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Curricular Design

We have created an innovative, responsive, flexible, evidence-based, seven-quarter curriculum focused on active development of student acumen in the following areas:

  • Scientific approach to decision making
  • Critical consumption and application of research
  • Comprehension of and engagement in the research process
  • Self-supervision
  • Professional leadership
  • Engagement in intellectual dialogue that contributes to the learning community within and beyond the field

Our curriculum is enhanced with the following elements:

  1. Modified Concept-Based Curriculum
    • Underlying concepts differ based on term in a whole-part-whole progression:
      • Quarters 1 and 4 address concepts reaching across the field (Q1 – fundamentals, Q4 – synthesis)
      • Quarters 2 and 3 address client context (pediatric versus adults)
        • Pediatric and adult curriculum are offered twice, allowing for division of class and coordination with clinical team
  2. Immersive Curriculum
    • Students are immersed in course content and clinical practice.
    • Clinical experiences allow for immediate application of didactic material.
    • Clinical methods courses are directly related to course and clinical concepts.
  3. Integrated Clinical Teaming
    • Team meetings capitalize on opportunities for team-based learning (TBL).
    • Though not interdisciplinary, these teams provide practice for eventual professional team behaviors.
    • Advanced students have opportunities to take leadership roles within the team.
  4. Summative Assessment of Synthesis within and across Concepts
    • Simulated assessments with clinical competency requirements are incorporated during the winter and spring terms.
  5. Support and Development of Clinical Skill
    • Students have familiarity with basic clinical methods prior to providing service.
    • The clinical curriculum allows for continuum of supervision, including:
      • Support from novice to intermediate student.
      • Side-by-side service provision (1:1:1) for many treatment sessions.
  6. Support and Development of Self-Supervision, Leadership, & Contribution to the Learning Community
    • Direct instruction and class discussion regarding these topics begins during orientation and extends throughout the program.
    • Opportunities for practice and skill development are embedded throughout the duration of the program.
  7. Embedded Experiences in Self-Assessment
    • Self-assessment across different domains begins during orientation.
    • Quarterly and weekly self-assessments regarding clinic services are completed during all clinical placements (on and off campus).
    • Generic Abilities and the Emotional Intelligent Leadership Inventory are completed three times during program (start, mid, and end).