European Occupational Therapy

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This MSc. programme helps you to become better equipped in enhancing and delivering Occupational Therapy. Graduates of this programme develop in general in three directions Education, Practise and Research. Approx half of all alumni state that they have after finishing this MSc. Programme increase in income, increase in job satisfaction, and more responsibility. Nearly all graduates state in the Kohnstamm survey that they stimulate others to attend this MSc.

Education
Alumni (approx 25%) were already or became teachers in bachelor programmes in their home country.

Kohnstamm: The European mix of students The programme has broadened my view on OT; it stimulated me not only in doing research, but also in continuing to be an occupational therapist.

Practise
Alumni become leaders in the field of OT, both in management and quality enhancement (EBP)

Isabella Kerschbaumer, Austria: I would most certainly recommend this programme to other as you become an expert. I have now found a new job as an OT.

Robert Kruijne, Netherlands: Already during the programme I switched jobs. I now work as a researcher for Amsterdam Medical Centre, the university hospital of University of Amsterdam.

Research
Alumni become junior researchers, en approx 15 % continue with a PhD study within the field.

Rosa Jafari, Iran: This Programme is very suitable for non-European students, such as Asians. In Canada and the USA for example one would have to pass special exams. The OT-master is a good gateway to a PhD.

Cornelia Kochler-Stalder, Switzerland: I had a management job in OT and felt I needed to decide where I wanted to go: management, education or research. I also looked at other programmes, but as I wanted to go into research this programme was best for me.

Module 1: Exploration of concepts of occupation and research, Eastbourne, United Kingdom
Module one starts with an introduction to master level study and the rationale for the OT-EuroMaster programme. Problem-based learning is introduced, practiced and discussed so that students become familiar with this pedagogical approach that underpins the whole programme. Epistemology and ontology are explored in relation to the basic concepts of occupation. Students practice critical appraisal of literature in groups. The summative assessment involves a critical appraisal of both a qualitative and quantitative study in occupational therapy.

Module 2: Scientific reasoning about human occupation, diversity, culture and participation, Amsterdam, the Netherlands
The third module explores the nature of occupation, participation and their effect on health and well being. Special attention is given to the influence of culture and diversity on daily activities. Qualitative methodologies are introduced and practiced with formative and summative assessment. In the summative assessment students conduct a small scale, qualitative study on culture and occupation.

Module 3: Evaluating and Enhancement of Occupational Performance, Winterthur, Switzerland
Module fourfocuses upon measuring occupational performance and on quantitative research methodologies. Assessment development and psychometric properties of reliable and valid assessments are explored and skills in statistical analysis are practised. Students will also look into the issue of evaluating occupational therapy interventions. The competences of quantitative data analysis, interpretation, and reporting are tested in the summative assessment, by a small scale empirical quantitative study on occupational performance.

Module 4: Societal and scientific aspects of occupational therapy and occupational science, Naestved, Denmark
In module two occupational therapy in Europe and internationally is examined. This includes the history and development of occupational therapy in each of the students countries plus the societal and legislative influences which shape the process of professionalization. Special reference is made to the impact of European welfare systems and legislation on practice and the position of clients within health and social care. Students investigate the concept of humans as occupational beings in relation to societal aspects, such as the labour market. The social and societal aspects of occupation are presented in a position paper for the summative assessment.

Module 5: planning a research project within the body of knowledge of the occupational therapy discipline, Stockholm, Sweden
In module five students conduct a literature review analysing their proposed research topic to establish current knowledge and to secure the originality of the project. Individual supervision of the students research projects is a major learning strategy in this module and there are also master classes about specific methodologies tailored to the needs of the student group. The summative assessment, the examination, is the formulation and presentation of a well designed, ethical research plan, the findings of which will contribute to the body of knowledge about occupation.

Module 6: Conducting a research project within the occupational therapy discipline, own country
Finally, in module six the project is conducted as a semi-independent research project which is then reported as a Master of Science thesis. The thesis has two parts: firstly, an article prepared for a named, peer reviewed journal; the second part is an extended introduction and reflective discussion. The examination has two parts: the assessment of the written part and the assessment of the oral presentation.

Professional and Academic requirementsApplicants should hold a Bachelor of Science degree in occupational therapy from a school recognized by the World Federation of Occupational Therapists.Those not having a bachelor of science in Occupational Therapy will have to submit an extensive professional portfolio demonstrating their academic competences. The admission committee will look into each case individually and consider whether the person concerned has attained the required level by previous work or study, and can be considered to be equivalent to a Bachelor of Science in occupational therapy.Applicants, who cannot show their level of mastery of competences in the five basic areas described in the Dublin Descriptors in their professional portfolio or applicants with a bachelorof science in a related field, can work towards enhancing their level of mastery of these competences by taking one or more of the three extracurricular Master Qualifying Courses, delivered by the consortium specifically for the OT-EuroMaster.Required skills in English (written and oral)Applicants should have skills in English, both written and oral on the level of International English Language Testing Service (IELTS, score 6.5) English Language Requirements IELTS band: 6.5 CAE score: (read more) Cambridge English: Advanced (CAE) is part of the Cambridge English suite and is targeted at a high level (IETLS 6.5-8.0). It is an international English language exam set at the right level for academic and professional success. Developed by Cambridge English Language Assessment - part of the University of Cambridge - it helps you stand out from the crowd as a high achiever. 75 (Grade B) TOEFL paper-based test score : 575 TOEFL iBT® test: 90

This OT-EuroMaster programme is self financed by the students.

Accreditation

The programme was accredited by the NVAO in 2004 and 2010 (Accreditation Organisation of the Netherlands and Flanders) following validation by an international committee of renowned experts.

see for the accreditation decision: