement .ill operate on t#e basis t#at t#e improvement m!st be s!staine* t#ereafter. "#e en*in% of t#e improvement perio* .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 .ill be ta/en. !#:9 Appeals 1rocedure A st!*ent .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. "#ese (an be fo!n* at t#e follo.in% lin/< #ttp<==....;m!.a(.!/=;!alit)=;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). 1. "#e iss!es t#at #ave arisen an* (onse;!ent a(tions ta/en are referre* to t#e Pro%ramme 3ea*er.

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B3c (Hons) Occupational Therapy[Athens]

2. "#e Pro%ramme 3ea*er .ill *is(!ss t#e (!rrent sit!ation .it# t#e st!*ent an* t#e pra(ti(e e*!(ator an* revie. t#e evi*en(e available in (ollaboration .it# t#e :ea* of Division. 3. f t#e alle%ation (annot be resolve* lo(all) b) t#e Pro%ramme 3ea*er an* AMC Dire(tor& t#e matter .ill be referre* to t#e DM@ a(a*emi( lin/ person .#o .ill arran%e a (onta(t .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 ,. "#e DM@ a(a*emi( lin/ person .ill t#en (ons!lt .it# t#e AMC A*ministration on .#et#er or not t#e matter s#o!l* be *ealt .it# s!mmaril) or referre* to a Fitness to Pra(tise Panel -. n (ases .#ere t#e (on*!(t %ivin% rise to (on(ern is lin/e* to a mental #ealt# (on*ition t#e st!*entAs (ase .ill normall) be referre* to t#e Fitness to Pra(tise Panel as #ealt# matter 1. "#e Fitness to Pra(tise Panel #as t#e *ele%ate* a!t#orit) to rea(# t#e follo.in% *e(isions liste* belo.< "#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.in% t.elve mont#s& t#e st!*ent .ill be *ealt .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;!ire* to s!spen* st!*) to allo. time for me*i(al investi%ations 6for (ases .#ere !na((eptable be#avio!r is lin/e* to a mental #ealt# (on*ition7N "#e st!*ent is re;!ire* to s!spen* st!*) for !p to t.elve mont#sN "#e st!*ent is a*vise* to transfer to an alternative pro%rammeN "#e st!*ent is re;!ire* to .it#*ra..

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B3c (Hons) Occupational Therapy[Athens]

!!:" 6e&erences A ?trategy for the Cuality Fnhancement of Gearning, Teaching and Assessment 6200,7 D!een Mar%aret @niversit) Barnes& D.& Carpenter& C.& Di(/inson& C. 2000. I nterprofessional 0*!(ation for Comm!nit) Mental :ealt# "eams< Attit!*es "o Comm!nit) an* Professional Stereot)pesJ. ?ocial Hork Fducation, 15& -1-8-43. Barr :.& Goppel& .& Reeves& S.& :ammi(/& M.& Freet#& D. 200-. Fffective 9nterprofessional FducationI Argument, Assumptions and Fvidence . 'Bfor*< Bla(/.ell P!blis#in%. Bi%%s& Co#n B. 2002. Teaching for Cuality at Dniversity JFlectronic @esourceKI Hhat the ?tudent Loes. 3r* 0*. E'n83ine Boo/F Mai*en#ea*< M(%ra.8:ill=So(iet) for Resear(# nto :i%#er 0*!(ation an* 'pen @niversit) Press. Available From< #ttp<==Site.0brar).Com=3ib=Dm!(=Do(*etail.A(tiondDo(i*`102254-5. EA((esse* 20 C!l) 2005F. Bo!*& D. 2002. @ethinking Assessment in Eigher Fducation. 3on*on< Ro!tle*%e. Br!ner& C. 1510. The 'rocess of Fducation. Cambri*%e& Massa(#!setts< :arvar* @niversit) Press. CA P0. 1552. 9nterprofessional Fducation MA Lefinition. Caipe B!lletin 13& 15. Centre for A(a*emi( Pra(ti(e& D!een Mar%aret @niversit). 2005. ?tudent 0uide to He/ct. 0*inb!r%#< D!een Mar%aret @niversit). Colle%e of '((!pational "#erapists. 2010. Code of Fthics and 'rofessional Conduct. 3on*on< C'" Colle%e of '((!pational "#erapists 620057 Curriculum Nramework for Occupational Therapy Fducation Colle%e of '((!pational "#erapists. 2005. Curriculum 0uidance for 'reM@egistration Fducation. 3on*on< C'" Colle%e of '((!pational "#erapists. 2004. College of Occupational Therapists 'reM @egistration Fducation ?tandards. 3r* 0*. 3on*on< C'" Colle%e of '((!pational "#erapists 6200,7 Accreditation of 'reM@egistration 'rogrammes in Occupational Therapy Colle%e of '((!pational "#erapists 620027 'osition ?tatement On Gifelong Gearning Cree/ C. 620037 Occupational Therapy As A CompleA intervention Colle%e of '((!pational "#erapists. 3on*on Lisa/ility Liscrimination Act 155-. 3on*on< :MS'. Pro%ramme Do(!ment Bs( 6:ons7 '((!pational "#erap) Eat#ensF 45
Department of :ealt#. 200,. Pnowledge and ?kills Nramework &:E? P?N( and

Levelopment @eview. 3on*on< t#e Stationer) offi(e.

Validation Document

B3c (Hons) Occupational Therapy[Athens]

Dis(los!re S(otlan*. 2010. 'rotection of Bulnera/le 0roups ?cheme. E'n83ineF Available From< ....Dis(los!res(otlan*.Co.@/=+!i*an(e=in*eB.:tml EA((esse* 1 Can!ar) 2011F. 0nt.istle& $.& :anle)& M. an* :o!nsell& D. 1545. *entif)in% Distin(tive Approa(#es to St!*)in%. Eigher Fducation& 4& Pp.31-8340 0!ropean Con%ress 'n People 9it# Disabilities 60CPD7. 2002. Ma*ri* De(laration 'n Dis(rimination A%ainst Disable* People E'nlineF Available at< #ttp<==....0*f8 Fep#.'r% EA((esse* 1- Mar(# 2011F 0!ropean @nion. 2000. Charter of Nundamental @ights of the Furopean Dnion. Available at< #ttp<==....0!roparl.0!ropa.0!=C#arter=Defa!lte0n.:tm EA((esse* 1Mar(# 2011F Feletti& +.& Dinan& C.& "rent& F. an* Maitlan*& B. 1544. St!*ents . Approa(#es to 3earnin% an* Satisfa(tion 9it# Problem8Base* C!rri(!la for Fo!r Different Professions. Assessment and Fvaluation in Eigher Fducation& 13 627 Pp.1138121. :ealt# Professions Co!n(il. 2005. ?tandards of Fducation and Training. 3on*on< :PC. :ealt# Professions Co!n(il. 2005. ?tandards of Conduct, 'erformance and Fthics. 3on*on< :PC. :ealt# Professions Co!n(il. 2005. 0uidance On Eealth and Character. 3on*on< :PC. :ealt# Professions Co!n(il. 2004. 'osition ?tatement for Fducation and Training 'roviders On Age Liscrimination. 3on*on< :PC :ealt# Professions Co!n(il. 2002. ?tandards of 'roficiency &0eneric(. 3on*on< :PC. :ealt# Professions Co!n(il. 2001. A Lisa/led 'ersonQs 0uide to Recoming A Eealth 'rofessional. 3on*on< :PC :ealt# Professions Co!n(il 6200,7 ?tandards of Fducation and Training :ealt# Professions Co!n(il 620037 ?tandards of 'roficiencyI Occupational Therapists 620037 :ealt# Professions Co!n(il 6620037 ?tandards of Conduct, 'erformance and Fthics :i%%s C. :!nt A. 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*.ar*s :. Fducating Reginning 'ractitioners2 Challenges for Eealth 'rofessional Fducation. B!tter.ort# :eienmann. 'Bfor* :o(/in%& C. K $ess& $&0. 2002. @evised Minimum ?tandards for the Fducation of Occupational Therapists. Si*ne)< 9orl* Fe*eration of '((!pational "#erapists. information Servi(es Division 6 SD7 S(otlan*. 2005. :hs ?cotland Horkforce information E'nlineF Available at< #ttp<==.... s*s(otlan*.'r%= s*=-332.:tml EA((esse* 4 Mar(# 2011F

Validation Document

B3c (Hons) Occupational Therapy[Athens]

Ga#n& P. K 'A Ro!r/e& G. 200,. 0uide to Curriculum LesignI FnSuiryMRased Gearning. E'nlineF ?or/< :i%#er 0*!(ation A(a*em). Available at< #ttp<==....Camp!s.Man(#ester.A(.@/=Ceebl=Reso!r(es=+!i*es=Ga#ne200,.P*f EA((esse* 1- Mar(# 2011F Gronenber%& F. K Pollar*& $. 200-. 'ver(omin% I'((!pational Apart#ei*< A Preliminar) 0Bploration of t#e Politi(al $at!re of '((!pational "#erap)J. in< Gronenber%& F.& Al%a*o& S.S. K Pollar*& $. 0*s. Occupational Therapy Hithout RordersI Gearning Nrom the ?pirit of ?urvivors. 0*inb!r%#< 0lsevier C#!r(#ill 3ivin%stone. Gno.les& M.S.& 0l.oo*& F.:. an* S.anson& R.A. 200-. The Adult Gearner2 the Lefinitive Classic in Adult Fducation and Euman @esource Levelopment . 1t# 0*. 3on*on< 0lsevier. 3ave& C. an* 9en%er& 0. 1551. ?ituated Gearning. Gegitimate 'eripheral 'articipation. Cambri*%e< Cambri*%e @niversit) Press. Maslo.& A.:. 1511. The 'sychology of ?cience E'nline Boo/F Ma!ri(e Bassett P!blis#in%. Available at< #ttp<==....Abra#ammaslo..Com EA((esse* 1- Mar(# 2011F $i(ol& D.C. an* M(farlane8Di(/& D. 2001. IFormative Assessment an* Self8Re%!late* 3earnin%N A Mo*el an* Seven Prin(iples of +oo* Fee*ba(/ Pra(ti(eJ. ?tudies in Eigher Fducation& 31 627 Pp. 1558214. $:S 0*!(ation for S(otlan*. 2010a. ?takeholder ?tatement in ?upport of 'ractice 'lacements for Allied Eealth 'rofessions in ?cotland. E'n83ineF $:S 0*!(ation for S(otlan*. Available From< #ttp<==....$es.S(ot.$#s.@/=Me*ia=150120=Sta/e#ol*ereStatement.P*f EA((esse* September 2010F $:S 0*!(ation for S(otlan*. 2010b. Cuality ?tandards for 'ractice 'lacements Audit tool. E'n83ineF $:S 0*!(ation for S(otlan*. Available From< #ttp<==....$es.S(ot.$#s.@/=Abo!t8$es=P!bli(ations=D!alit)8Stan*ar*s8for8Pra(ti(e8 Pla(ements8A!*it8tool EA((esse* 4 $ovember 2010F. $:S 0*!(ation for S(otlan*. 2004. Cuality ?tandards for 'ractice 'lacements. Tnd Fd. E'n83ineF $:S 0*!(ation for S(otlan*. Available From< #ttp<==....$es.S(ot.$#s.@/=Me*ia=-03151=Dsppe3eaflet.P*f EA((esse* - C!ne 2010F $:S 0*!(ation for S(otlan*. 2002 Models of 'ractice 'lacement for the Allied Eealth 'rofessionsI A 0uide. E'n83ineF $:S 0*!(ation for S(otlan*. Available From< #ttp<==....$es.S(ot.$#s.@/=Me*ia=2413=Mo*elseVersion2apr02.P*f EA((esse* - C!l) 2010F 'rotection of Bulnera/le 0roups 6S(otlan*7 A(t 2002. S(ottis# +overnment D!alit) Ass!ran(e A%en() for :i%#er 0*!(ation. 2002. Code of 'ractice for the Assurance of Academic Cuality and ?tandards in Eigher FducationI 'lacement Gearning. +lo!(ester< DAA. D!alit) Ass!ran(e A%en() for :i%#er 0*!(ation. 2001. Renchmark ?tatements for Occupational Therapy, Code of 'ractice &TUUVMTUUW(. +lo!(ester< DAA

Validation Document

B3c (Hons) Occupational Therapy[Athens]

D!alit) Ass!ran(e A%en() :i%#er 0*!(ation 6DAA7 ?u/Xect Renchmarks ?tatements for Occupational Therapy D!een Mar%aret @niversit). 2010a. Assessment @egulations. E'n83ineF Available From< #ttp<==....Dm!.A(.@/=D!alit)=Dm=AHin*eB.:tm. EA((esse* 3 September 2010F D!een Mar%aret @niversit). 2010b. Academic Appeals @egulations. E'n83ineF Available From< #ttp<==....Dm!.A(.@/=D!alit)=Dm=AHin*eB.:tm. EA((esse* 3 September 2010F D!een Mar%aret @niversit). 2005. Nitness to 'ractise 'olicy. E'n83ineF Available From< #ttp<==....Dm!.A(.@/=D!alit)=+r=Defa!lt.:tmcPol. EA((esse* 20 Can!ar) 2010F D!een Mar%aret @niversit)& 2005. FSuality and Liversity ?trategy. 0*inb!r%#< D!een Mar%aret @niversit). D!een Mar%aret @niversit) 620038 20027 ?trategic 'lan D!een Mar%aret @niversit). 2001. The ?trategy for Cuality of Gearning, Teaching and Assessment &CFGTA( . 0*inb!r%#< D!een Mar%aret @niversit). S(affa& M.S.& ReitH& M.S. K PiHHi& M.A. 2010. Occupational Therapy in the 'romotion of Eealth and Hellness. P#ila*elp#ia< F.A.Davis Co. S(ottis# 0Be(!tive. 200,. A Curriculum for FAcellence< the Curriculum @eview 0roup. 0*inb!r%#< S(ottis# 0Be(!tive. E'nlineF Available at< #ttp<==....S(otlan*.+ov.@/=P!bli(ations=200,=11=20124=,-412 S(ottis# +overnment. 2010. Hider 'lanning for an Ageing 'opulation M Eousing and CommunitiesI Consultation on the Horkstream @eport and 9ts ?uggested Actions E'nlineF Available at< #ttp<==....S(otlan*.+ov.@/=P!bli(ations=2010=01=2-1301,1=3 EA((esse* 4 Mar(# 2011F S(ottis# +overnment. 2004. :ealt# Clearance for Tu/erculosis, Eepatitis R, Eepatitis C and E9B for :ew Eealth Care Horkers in Lirect Contact Hith 'atients. 0*inb!r%#< S(ottis# +overnment. S(ottis# Cre*it D!alifi(ation Frame.or/. 2005. the ?CCN Eand/ook. E'n83ineF Available at< #ttp<==....S(;f.'r%.@/ EA((esse* 2 C!ne 2005F S(ottis# Cre*it D!alifi(ation Frame.or/. 2002. the ?CCN Eand/ook. E'n83ineF Available at< #ttp<==....S(;f.'r%.@/=Abo!tt#eframe.or/=3evel*es(riptors.AspB EA((esse* 2 C!ne 2005F S(ottis# Cre*it D!alifi(ation Frame.or/. 2003. the ?CCN Eand/ook. E'n83ineF Available at< #ttp<==....S(;f.'r%.@/ EA((esse* 2 C!ne 2005F ?pecial Fducational :eeds and Lisa/ility Act 2001. 3on*on< :MS' The $ational :ealt# Servi(es 620037 Pnowledge and ?kills Nramework an* Levelopmental @eview

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B3c (Hons) Occupational Therapy[Athens]

"o.nsen*& 0.A. K Polata>/o& :.C. 2002. Fna/ling Occupation 99I Advancing An Occupational Therapy Bision for Eealth and Hell Reing. 'tto.a< Cana*ian Asso(iation of '((!pational "#erapists "o.nsen*& 0. K 9#itefor*& +. 200-. IA Parti(ipator) '((!pational C!sti(e Frame.or/J. in< Gronenber%& F.& Al%a*o& S.S. K Pollar*& $. 0*s. Occupational Therapy Hithout RordersI Gearning Nrom the ?pirit of ?urvivors. 0*inb!r%#< 0lsevier C#!r(#ill 3ivin%stone. "ro.ler P. an* 9are#am& ". 2002. @econceptualising Qthe TeachingM@esearch :eAusQI 'roceedings of the Annual EF@L?A ConferenceI Fnhancing Eigher Fducation Theory and ?cholarship. A*elai*e& A!stralia& 4811 C!l) 2002. "!nin% 0*!(ational Str!(t!re in 0!rope. 2004. Referen(e Points for t#e Desi%n an* Deliver) of De%ree Pro%rammes in '((!pational "#erap). E'nlineF Available at< #ttp<=="!nin%.@ni*e!sto.'r%="!nin%e!= EA((esse* 1, Mar(# 2011F @niversit) of Man(#ester. 2010. Centre for FAcellence in FnSuiry Rased Gearning E'nlineF Available at< #ttp<==....Camp!s.Man(#ester.A(.@/=Ceebl=0bl= EA((esse* 4 Mar(# 2011F @niversit) of Strat#(l)*e& 200-. Creating Accessi/le Course Or 'rogramme Lesign and ?tructure for Lisa/led ?tudents E'nlineF Available at< #ttp<==...."ea(#abilit).Strat#.A(.@/ EA((esse* Can!ar) -t# 2010F. V)%ots/)& 3.S. 1524. Mind and ?ociety. Cambri*%e& MAN :arvar* @niversit) Press 9en%er& 0. 1554. Communities of 'racticeI Gearning, Meaning and 9dentity. Cambri*%e< Cambri*%e @niversit) Press. 9F'". 2002. @evised Minimum ?tandards for the Fducation of Occupational Therapists. 9orl* Fe*eration of '((!pational "#erapists 9#itefor*& +. 200,. '((!pational ss!es of Ref!%ees. in< Moline!B& M. 0*. Occupation for Occupational Therapists. 'Bfor*< Bla(/.ell P!blis#in%. 9#itefor* +. 9il(o(/ A.A. 620017 Centralisin% '((!pation in '((!pational "#erap) C!rri(!la< mperative of t#e $e. Millenni!m Occupational Therapy international 4 418 49:'. 2005. Nramework for Action On interprofessional Fducation and Colla/orative 'ractice. +eneva< 9orl* :ealt# 'r%anisation. 9orl* Fe*eration of '((!pational "#erap) 620027 @evised Minimum ?tandards forthe Fducation of Occupational Therapists