Date of Paper/Work


Type of Paper/Work

Doctoral Project

Degree Name

Doctor of Occupational Therapy


Occupational Science/Occupational Therapy

First Advisor

Julie D. Bass


Doctor of Occupational Therapy


Curriculum evaluation provides educational programs information on how to improve their curriculum. Feedback from students, faculty and other stakeholders is relevant to the quality improvement of the program. Currently, there are limited methods of curriculum evaluation for international occupational therapy programs. The new Faculte des Sciences de Rehabilitation de Leogane (FSRL) occupational therapy program had not developed a formal method of curriculum evaluation. The World Federation of Occupational Therapists (WFOT) recently published a revised Minimum Standards document for occupational therapy programs; however, this document focuses on standard content rather than a process for obtaining approval and re-approval of occupational therapy programs (2016).

The purpose of this project was to create an overall framework for curriculum evaluation using standards by the World Federation of Occupational Therapists (WFOT) to help with future curriculum evaluation. A document review was completed of the FSRL curriculum to determine whether course objectives met WFOT competencies. In addition, faculty and student surveys were conducted from a recently completed course at FSRL.

A WFOT Knowledge, Skills and Attitudes (KSA) Standards table was created from the Minimum Standards documents. General competency statements were changed into measurable competencies—creating a numbering system. The complete table was composed of five main sections listed alphabetically from A-E. Each section had a knowledge, skills and attitudes sub-component. The document review process reviewed each course offered in semesters three through eight to determine whether each course objective met or partially met a WFOT competency. Objectives that did not match a WFOT standard were given a “not applicable” in the corresponding columns. The author determined whether a WFOT competency and an FSRL objective matched by looking at the integrity of the competency and key components found in both.

The quantitative and qualitative surveys were analyzed. Overall, the feedback from students and faculty were positive. All felt that there was a need for the course in the occupational therapy program. Many students felt more confident in their clinical decision making skills and how to conduct evidence-based clinical research. Faculty and students reported a need for more time in the course. Some students reported on the need to take a prerequisite course, like statistics, to better prepare for the research component of the course. Faculty agreed that outcomes of students’ assessments adequately indicated an increase in students’ knowledge and skills.