Student Handbook (DRAFT)

Each faculty member has an office on the third floor of Koerner Pavilion in Vancouver, the University of Northern British Columbia in Prince George, or the City Centre One site in Surrey. However, due to research activities and other off-site commitments, some faculty members keep primary offices at locations outside of these sites. Office hours may vary based on faculty availability. To arrange a meeting with a particular faculty member, please contact them directly.

Dr. Ben Mortenson

604-737-6314

ben.mortenson@ubc.ca

Associate Professor & Department Head

Dr. Mortenson’s research interests include social participation, mobility, assistive technology and outcome measurement. Participants in his studies include assistive technology users living in either residential care or in the community and informal and formal caregivers. Much of his research involves the combination of qualitative and quantitative methods. Dr. Mortenson is an avid outdoor enthusiast and loves spending time with his wife and three children.

Ms. Donna Drynan

604-822-7415

donna.drynan@ubc.ca

Associate Professor of Teaching, Associate Head of Educational Affairs

Ms. Drynan is interested in the assessment of clinical competence in the practice education setting, and explores the best ways to teach and evaluate interprofessional education and collaborative practice. She stays healthy through active outdoor pursuits such as running, skiing, hiking, and cycling. Ms. Drynan enjoys spending time with family and friends, including reading books and entertaining.  

Ms. Alexis Davis

604-827-0956

alexis.davis@ubc.ca

Assistant Professor of Teaching & Academic Fieldwork Coordinator

Alexis is an experienced clinician who emphasizes the practical aspects of clinical practice in her teaching. She strives to connect classroom learning with real-world occupational therapy scenarios, and enjoys witnessing how fieldwork placements bring it all together. Alexis is interested in fostering self-awareness and guiding students to discover their unique contributions to their evolving practice during the program. Understanding ourselves empowers us to effectively support our clients in accomplishing their goals, while maintaining a healthy work-life balance.

Dr. Skye Barbic

604-822-0770

skye.barbic@ubc.ca

Assistant Professor

Dr. Barbic’s scholarly interests build upon the foundation of work by the Mental Health Commission of Canada, which provides strategic direction and prioritization on where Canadian mental health services should focus effort and resources.

Ms. Katie Lee Bunting

604-822-7165

katie.leebunting@ubc.ca

Instructor

As a teacher Katie strives to facilitate the development of life-long, self-directed, and confident learners who are passionate about occupation and occupational therapy. She uses expertise that students bring to their educational experiences through recognizing students’ capacity to use their own knowledge and experiences to build new learning. Katie seeks to inspire students to stretch their minds by exercising their creativity and encouraging curiosity, skills that are essential as occupational scientists and occupational therapists.

Dr. Susan Forwell

604-822-7410

susan.forwell@ubc.ca

Professor & Associate Head of Expansion

Dr. Forwell’s research interests in chronic neurological conditions such as multiple sclerosis and spinal cord injury and their impact on chosen occupations has been long standing.  She also has research that addresses her curiosity about occupations, life transitions and their meanings in society. The company of family and friends, while pursuing skiing, yoga, cycling, symphony and adventure travel balances her time from work.

Dr. Julia Henderson

604-822-7142

julia.henderson@ubc.ca

Assistant Professor

Dr. Henderson’s program of research seeks to redress ageism and promote citizenship for older adults. She uses qualitative and arts-based methods, especially theatre, to work with older adults on projects ranging from collaborative creation with people living with dementia, to older adult activism, to developing creative accessibility strategies for older adult performers. Julia enjoys working with people from across the life course and values the opportunity to learn about students’ perspectives and lived experiences.

Dr. Liisa Holsti

604-827-2000 ext 5200

liisa.holsti@ubc.ca

Associate Professor & Graduate Advisor

Dr. Holsti’s research focuses on optimizing the development of the tiniest infants cared for in the neonatal intensive care unit.  She specializes in assessing and managing pain and stress and in modifying the NICU environment to protect these babies’ brains.  She tries to ‘walk the walk’ by living a balanced life!  Outside of work, she enjoys walking, swimming, yoga, gardening, reading, kayaking, being in nature and with family and friends.

Dr. Suzanne Huot

604-822-7395

suzanne.huot@ubc.ca

Assistant Professor

Suzanne’s research program centres on the axes of occupation, immigration, and Francophone minority communities. Her research primarily addresses the occupational implications of international migration to Canada through focused, critical examination of governmental legislation, policies and discourses; of service providers and their roles; and of the experiences of individual immigrants, refugees and asylum seekers. Using research approaches informed by occupational science, critical social theory, and qualitative methodologies, she specifically examines ways in which governmental decisions and actions are experienced at the local scale in relation to people’s daily occupations, interrogating the effect of these high-level decisions on peoples’ social inclusion and civic engagement. Her ongoing research focuses on occupational justice and the health equity issues that newcomers confront within contemporary policy contexts as they navigate post-migratory transitions within their host communities.

Dr. Tal Jarus

604-827-3392

tal.jarus@ubc.ca

Professor & Accessibility Advisor

Dr. Jarus’ primary areas of research are “occupational performance, participation, health and well-being.”  Dr. Jarus has investigated patterns and environmental effects on participation in meaningful occupations in diverse populations with and without disabilities and how this relates to their health and well-being.  Whether she is playing basketball, cooking with her children, reading, watching a movie with her partner, working on a research project, Dr. Jarus is always occupied.

Mr. Michael Lee

604-822-7029

michael.lee@ubc.ca

Professor of Teaching, Associate Head of Educational Affairs – Office T334

Michael’s areas of research and interest include curriculum development, psychosocial rehabilitation, campus mental health, interprofessional collaboration and education, cross-cultural issues, and disability experience.  He travels to China regularly to promote the advancement of psychosocial rehabilitation for people living with mental illness.  Michael also works alongside internationally educated occupational therapists to bring their strengths to our community. Apart from work, he enjoys swimming, reading, travelling and spending time with family and friends.

Mr. Jay Macdonald

604-822-1850

jay.macdonald@ubc.ca

Assistant Professor of Teaching

Jay comes from a clinical background, primarily working in the public sector, with a sojourn into private medical legal work. He has a breadth of experience working with adults over the age of 19. Prior to coming to UBC, he was the Research, Education, and Practice Coordinator for occupational therapy at Providence Health Care. This enabled him to provide clinical support and mentorship to occupational therapists in a medium-sized health authority.

Dr. Bill Miller

604-714-4107

bill.miller@ubc.ca

Professor

Dr. Miller research expertise is the measurement, determination, and epidemiology of mobility disability and its influence on the participation in daily/social activities of older adults.  He takes breaks from his research by watching his daughters’ participation in sports and other endeavours, and by personally enjoying running, cycling, and playing hockey.

Dr. Laura Nimmon

604-822-8573

laura.nimmon@ubc.ca

Assistant Professor

Dr. Nimmon’s research explores how distributed chronic disease healthcare teams enact patient-centered care within webs of power and influence, using ethnographic methods, social network analysis, activity theory and genre theory, outside of work, Laura enjoys nature, music, and imaginative play with her son.

Dr. Brodie Sakakibara

250-807-8505

brodie.sakakibara@ubc.ca

Assistant Professor

Dr. Sakakibara’s research program focuses on chronic disease prevention and management in people with stroke, heart disease, and multi-morbidity. He has a specific interest in the development and investigation of innovative recovery and support programs that can be delivered to people in their homes and communities using technology-based solutions (i.e., virtual health). Dr. Sakakibara enjoys the Okanagan summers, outdoor activities, and quality time with his wife and three children.

Dr. Julia Schmidt

604-714-4105

julia.schmidt@ubc.ca

Assistant Professor

Dr. Schmidt’s research is focused on people with traumatic brain injuries, using both qualitative and quantitative research methods and partnering with people with brain injury and community organisations. Dr. Schmidt aims to understand and develop programs, services, and interventions for people with brain injury and their communities. Outside of work, she enjoys spending time outdoors with her husband and two boys.

Dr. Jill Zwicker

604-875-2345 ext 5948

jill.zwicker@ubc.ca

Associate Professor & Associate Head of Research

Dr. Zwicker’s research program is focused on brain development and motor impairment throughout childhood. Using advanced neuroimaging techniques, she examines brain differences in children with developmental coordination disorder and explores early brain development in relation to neurodevelopmental outcomes of premature newborns. Dr. Zwicker enjoys quality time with her husband and two daughters, socializing with friends, and playing with her two dogs.

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Fraser

Dr. Laura Bulk

604-822-1165

laura.bulk@ubc.ca

Assistant Professor of Teaching

At the core of Laura’s practice as a teacher is justice – being in right relationship with oneself, other human and non-human actors, with systems/institutions, with lands/waters, and with Creator. Teaching and learning are essentially relational processes that require a sense of belonging. It is vital to feel heard and seen as our authentic selves, to share in one another’s transformation, and know that our unique contributions are valued. This is the foundation of the hospitable learning environments Laura strives to co-create with students.

Ms. Tanya Fawkes

604-822-0859

tanya.fawkes@ubc.ca

Assistant Professor of Teaching

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North

Dr. Pedro Almeida

TBA

ptavares@unbc.ca

Assistant Professor of Teaching

Dr. Elly Park

250-960-5581

elly.park@ubc.ca

Assistant Professor of Teaching

Prior to joining the department, Dr. Park held postdoctoral fellowships at the Canadian Consortium on Neurodegeneration in Aging, where her research covered digital storytelling and dementia, and the Alberta Bone and Joint Health Institute, where she investigated the experiences of people living with obesity and osteoarthritis through digital storytelling.

Dr. Elisha Williams

250-960-5307

elisha.williams@ubc.ca

Assistant Professor of Teaching

Prior to joining the department, Dr. Park held postdoctoral fellowships at the Canadian Consortium on Neurodegeneration in Aging, where her research covered digital storytelling and dementia, and the Alberta Bone and Joint Health Institute, where she investigated the experiences of people living with obesity and osteoarthritis through digital storytelling.

The Department’s Main Office (T325) is open from 8:00 AM to 4:30 PM, Monday to Friday.  Please note that staff in the main office are unable to take telephone messages for students, except in an emergency. 

The Department’s emergency contact is the MOT Student Services Manager at 604-822-7196.  The Freedom of Information and Protection of Privacy Act does not allow us to confirm that you are a student in the MOT program. We ask students to provide up to three emergency contacts, which we keep on file and these individuals are authorized to contact you in an emergency.

Main Staff Contacts

David Tsukada (he/him) Student Services Manager

(604) 822-7196

david.tsukada@ubc.ca

Manages the student life cycle of the MOT program, from prospective students to current students to alumni.

Stephanie Gardner (she/her) Fieldwork Education Manager

(604) 827-5392

osot.fieldwork@ubc.ca

Manages fieldwork placements for the MOT program, from recruitment and marketing to matching and managing fieldwork initiatives. Stephanie is a key contact for fieldwork coordination for the MOT program.

Greice Pimmel (she/her)                 Student Support Officer

(604) 822-8774

greice.pimmel@ubc.ca

Supports the MOT program, in all aspects of the student life cycle including admissions, awards & fieldwork.

Paul Horan (he/him) Senior Program Coordinator

(604) 822-7240

paul.horan@ubc.ca

Supports curriculum planning & delivery, classroom support, and anything related to the learning experience.

Nick Shum (he/him) Education Support Technician – Vancouver

(604) 827-8774

otclassroom.support@ubc.ca

Ensures that the teaching environment of the program at all sites are administered smoothly for all students, faculty, clinical faculty, and external instructors involved in the program. This includes classroom set-up, printing prep, and assistance during zoom lectures.

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Fraser Contacts

Achille Gardellini (he/him) Operations Site Manager – Fraser

(604) 827-0479

achille.gardellini@ubc.ca

Ana Ramos (she/her) Education Support Technician – Fraser

(604) 822-2012

otclassroom.support@ubc.ca

Ensures that the teaching environment of the program at all sites are administered smoothly for all students, faculty, clinical faculty, and external instructors involved in the program. This includes classroom set-up, printing prep, and assistance during zoom lectures.

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Northern Contacts

Brittany Dakers (she/her) Program Coordinator – North

(250) 960-5856

brittany.dakers@unbc.ca

Ensures that the teaching environment of the program at all sites are administered smoothly for all students, faculty, clinical faculty, and external instructors involved in the program. This includes classroom set-up, printing prep, and assistance during zoom lectures.

Keegan Hartel (he/him) MOT-N Classroom Support Assistant

TBD

keegan.hartel@unbc.ca

Assists the Program Coordinator – North in ensuring that the teaching environment of the program at all sites are administered smoothly for all students, faculty, clinical faculty, and external instructors involved in the program. This includes classroom set-up, printing prep, and assistance during zoom lectures.

Amanda Smedley (she/her) Administrative Manager – North

(250) 960-5444

amanda.smedley@unbc.ca

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Other Staff Contacts

Tracy Henderson (she/her) Administrative Director

(604) 827-2257

tracy.henderson@ubc.ca

Fran Piddlesden (she/her) Project Manager

(604) 827-6408

fran.piddlesden@ubc.ca

Max Thompson (he/him) Research Grants Facilitator

(604) 827-5010

max.thompson@ubc.ca

Anqi Ye (she/her) Executive Coordinator

(604) 827-0527

osot.head@ubc.ca

The Department of Occupational Science & Occupational Therapy is proud to have an active community of over 300 clinical faculty members, all of whom are a vital part of the vibrant OSOT community of practitioners, researchers, and students. We greatly value the essential and integral role that Clinical Faculty play in our teaching program and other departmental initiatives. A directory of our current Clinical Faculty is available on the departmental website.

The Department’s primary on-site teaching locations are comprised of three Labs and seven Seminar Rooms in Vancouver, a primary lecturing lab in Prince George, and a primary lecturing lab in Surrey.

Facilities

Furniture, equipment and other items are not to be removed without permission from the Administrative Manager or Classroom Support Technicians.

Labs

In Vancouver there are three labs: Lab 1/2, Lab 3, and Lab 4. Lab 1/2 can be divided into 2 labs. Typically Lab 3 will be used for practical classes.

In Prince George, Room 10-1014 is the primary teaching lab.

In Surrey, Room C17 is the primary teaching lab.

Please keep the labs tidy, and remove all garbage and personal belongings. If you are the last to leave the labs, please ensure that all doors are locked.

Seminar Rooms

There are seven Seminar Rooms (1-7) in Vancouver. These Seminar Rooms are used for Small-Group Tutorials (SGTs). Seminar Rooms 1, 2, 3, and 7 can be accessed at all times by keypad (Code: 4,3,2,1), and are reserved for student use. Seminar Rooms 5, 6, & Lab 4 are available for student use at their request, please contact a staff member for assistance in using these rooms as they are sometimes booked for external use. Students may not use Seminar Room 4 outside of regular office hours and must be booked through the main office.

In Prince George and Surrey there are extra study rooms available on a first come first serve basis.

Please keep the Seminar Rooms tidy, and remove all garbage and personal belongings.

Room Bookings

Students may book the Labs, for allotted periods of time, based on need and availability. Please check with a staff member in the main office to confirm availability. To arrange room bookings, please contact the Curriculum Coordinator. All seminar rooms are available on a first come, first served basis, and cannot be booked or reserved.

“Seaview Learning Centre 1” (T299) and “Seaview Learning Centre 2” (T128) – Vancouver

Thanks to a number of generous donations, “SLC 1” in room T299 was created in the spring of 2004. SLC 1 provides dedicated space for all students in the MOT program and is used as the student lounge. SLC 2 provides dedicated computer space for all students in the MOT program. 

Lockers and Showers

Responsibility for the use of lockers rests with the Occupational Therapy Student Society (OTSS). A limited number of lockers are available for a minimal annual rental fee, on a first-come, first-served basis.  Student representatives will facilitate rentals each September. Lockers must be cleared out annually at the end of August, unless prior permission is obtained from OTSS. There are three showers in the women’s locker room and one shower in the gender-neutral washroom in Vancouver. There are lockers for student use available in both Prince George and Surrey. Please ensure that the locker rooms are kept tidy by removing all garbage and personal belongings.

Animals on Premises

As UBC Hospital is considered a UBC workplace, animals outside of Guide/Service Dogs are not allowed on site, please note that emotional support animals are not covered as part of this agreement.

The Vancouver cohort is located in a Vancouver Coastal Health (VCH) building and is therefore subject to their rules governing the physical space.

• Students are permitted to be in the Department from 7:00 AM until 10:00 PM, and must be prepared to produce their UBC student card at all times.  Hospital Security may dismiss you from the building for non-compliance.
• Tobacco use is prohibited in or on all VCH owned and/or operated premises, facilities, and grounds, including UBC Hospital. Further information about VCH’s smoking policies is available here.
• UBC Hospital is a fragrance-free facility, and as such, all students are asked to refrain from wearing heavily scented products.
• Hospital policy prohibits posting of signs on the walls of the hospital.  Please confine the posting of signs to the bulletin boards. Sign holders are mounted on the walls for your use.
• There are two banks of elevators in the hospital. MOT students most commonly use the elevators at the south end of the building.  At this location there is a passenger elevator (#3), which is appropriate for student use. Elevators #1 & #2 may also be used. However, these elevators are designated service elevators, and as such, students may be asked to vacate the elevators to facilitate patient transport or the transportation of operations-related equipment. This configuration is repeated on the opposite side of the third floor, which is currently occupied by the UBC School of Nursing.
• There are three stairwells located in OSOT space. Each stairwell has been assigned a number by UBC Hospital.
• There are five washrooms located within the Department. Washroom facilities are available in the men’s and women’s locker rooms, and there are men’s, women’s, and gender-neutral washrooms located near the elevator banks on the south end of the building.

Bus

UBC is a major transit hub, with service to and from campus available seven days a week. The Metro Vancouver area is serviced by TransLink. Click here for more information about TransLink.

As part of the UBC Alma Mater Society, all students are assigned a monthly U-Pass, which provides unlimited transit access across the Greater Vancouver Area’s three fare zones. The U-Pass program is mandatory for all students, and the fee is included in your UBC GSS student fees. More information about the U-Pass program is available at here.

Rideshare/Carpooling

The UBC campus houses several carpooling and ride-sharing resources. Information about these resources is available from UBC Transportation Planning here.  

Parking

The UBC campus has six parkades and several parking lots, in addition to on-street metered parking. Parking costs vary based by location, and are not included in student fees. For more information on UBC parking, please visit the Parking & Access Control Services website.

Cycling

Students are encouraged to cycle to school. There are bicycle racks at the south and east sides of the hospital. Bicycles locked up to hospital railings or architectural features not designed as bicycle racks will be removed by Campus Security. Make sure that your bicycle is locked securely. Each year many bicycles are stolen from UBC.

There are several on-campus resources for cyclists. More information is available from UBC Transportation Planning here.

The Northern cohort is located on the University of Northern British Columbia (UNBC) campus in Prince George and is therefore subject to their rules governing the physical space.

• OSOT rooms at UNBC are located on the first floor of the Teaching & Learning building (building 10) and include two teaching labs (10-1007, 10-1014) as well as two breakout rooms reserved for MOT-N along with two breakout rooms shared with Physical Therapy; a campus map can be found here.
• Students will be provided with student identification keycards that will also allow them access to all OSOT rooms between 7:30am and 10:00pm so long as they are not being used for teaching, meetings or clinical research.
• Emergency after-hours access to the OSOT spaces can be provided by UNBC Security when a student present them with their UNBC ID card.
• Furniture, equipment and other items are not to be removed without prior approval from the Classroom Support Assistant.
• Students and instructors are responsible for ensuring all equipment is returned to its designated storage location.
• Student assistance in maintaining orderly classrooms and labs is essential; the last person to use a room must ensure that it is left in a clean and tidy manner for the following day’s classes and that all windows and blinds are closed, and lights are turned off.
• UNBC Security may dismiss any person from any UNBC building for non-compliance. Security is also responsible for Lost and Found, First Aid, and the Safe Walk program and are available 24 hours a day, 365 days a year by calling 250-960-7058 (non-emergency) or 3333 (emergency line for calls from within the UNBC local phone system).
• Food is not permitted in any of the labs at any time. Water bottles are allowed in labs. Food is permitted in the Breakout Rooms. Students must ensure that all food remnants are tidied. When a spill occurs on one of the upholstered chairs, Classroom Support Staff are to be informed immediately to ensure stain removal. 

Prince George Transit
Student fees include a fee for a U-Pass, which provides students with unlimited access to Prince George Transit. BC Transit’s Trip Planner is a great tool to help you find out which bus route to take to her to where you need to go. Click here for bus schedules, maps, or download the PG-Transit mobile app.

PG Transit’s bus fleet is bike-friendly. All buses are equipped with a bike rack. If you’re unsure how to use the bike rack, you can ask the driver and they will help you. This is a great option for when you want to bike home at the end of the day but you’d rather get a lift up the hill in the morning, or if you’d like to go for a bike ride elsewhere in the city and need a lift to your starting point.

Cycling
Bicycles are not permitted inside any UNBC building. There are outdoor bicycle racks and self-service repair stations located around UNBC campus. Bicycles should be locked securely (ideally, with two locks) to designated bike racks only and insured if possible. UNBC has a free bike storage area in the library basement. Please contact sustainability@unbc.ca to get access to the bike storage area. UNBC also has six ultra-secure bike lockers available ro rent at $10/month + $45 deposit. Please contact NUGSS for information on availability and locker locations; 250-960-6427 or nugss-hello@unbc.ca

Rideshare/Carpooling
UNBC has a physical ridesharing board next to Security where students may advertise their travel destinations or dates or find someone to share a ride with. UNBC carpooling program information can be found here. Carpooling sign up sheet on Sharepoint can be found here (must be using UNBC account to access).

Parking
Pay parking is in effect at UNBC 24 hours a day, 7 days a week. For more information on UNBC Parking Services please visit https://www2.unbc.ca/parking.  All vehicles must display a valid parking permit of have purchased time at the pay stations or through the PayByPhone app. The only exceptions are for vehicles displaying valid SPARC permits in designated spaces and vehicles with veteran plates. UNBC Parking Services is combined with Security. The office is located in the Agora, west of the main Library entrance, in room 7-208. UNBC Security Services provides a safe walk program to the UNBC Community whereby they will walk employees, students and visitors to their destination on campus. This service is offered 24 hours per day, 365 days of the year. To request a safe walk please call security on 250-960-7058 (27058 internally).

The Fraser cohort is located in the City Centre One building (2nd Floor – 13737 96th Ave, Surrey, BC V3C 0C6). As the building exists outside of the UBC lands it is self-governing by the building’s strata.
Building hours are Monday to Friday 7:00AM-7:00PM, Saturday 7:00AM-6:00PM, Sunday Closed. Building access is granted via an access card provided to students during Introduction Week.

Bus

City Centre One is located within walking distance of the King George Skytrain Station, with service to and from the building available seven days a week. The Surrey area is serviced by TransLink. Click here for more information about TransLink.

As part of the UBC Alma Mater Society, all students are assigned a monthly U-Pass, which provides unlimited transit access across the Greater Vancouver Area’s three fare zones. The U-Pass program is mandatory for all students, and the fee is included in your UBC GSS student fees. More information about the U-Pass program is available at here.

Parking

The City Centre One campus has a dedicated parkade for students and several parking lots in nearby areas, in addition to on-street metered parking. Parking costs vary based by location, and are not included in student fees. For more information on City Centre One parking, please visit email the Fraser Administrative Manager.

Cycling

Students are encouraged to cycle to school. There are bicycle racks located in the parkade of the City Centre One building. Make sure that your bicycle is locked securely as many bicycles are stolen in the Greater Vancouver Area.

There are several on-campus resources for cyclists. More information is available from UBC Transportation Planning here.

College of Health and Care Professionals of BC Suite 219 – 645 Fort Street Yarrow Building Victoria, BC V8W 1G2
Website: www.cotbc.org	Email: info@cotbc.org	Phone: 250-386-6822

To legally practice occupational therapy in British Columbia, occupational therapists must be registered with the College of Health and Care Professionals of BC, which requires that registrants meet specific competency requirements and agree to abide by standards of practice and ethical guidelines set out by the College. At the present time, the requirements to enter practice include graduation from an accredited program (such as UBC) and successful completion of the national certification examination. The College acts under authority of the Health Professions Act, which is designed to protect the public interest. Students are not required to be members of CHCPBC, but they must be under the supervision of a College registrant. The registrant takes responsibility for the student’s practice during fieldwork.

Graduating students are encouraged to contact the College to obtain membership materials in preparation for seeking employment in B.C.

Canadian Association of Occupational Therapists (CAOT) 100 – 34 Colonnade Road Ottawa, ON K2E 7J6
Website: www.caot.ca	Email: info@caot.ca	Phone: 613-523-CAOT (2268)

The Canadian Association of Occupational Therapists (CAOT) provides services, products, events and networking opportunities to assist occupational therapists achieve excellence in their professional practice. In addition, CAOT provides national leadership to actively develop and promote the client-centred profession of occupational therapy in Canada and internationally. CAOT was established in 1926, and currently represents approximately 7,000 members across Canada.

CAOT accredits occupational therapy educational programs, publishes a national scientific journal and a bimonthly practice magazine, and produces other learning materials. The organization also fosters the expansion of research and advanced educational opportunities through the Canadian Occupational Therapy Foundation, provides consultation on request, and offers membership services such as malpractice insurance.

CAOT offers a national certification examination in July and November of each year, which is used by many provincial regulatory organizations as a criterion for entry-level competency. We recommend that UBC graduates write the examination in November following their graduation. Graduates are eligible for individual membership in CAOT, and members are entitled to use the professional designation OT(C). Membership with the CAOT is required for MOT students (membership is free) and enables students to receive the following benefits:

• Attend CAOT annual meetings/conferences at markedly reduced rates
• Receive a subscription to OT Now, the national practice magazine
• Receive 5 issues of the Canadian Journal of Occupational Therapy, plus the conference supplement
• Serve on some national committees
• Receive CAOT publications at members’ rates
• Access to ‘members only’ services and information on-line
• CAOT-BC is the voice of occupational therapists in BC. In addition to the member benefits available nationally, CAOT-BC represents and supports OTs in the province through special interest groups, events, blog, networking and advocacy.

World Federation of Occupational Therapists (WFOT) PO Box 30 Forrestfield Western Australia Australia 6058
Website: www.wfot.org	Email: admin@wfot.org.au

The World Federation of Occupational Therapists (WFOT) is an international organization designed to bring occupational therapy to international attention. WFOT was established in 1952, and as of 2013 represents 80 national occupational therapy organizations and 380,000 occupational therapists across the globe. 

WFOT has established Entry Level Competencies for Occupational Therapists (rev. 2008) that are designed to develop and promote a global standard of excellence in occupational therapy practice competencies across its member organizations, and has established internationally agreed-upon standards of education in order to ensure the highest quality of education of occupational therapists across the world. The WFOT Code of Ethics (rev. 2005) is designed to supplement the detailed code of ethics maintained by each member organization by establishing “general categories of appropriate conduct for occupational therapists in any professional circumstance”. 

WFOT is managed by a team of volunteer occupational therapists from around the world, and recognizes English, French, Spanish, and German as its official languages. Students are able to become members of WFOT through CAOT. Separate membership costs apply. Membership benefits include:

• Access to the “Members Only” section
• Digital copies of the biannual professional journal WFOT Bulletin
• Up to 20% discount on books produced by Wiley
• Up to 33% discount on quarterly journal Occupational Therapy International
• Access to free publications and promotional materials in advance of their public release

Canadian Occupational Therapy Foundation (COTF) Suite 3401 – 1125 Colonel By Drive Carleton Technology and Training Centre Ottawa, ON K1S 5R1
Website: www.cotfcanada.org	Phone: 1 (800) 434-2268

The Canadian Occupational Therapy Foundation (COTF) is a foundation focused on providing funding for occupational therapy research and scholarship. COTF works to generate, receive, and maintain funds, and develops mechanisms for granting awards to both individuals and organizations for research and scholarship.

Canadian Society of Occupational Scientists (CSOS) 1201 Western Rd, Elborn College The University of Western Ontario London, ON N6G 1H1
Website: www.csoscanada.org	Email: occupational.science.canada@gmail.com	Phone: (519) 661-2111 x 81177

The Canadian Society of Occupational Scientists (CSOS) is an interdisciplinary organization designed to support the generation and application of knowledge regarding occupation. CSOS works to contribute to the continued growth of occupational science within Canada and worldwide, and seeks to advance an understanding of the importance of occupation through public, academic, and policy arenas.

CSOS membership is valid from January 1– December 31 of each calendar year, and student membership is free.

• Eligibility to vote in the CSOS Annual General Meeting, held each March
• Eligibility to be nominated to the CSOS Executive
• Discounted conference registration
• Biannual newsletter
• For Student Members, eligibility to submit an application for the CSOS Award in Student Scholarship

The MOT integrated professional and educational conceptual framework provides a cohesive way of articulating what guides the design, delivery, and evaluation of our MOT curriculum, which supports the development of competent and exceptional UBC MOT graduates.

The image of the MOT Tree is a visual representation of our integrated professional and educational conceptual framework.

Figure 1. The MOT Tree, a visual image of the professional and educational conceptual framework

Here is a general overview of the MOT Tree visual image, touching on the professional and educational elements of the framework. More detailed information can be found in the MOT Program Curriculum Document 2019.

1. The circle that the MOT Tree is embedded within represents how the MOT program is connected to its context:

• to the Department of OSOT, the Faculty of Medicine, UBC Health Profession programs, and the University of British Columbia (e.g., interprofessional and integrated curricula with UBC Health);

• to the local and regional contexts of Greater Vancouver, surrounding areas, and British Columbia (e.g., community engaged learning, interprofessional student health initiatives, practice setting visits, fieldwork placements, and clinical faculty as educators);

• to the national context (e.g., critical discourse analysis of Canadian health policies, presentations at national research conferences, the examination of the Truth and Reconciliation Commission Calls to Action); and

• to the global context (e.g., international fieldwork placements).

• Surrounding the tree are the blue of the water and sky and the brown of the roots and soil that provide nourishment to the tree; these symbolize the MOT program’s beliefs on occupation, health, occupational therapy, and social justice. These beliefs are foundational and anchor all elements of the MOT program.

Occupation Occupations are complex. Engagement in occupations can be transformative for individuals, families, communities, and populations. Occupations are situated within specific contexts; occupations shape and are shaped by environments.

Health Health is a multifaceted phenomenon involving genetic, physical, psychological, social, and cultural correlates; thus, the meaning of health and well-being varies across population groups.Community is essential to health. Occupation is a determinant of health and well-being throughout the lifespan.

Occupational Therapy Occupational therapists’ domain of concern is occupation and its transaction with person and environment. Occupational therapists support performance, participation, and engagement in occupations chosen by clients as necessary and meaningful to their circumstances, transitions, and life roles. Meaning derived through engagement in occupation is idiosyncratic and multidimensional. Occupational therapy theory and practice is based on a holistic perspective of mind, body, and spirit that recognizes the unique needs of individuals and communities. Occupational therapy theory, knowledge, and practice must be based on, developed, and verified through research.

Social Justice Engagement in occupation must respect human rights and dignity. Communities have the right to choose and participate in meaningful occupations that promote quality of life and health equity. It is our duty to collaborate, speak up, and act with others to make visible social inequities and occupational injustices, and to transform oppressive systems.

• At the base of the MOT Tree, is the educational element identified by five defined roots. These roots represent:
  • Four key educational theories
    • transformative learning theory informs how our instructors facilitate students’ ability to connect new knowledge to past learning and experience.
    • critical pedagogy challenges our instructors to make space for students to question the status quo and dominant ideologies.
    • cognitive load theory ensures a goodness-of-fit between students’ capacity to learn, the content to be learned, and the methods used to facilitate learning.
    • constructivism sheds light on how knowledge is formed, both through subjective and socially constructed understandings.
  • Principles of universal design for learning to address issues around diversity, access, and inclusivity in education.

• The purpose of the MOT program is to prepare graduates to be self-directed, life-long learners who consciously use theory, evidence, and critical thinking skills to maintain, evaluate, and improve their practice of occupational therapy. Through participating in the MOT curriculum anchored in the program’s core beliefs, and with approaches to teaching and learning designed in line with the key educational theories and universal design for learning, UBC MOT students graduate from the program having achieved the seven key MOT program outcomes, as symbolised by the seven highlighted MOT Tree leaves. These program outcomes are:
  • ENABLER OF OCCUPATION: Demonstrate knowledge, skills, and attitudes required to enable occupation in a variety of settings through use of the occupational therapy practice process.
  • SCHOLARLY OCCUPATIONAL THERAPIST: Demonstrate an understanding of the philosophy, theoretical concepts, models and frames of reference of occupational therapy.
  • RESEARCHER: Demonstrate an understanding of the research process in order to create and disseminate evidence with the outcome having relevance and value to the occupational therapy profession and/or the field occupational science.
  • CHANGE AGENT: Demonstrate knowledge, skills and attitudes required for developing and delivering occupational therapy services in a complex, changing environment.
  • PROFESSIONAL: Assume and enact occupational therapy professional values and attitudes.
  • COMMUNICATOR: Demonstrate effective verbal and written communication skills.
  • ADVOCATE: Communicate the broad purpose and scope of occupational therapy practice consistent with the needs of the audience.

The Master of Occupational Therapy program is accredited by the Canadian Association of Occupational Therapists (CAOT). It is designed to prepare competent, entry-level occupational therapists. The program meets national education standards for occupational therapists, and is influenced by several documents, including the Profile of Occupational Therapy Practice in Canada (CAOT, 2012), The Essential Competencies for Occupational Therapists in Canada, (3^rd ed.) (ACOTRO, 2011), and Enabling occupation II: Advancing an occupational therapy vision for health, well-being, and justice through occupation, (2^nd ed.) (Townsend & Polatajko, 2013). UBC MOT graduates are prepared to enter occupational therapy practice in any setting in Canada, or globally.

Informed by the four key educational theories and principles of universal design for learning, the MOT program emphasizes:

• Case-based learning- the analysis of case studies informed by theory and evidence, and
• Experiential learning- active engagement in learning, such as hand-on laboratories, practice visits, fieldwork settings, and demonstration of practice skills in assignments.

Fifteen courses (65 credits) are organized into 6 terms of study. A course may be 1, 2 or 3 terms in duration. Although natural overlap exists, courses are designed to substantively address one of 6 learning streams: (1) theory, (2) health, illness and occupation, (3) skills for occupational therapy practice, (4) evidence for occupational therapy practice, (5) professional practice, and (6) fieldwork. The streams help organize and sequence content to ensure that key program outcomes and related competencies are addressed. The culmination of the program is the Capstone Conference where students present their major projects to their classmates, incoming and continuing students, faculty and the occupational therapy community. Each Capstone Conference is planned by the current student cohort to meet their learning needs as they bring their graduate studies to a close.

The MOT program is a full-time graduate program, and students are expected to attend classes as scheduled between 8:00 AM and 5:00 PM Monday through Friday. Typically, classes run 9:00 AM – 12:00 PM and 1:00 PM – 4:00 PM and average 21 hours per week, and fieldwork is scheduled in accordance with the assigned agency for 35 – 37.5 hours per week.

Fieldwork is organized into 5 placements in sites throughout British Columbia, or, at the students’ request, elsewhere in Canada or internationally. Students spend 1087.5 hours in fieldwork settings, over 5 full-time placements. In addition, practice visits and the Health Mentors program provide additional learning with clients that meets the World Federation of Occupational Therapy definition of fieldwork. Fieldwork is conducted in a variety of settings, including urban and rural placements, in public and private sectors, involving clients across the age span and with varying abilities with regard to mental and physical health status. Over 400 clinical faculty members and fieldwork educators contribute to fieldwork and classroom teaching, ensuring that content is grounded in contemporary practice.

Students who successfully demonstrate entry-level competency in class and in fieldwork should have no difficulty passing the national certification examination.  This exam, offered annually by CAOT, is one of the criteria required for licensure or registration to practice in most regions of Canada.

OSOT 511 – Fundamentals of Occupational Therapy: Theory, Conceptual Models and the Practice Process (3 credits) Term 1

Interactive learning approaches are used to examine occupational therapy core concepts, values and beliefs and their application to practice. The emphasis is on the client-centred occupational therapy practice process, and generic conceptual models that guide clinical reasoning.

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OSOT 513 – Health, Illness and Occupation (3 credits) Terms 1 and 2

Resource seminars and guest lectures from content experts present concepts of occupational science as a foundation for understanding occupation and its relationship to health. Includes critique of various models explaining illness and disability, and includes methods for acquiring biomedical information on common conditions and illnesses that impact occupational performance in clients of all ages.

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OSOT 515 – Occupation in Practice I: Foundation of Occupational Therapy Assessment and Intervention (3 credits) Term 1

Labs and workshops provide opportunities to practice basic skills in preparation for introductory fieldwork. The course begins with basic search strategies and appraisal of health literature. Topics are congruent with theoretical concepts introduced in OSOT 511 and include interpersonal communication, task analysis, selection of assistive and rehabilitative technologies, and adaptive strategies to enhance occupational performance of individuals across the life span.

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OSOT 519 – Professional Development of the Occupational Therapist I (4 credits) Terms 1-3

This course will introduce students to the roles within occupational therapy in order for them to explore the necessary reasoning strategies designed to enhance practice and promote skill development considered essential for reflective practice.  Comprised of small group case-based tutorials; clinical visits; class seminars; self-directed study and interprofessional learning activities, the course will require the learner to synthesize concepts in year one to enable participation in clinical practice

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OSOT 525 – Occupation in Practice II: Advancing Theory, Assessment & Intervention (5 credits) Term 2

Building on theory and basic clinical skills knowledge developed in term I, lectures, workshops, and labs provide opportunities to learn and practice increasingly complex therapeutic procedures in preparation for fieldwork. Learning activities consider unique client characteristics (e.g., literacy, language use) and contexts (e.g., culture, ethnicity) as they influence clinical reasoning in the selection of client-centered interventions. This course includes selecting, administering, and interpreting assessments of performance components, as well as planning and implementing occupational therapy interventions based on biomechanical, psychosocial, neuro-rehabilitative and developmental theories and approaches.

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OSOT 527 – Becoming an Evidence-Informed Occupational Therapy Practitioner (3 credits) Term 2

Seminars, independent study and small group discussion encourage students to explore assumptions and principles of qualitative and quantitative research designs, needs assessment, and evaluative research. Introduces principles of occupational therapy tests and measures for practice and as outcome measures for rehabilitation research, and elements of basic research designs.

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OSOT 528 – Occupational Therapy Practice: Fieldwork I (Terms 1-2)

Provides students with an opportunity to integrate and utilise the knowledge and skills introduced in term 1 of the MOT program, and to demonstrate basic Occupational Therapy competencies in varied clinical settings for a total of 5 weeks of supervised fieldwork experience in affiliated agencies. Students will have opportunities to observe and work with occupational therapy clients.  Students are expected to adhere to relevant Standards of Practice and professional / ethical codes of conduct at all times during the placements, and to be self-directed towards identifying and fulfilling their learning needs.

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OSOT 538 – Occupational Therapy Practice: Fieldwork II (Term 5)

Provides students with an opportunity to integrate and utilise the knowledge and skills introduced in term 1 & 2 & 3 of the MOT program, and to demonstrate Occupational Therapy clinical competencies in clinical settings for a total of 12 weeks of supervised fieldwork experience in affiliated health agencies. Students will have opportunities to observe and work with occupational therapy clients. Successful completion of this course will require a safe, professional, and evidence based approach to occupational therapy practice process.

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RHSC 420 – Elements of Neuroanatomy and Neurophysiology (4 credits) Term 3

An introduction to the structure and function of the human nervous system; lays the foundation for assessment and intervention skills related to sensation, perception, cognition and motor performance.

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OSOT 545 – Occupation in Practice III: Occupational Therapy Assessment and Intervention (5 credits) Terms 4-6

Workshops and lab modules encourage synthesis of theory and practice approaches, and provide opportunities to demonstrate assessment and intervention skills consistent with the competencies required to enter practice. Psychosocial, developmental, neuro-rehabilitative, and biomechanical approaches are used individually and in combination to resolve complex 16 occupational performance issues. Includes targeted interventions to address the needs of special populations, based on developmental stage, health status, and/or environmental circumstances (for example, the frail elderly).

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OSOT 547 – Developing Evidence for Occupational Therapy Practice (6 credits) Terms 4-6

Lectures, online discussion and supported independent study will be used to provide students with experience in conducting occupational therapy research. Participation in a limited-scope research process will facilitate development of knowledge and skills necessary for conducting a research project or program evaluation. Under the supervision of academic and clinical faculty students will pose a research question relevant to occupational therapy theory or practice, identify a design, collect and analyze data and present the data in a research forum and report.

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OSOT 549 – Professional Development of the Occupational Therapist II (5 credits) Terms 4-6

Professional issues seminars focus on professional expectations, the nature of the client-therapist relationship, legal and ethical obligations, and ways to develop the skills of a reflective practitioner. Facilitated small group tutorials integrate knowledge across occupational therapy courses, in case-based synthesis exercises, progressing to more complex societal or population health issues in terms 5 and 6. Selected modules organized in collaboration with other health professional programs where possible.

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OSOT 551 – Societal and Environmental Influences on Occupation and Occupational Therapy Practice (3 credits) Terms 5-6

A seminar addressing current legislative, socio-political, cultural and service delivery issues influencing occupational therapy practice and clients’ experiences. Participation in activities of daily living is not only influenced by the individual’s skills and resources, but also the policies, actions, and attitudes imposed upon them by the broader institutional, social, and cultural environments. Considers contemporary service delivery environments and trends, such as chronic illness and primary health care opportunities.

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OSOT 553 – Innovations in Occupation: Developing and Evaluating Occupational Therapy Programs (2 credits) Terms 5, 6

In this course you will learn, critique, and apply program development principles and strategies to the creation of programs or services designed to meet the occupational needs of selected client populations. Program development principles include needs assessment, program design, budgeting/human resource planning, marketing, program evaluation, and proposal writing.

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OSOT 558 – Occupational Therapy Practice: Fieldwork III (Terms 3-4)

Builds on previous clinical experience provided in OSOT 528 & OSOT 538; to incorporate the additional knowledge and skills provided in term 5 and to provide a venue for the students to demonstrate synthesis and integration of the knowledge and skills from all aspects of the MOT program.  Students will be given opportunity to demonstrate entry level clinical competence in a variety of clinical settings with both basic and more complex occupational therapy practice. Students will demonstrate Occupational Therapy clinical competencies in varied clinical settings for a total of 14 weeks of supervised fieldwork experience in affiliated health/community agencies.

Study Aids and Anatomical Models

Sets of anatomical models are available to supplement study, and are loaned to students by the Education Support Technicians. Please behave responsibly with these study aids and do not display them in public. Study them at home or at the Department, and be sure to return them. Students will be charged the cost of replacing lost or damaged anatomical models.

Assessment Kits

Lab time/optional practice is regularly scheduled for working with assessment kits. Students may sign out assessment kits in the event that the requested assessments are not needed for upcoming lessons or teaching activities. All assessments are stored within locked cupboards in Lab 1/2. Assessment sign-out and cupboard access is available through the main office from 8:30 AM to 4:30 PM. Due to copyright laws, students are not permitted to photocopy assessments. Students will be charged the cost of replacing lost or damaged assessments.

Technical and Therapy Equipment

Wheelchairs and therapy equipment can be signed out from the main office with prior arrangement via email. Once signed out, all equipment is the responsibility of the student. Students will be charged for lost or damaged equipment.

Students may request additional audiovisual equipment needed for student presentations or research. Requests and must be completed at least five days in advance of the requested date. Sign-out hours are from 8:30 AM until 4:30 PM Monday through Friday.

Prior to beginning the first fieldwork placement, the following procedures must be completed.

Criminal Record Check

The University of British Columbia is subject to the requirements of the Criminal Records Review Act (CRRA), which means that all students who are enrolled in programs that include a fieldwork component involving work with children or vulnerable adults will have to undergo a criminal record check before they will be permitted to register in fieldwork.  If you are found to present a risk of physical or sexual abuse to children, or physical, sexual, or financial abuse to vulnerable adults, as a result of the CRRA Check, you will not be permitted to register in fieldwork.  If the fieldwork is required for your program, this means that you may not be able to complete the program and you may not graduate. Therefore, you should consider this requirement carefully before applying to, or continuing in, the MOT program.

First Aid & CPR

All students are required to submit proof of completion of a Standard First Aid (SFA) certification that includes CPR Level C, and are required to maintain current certification in SFA and CPR Level C throughout the program (please ensure you are registered for Standard First Aid (CPR-C), and NOT Emergency First Aid). All fieldwork sites expect students to have basic first aid and CPR skills. Certification can be acquired through any reputable organization, such as the Red Cross, St. John Ambulance, Life Saving Society, etc. Students are responsible for ensuring that proof of current First Aid certification is on file in the main office at all times.

Immunizations

All students are required to undergo an immunization review prior to entering the MOT program in order to participate in fieldwork. Immunization reviews can be conducted by the Student Health Service (SHS). Some sites may request additional vaccines. Failure to adhere to these requirements may result in a forced withdrawal from the program.

The full Practice Education Guidelines for BC segment on Immunizations is available here.  

Respiratory Mask Fit Testing

The Health Authority Practice Education Guidelines for BC state that students participating in fieldwork placements in health care must be fitted for a N95 mask on an annual basis. The cost of the mask fit testing is included in your annual MOT program fees. All students are required to attend the mask fit testing as arranged by the Department. In the event that a student misses the scheduled test date, they will be required to arrange individual testing at their own cost.

The following procedures must be completed prior to fieldwork experiences.
Students are required to complete online modules & checklists prior to beginning fieldwork. Pre-placement requirements will be discussed in OSOT 528, 538 or 558, and additional requirements may be dictated by the fieldwork educator prior to placement. It is the student’s responsibility to ensure that all of the proper pre-placement procedures have been completed and all documentation has been submitted prior to the first day of fieldwork.

Individual Health Authorities pre-placement requirements are made available on their websites. Many utilize the LearningHub online training service to allow learners to access their training. Students are required to set up a LearningHub account with their student email address.

All students must review and complete training listed on the Student Practice Education Core Orientation (SPECO)checklist training prior to going on placement. A SPECO checklist will be provided to you on Canvas (528, 538 & 558).

Students must review specific Health Authority Student Practice Guidelines to determine any additional pre-placement training requirements prior to going on placement. A pre-placement guidance document will be available on Canvas (528, 538 & 558) to provide additional guidance to students. 

Non-Health Authority placement sites will confirm any pre-placement requirements in writing via email.

As the only occupational therapy program in British Columbia, UBC serves a provincial mandate. Throughout BC, the University has developed collaborative relationships with numerous sites for the provision of fieldwork opportunities for students in the MOT program.

In order to continue to develop exceptional occupational therapy graduates from the Master of Occupational Therapy program, to maintain our relationships with the sites throughout the province and in in response to the rising costs of living, our aim is to provide students with a minimum of one placement in the home campus location.

The remaining placements can take place anywhere in the province – a minimum of one will take place outside of your home campus location (aka out-of-town placement). Students have the opportunity to apply for placements outside of BC based on eligibility and availability.

MOT Vancouver & MOT Fraser	MOT North
Your home campus location is the Lower Mainland (Horseshoe Bay to Hope). Outside of your home campus location is anywhere in the following locations: Vancouver Island, Interior BC, Northern BC, out of province or international.	Your home campus location is Prince George. Outside of your home campus location is anywhere in the following locations: Northern locations outside of Prince George, Vancouver Island, Interior BC, Lower Mainland, out of province or international.

Please refer to the website for an overview of the health authorities in British Columbia. Students interested in going out of province or international for placement must apply and be approved for these placement opportunities as set out in the fieldwork policies in the Fieldwork Handout (528, 538, 558). As per our fieldwork philosophy, we aim to provide placement experiences that round out the occupational therapy scope of practice through a wide range of settings.

Exemptions for attending an out-of-town placement are granted only under certain limited circumstances. The student must submit these reasons in writing and each case is considered individually by the OSOT Academic Fieldwork Coordinator. Students are responsible for all costs associated with the Fieldwork program. Exemptions are not granted for financial hardship reasons.

All students should be aware of additional fees and costs related to placements which can include the varying costs for all travel, accommodation, and daily living. As these costs can result in students having to pay double rent, gas/car costs, etc. we ask that all students remain mindful of these costs as they will factor into the overall cost of the program, in general we recommend that all students budget for at least $2000 in extra costs per month.

While on fieldwork, students will:

• Identify learning needs and negotiate placement objectives with preceptor(s);
• Actively participate in occupational therapy assessment, intervention, and related activities identified in the learning objectives for a given placement;
• Actively participate in interprofessional education opportunities in the practice setting to develop the necessary competencies (e.g., role understanding, resolution of conflict, client-centred care, shared decision-making, effective teamwork skills) required in order to be an effective collaborative practitioner; and
• Evaluate performance of self and preceptor.

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Expectations and Objectives for Level 1 Fieldwork (five weeks)

The focus of the first placement is orientation and exposure to the roles of an occupational therapist (See Profile of OT practice in Canada, CAOT 2012). Students should be introduced to occupational therapy practice in a professional setting as well as to the realities of professional practice in a health-care environment, and should work on developing relationships with both clients and colleagues. Throughout the placement, the student should be able to describe the role of occupational therapy within the context in which they are practicing. They should demonstrate client-centred practice and should be able to apply the Occupational Performance Process Model (OPPM) or the Canadian Practice Process Framework (CPPF) with specific clients. Students should have the opportunity to establish a therapeutic relationship with one or more clients through conversation and the collection of specific information (informal and formal assessment), and should with assistance participate in the planning and implementation of OT programs. The students will have the opportunity to develop and demonstrate professional skills throughout the placement. Students should have as much interactive experience as possible as opposed to only observational experience. 

Objectives:

1. Gather subjective and objective data relevant to the patient/client’s Occupational Therapy care from the patient/family interview and the client record.
2. With supervision, select, apply and interpret appropriate Occupational Therapy assessment procedures and/or tests.
3. Identify Occupational Performance Issues and develop goals for selected patients.
4. With supervision, competently apply basic Occupational Therapy intervention/treatment techniques covered to date in the academic portion of the program.
5. Compose occupational therapy entries for a typical health care record consistent with agency policies, effective practice, and legal obligations (e.g., summary of an initial interview, a progress note, a discharge summary).
6. Develop appropriate therapeutic and interpersonal relationships with the client and other members of the health care team with guidance from clinical educators.
7. Provide a client centred approach to care (i.e. respect for the autonomy and needs and goals of the patient/client).
8. Identify & discuss possible course(s) of action related to ethical issues within the health care setting.

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Expectations and Objectives for Level 2 Fieldwork (five & six weeks)

The level 2 placements both integrates and builds upon the expectations required in the level 1 placement, and is designed to provide students with ample opportunity to put skills into practice. Students should be able to demonstrate the integration of previous academic and fieldwork experiences into the current clinical practice setting. They should be building on the constructive feedback received into their performance while continuing to develop and demonstrate more mature professional knowledge, skills, and attitudes. Students should be demonstrating clinical reasoning and problem-solving skills, as evidenced through the questions they ask, positing their own answers to questions or quandaries and providing evidence based responses to questions you ask them. Development of independent work skills including time management and prioritization is an expectation. These placements should provide students with the opportunity to actively participate in the occupational therapy role with increasingly minimal supervision.  The level 2 placements should allow the student opportunities to practice and demonstrate skills in the collection, interpretation, and analysis of both subjective and objective data. Written reports should reflect clinical reasoning leading to the creation of an intervention plan, and implementation of the plan may be undertaken with initial supervision and continued supervisory support. By the end of the first level 2 placement, it is expected that students will be able to independently complete some clinical tasks.

Objectives:

1. Accurately gather subjective and objective data relevant to the patient/client’s Occupational Therapy care from the patient/family interview and the health record with minimal assistance.
2. Select, apply and interpret appropriate Occupational Therapy assessment procedures/tests with minimal assistance.
3. Identify Occupational Performance Issues and develop goals for selected clients, first with minimal assistance then independently towards the end of the placement.
4. Competently apply Occupational Therapy intervention/treatment techniques which are supported by evidence with minimal guidance from educator (towards the end of the placement).
5. Complete client documentation in adherence with agency guidelines in a timely manner, with feedback and assistance.
6. Develop and deliver, with assistance, client related education sessions/materials to relevant stakeholders if appropriate to the setting (independently or with guidance).
7. Develop appropriate therapeutic and interpersonal relationships with the client and other members of the health care team with minimal guidance from educator.
8. Provide a client-centred approach to care (i.e. respect for the autonomy and needs and goals of the patient/client).
9. Identify ethical issues within the health care setting.

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Expectations and Objectives for Level 3 Fieldwork (six & seven weeks)

By the level 3 placements, the student’s academic training is almost complete. As such, students should begin to share and assume responsibility for all components of client-centred practice, including referral analysis, assessment, planning, implementation of intervention programs, discharge planning, and follow-up with a varied client population. In addition to the continued development of professional knowledge, skills, and attitudes, students should be able to integrate previous academic and fieldwork experiences with both constructive feedback and current experiences. Independent work skills, including time management and prioritization, should be integrated into practice.

Students should work to try and develop individual ideas and insights regarding their clients, should be able to engage in discussion of several solutions to occupational performance problems, and should begin to make decisions about the most viable course of action. Students must always support their decision-making by communicating to their clinical educator their clinical reasoning, supporting evidence, and potential to change the performance and occupational outcome of the client, and must be able to perform assessments and interventions on a varied client population. Students should be consolidating their professional identity as an occupational therapist.

Objectives:

1. Accurately gather subjective and objective data relevant to the patient/client’s Occupational Therapy care from the patient/family interview and the medical record.
2. Competently select appropriate outcome measures and effectively evaluate the client using these tools.
3. Independently identify Occupational Performance Issues and develop goals for selected clients.
4. Independently design appropriate evidence based courses of treatment for assigned clients.
5. Independently develop and deliver client/family/community education.
6. Demonstrate leadership in an interprofessional or healthcare team, including recognizing conflict and employing appropriate conflict resolution techniques.
7. Provide a client centred approach to care (i.e. respect for the autonomy and needs and goals of the patient/client).
8. Identify ethical issues within the health care setting.

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Student Working Hours

Fieldwork placements are generally scheduled five days a week for an average of 7.5 hours each day. Variations on typical fieldwork hours may include evening shifts, flex time, twelve-hour shifts, and weekends. Some sites may be subject to union rules of 35-hour or 37.5-hour work weeks. The Academic Fieldwork Coordinator and the student should be informed of such variations prior to the beginning of fieldwork. Any student unable to complete these varied hours must advise the Academic Fieldwork Coordinator prior to an assignment to a fieldwork site. Students will take time for lunch and coffee breaks that are consistent with the fieldwork site practice.

Fieldwork placements are required components of credit courses, and as such, students can be expected to do some studying and preparation in the evenings.

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Dress Code

The Department requires that while on fieldwork, students adhere to the dress code consistent with the requirement of the fieldwork site. Some specialized clinical areas (e.g., burn unit, emergency room, ICU) may have other clothing requirements.  Specialized clothing when required is generally provided by the fieldwork site.

How Many Hours of Fieldwork do I Need? 

As a program, we have a responsibility to you and the public. To receive licensure, you are required to have 1000 hours of fieldwork education. The MOT Fieldwork Team is committed to helping you meet the required hours. We recognize your humanity and that things will happen in your life. Some students encounter circumstances that prevent them from obtaining the hours as planned. In this case, please connect with the MOT Fieldwork Team as soon as possible. They will work with you to find ways of obtaining those hours in a way that accommodates your needs.

What Happens if There is Job Action While You’re on Fieldwork? 

Time loss due to job action will not affect your promotion from one year to the next. If the time lost exceeds 5 days, you may be required to make up the learning experience. Every effort will be made to provide supplementary fieldwork before your expected graduation date.  

When you are on fieldwork at a site at which job action is occurring, you may not go into the site if:  

• The fieldwork supervisor is not working;  
• The fieldwork supervisor is providing essential services only;  
• Fieldwork site policy or management of a fieldwork site indicates no students on site during labour action; and/or  
• A union’s regulation indicates that students may not cross picket lines even when the fieldwork educator is working a normal shift. 

During job action, it is your responsibility to stay in close contact with your fieldwork educator, site director, and/or delegate. If you choose not to cross picket lines during job action, when their fieldwork educator is working a normal shift and when union regulation permits, you must make up the time lost before graduation. 

Each fieldwork placement has specific learning objectives established for the level of placement. Students who by the end of each placement have fulfilled the expectations for the appropriate level (1, 2, or 3) will pass the placement. Learning objectives must be developed early in the placement by the student and fieldwork educator in order to allow ample time for completing the learning objectives and demonstrating competence.

All fieldwork must be completed in sequence, and deferral of fieldwork may result in delayed graduation. A repeated or remedial placement is typically held in September, following Term 6 courses and may incur an additional tuition cost.

The Academic Fieldwork Coordinator (AFC) will review, with students, the processes for communication with fieldwork sites in support of student learning. When necessary to support skill development, the AFC may consult with fieldwork educators regarding the feedback strengths and difficulties noted in prior placements. Students will be advised in advance of this consultation.

Incomplete

When withdrawal from fieldwork is due to illness, accident, compassionate leave, or unforeseen fieldwork site crisis/problem that is beyond the control of the student, the student will be required to repeat the placement. Alternative arrangements will be made by the Academic Fieldwork Coordinator (AFC).

Pending Failure

If by the mid-term it appears that a student may potentially fail a placement, the fieldwork educator must inform the student and contact the Academic Fieldwork Coordinator immediately. The student has the right, and is encouraged, to contact the AFC at any time when concerns are identified on fieldwork, with the intent of developing resolutions to the problem which the student can implement. In the event of pending failure:

• The fieldwork educator calls the AFC immediately and maintains ongoing follow-up contact by phone or by email;
• The student, fieldwork educator, and AFC meet to discuss learning objectives and clarify expectations;
• The student, AFC, and fieldwork educator develop a learning contract
• The AFC monitors student progress and meets with the student and fieldwork educator at an appropriate frequency;
• The AFC completes site visit(s) as appropriate. 
• On a case-by-case basis, the student or AFC may consult with the MOT Graduate Advisor.

Failure

When a student is unable to meet the stated objectives of the placement that are considered appropriate for the level of the student (level 1, 2, and 3), the student fails the placement.

Withdrawal & Failure

When withdrawal from a placement is for reasons other than illness, accident, compassionate leave, or unforeseen fieldwork site crisis/problem that is beyond the control of the student, the student fails the placement.

Early Termination

When a student has demonstrated professionally unsuitable behaviour, or the inability to demonstrate the requisite competency required of the level of the placement, the placement may be terminated prior to the scheduled end date by either the fieldwork site or the Academic Fieldwork Coordinator. Examples of professionally unsuitable behaviour and/or incompetency may include, but are not limited, to:

• Evidence that student judgment places, or potentially places, clients, facility staff, volunteers, or others at risk;
• Evidence that student behaviour endangers clients, facility staff, volunteers, or others; and/or
• Evidence of the harassment or abuse of clients, facility staff, volunteers, or others.
• Other examples inconsistent with professional conducts as outlined in Faculty of Medicine policy
• Evidence that the student is unable to demonstrate required competence in the seven competency domains, clinical reasoning, occupational therapy practice, or appropriate communication skills.

When a fieldwork placement is terminated early for professionally unsuitable behaviour, the student fails the placement.

Repeated Fieldwork Placements

When a student is placed in a fieldwork site to repeat a placement, the Academic Fieldwork Coordinator may inform the fieldwork educator or site coordinator regarding the reasons for the repeated/remedial placement. The AFC will consult with the student in advance of such communication so the student is aware of the content, or the AFC may request the student take responsibility for ensuring appropriate information is provided during pre-placement or early placement negotiation of learning objectives and expectations.

The Master of Occupational Therapy program is a professional entry-level graduate degree. As such, professional standards of behaviour are expected from all students during the program and are a requirement for graduation. Inability to demonstrate the ability to act in a professional manner may lead to delayed graduation or dismissal from the program.  Students and faculty alike are expected to be well-informed of and abide by the Professional Standards for Learners and Faculty Members in the Faculties of Medicine and Dentistry,¹ and the University’s Statement on Respectful Environment.² We all share responsibility for making our department a positive place to learn and work by appreciating, understanding, and respecting varied perspectives, where everyone matters and is treated with dignity and civility.  The requirements for professional behaviour apply at all times whilst in the Department, during classes or labs, and during clinic visits or fieldwork.

1 http://med.ubc.ca/files/2012/02/Professional-Standards-for-the-Faculties-of-Medicine-and-Dentistry.pdf

2 http://www.hr.ubc.ca/respectful-environment/files/UBC-Statement-on-Respectful-Environment-2014.pdf 

Professional behaviour also includes the responsibility to contribute to a positive learning environment which is free from harassment, and the Department expects all members to adhere to the UBC policy on Discrimination and Harassment which can be found here.

In interpreting this policy, the following guidelines may be helpful:

• All students have a responsibility to facilitate the learning of other students, and to create an atmosphere in the classroom which is conducive to learning, free of harassment and cooperative in nature rather than competitive. Teamwork is an essential part of health care and the ability to be an effective team player must be demonstrated during the program.
• Assignments or other work prepared during the program must be tasteful, professional, non-discriminatory, and respectful to academic and clinical faculty, guest lecturers, other learners, and actual or potential clients. This includes assignments presented in any form (i.e. written, verbal, video, skits, poster presentation etc).
• Behaviour and communication in public areas of the department must be professional, non-discriminatory and culturally sensitive. It is the right of every student to feel comfortable in the learning environment and be free of inappropriate humour or activities which may cause embarrassment or be construed as harassment.

Breaches of the professional behaviour standards or the policy on discrimination and harassment are taken very seriously and are dealt with under UBC policies. Consequences may include a letter on the student’s file which may affect employment references or result in suspension or dismissal from the program.

It is the policy of the Department and the University to provide an environment that is free from discrimination and harassment.  The Department will enforce this policy vigorously.  According to the UBC Policy on Discrimination and Harassment:

“Discrimination refers to intentional or unintentional treatment for which there is no bona fide and reasonable justification. Such discrimination imposes burdens, obligations, or disadvantages on specific individuals or groups as defined by the British Columbia Human Rights Act (1984, amended 1992). The grounds protected against discrimination by the British Columbia Human Rights Act include age, race, colour, ancestry, place of origin, political belief, religion, marital status, family status, physical or mental disability, sex, sexual orientation, and unrelated criminal convictions. Harassment refers to physical, visual or verbal behaviour directed against a person for which there is no bona fide and reasonable justification. Such behaviour adversely affects specific individuals or groups as defined by the British Columbia Human Rights Act. Sexual harassment refers to comment or conduct of a sexual nature by a person who knows or ought reasonably to know that the conduct or comment is unwanted or unwelcome. The conduct or comment detrimentally affects the work or study environment or leads to adverse job- or study-related consequences for the victims of harassment.”

(For the full UBC Policy #3, click here)

In the event that you experience discrimination and/or harassment, the Department has appointed an Ombudsperson (Student Services Manager) to assist you with your issue. If you experienced discrimination and/or harassment while on fieldwork placement please contact the Academic Fieldwork Coordinator.

Informal Resolution: If you believe that you have experienced discrimination or harassment, you may consult with the Department’s Ombudsperson or an Equity Advisor.  They will listen, in confidence, to your concerns, and will determine whether complaint procedures under the UBC policy apply.  If they do, the Ombudsperson and/or Equity Advisor will attempt an informal resolution and with your permission.

Mediation: If the informal process is unsatisfactory, mediation may be necessary.

Formal Investigation: You may apply for a formal investigation if you do not wish to proceed with informal resolution of the problem, or with mediation.

The Ombudsperson and/or Equity Advisor must maintain confidentiality, unless there is concern for an individual’s health, safety and security.  Confidentiality does not mean anonymity.  If the complaint does go forward, your identity and the details of the complaint must be released to those directly involved in its resolution. Please note that the Freedom of Information and Privacy Act in British Columbia may require release of information regarding complaints.

For more information, please contact:
OSOT Department Manager (604-822-7652)

Equity Office (604-822-6353)

Associate Dean (Equity), Faculty of Medicine (604-822-5821)

What are academic classes? 

Academic classes include sessions in lectures, laboratories, clinic visits, field trips, interprofessional activities, and integrated curriculum.  

What is attendance and why does it matter? 

Attendance can often be understood in higher education as showing up to class. We also want to frame it as being present and accountable for co-creating a learning community with your educators and classmates. The MOT program is a competency-based curriculum, that is, we educate toward occupational therapy competencies (hyperlinked). Occupational therapy competencies are the dynamic skills and abilities deemed essential for occupational therapy practice. As an accredited occupational therapy program, we have a moral and ethical responsibility to the public and the profession to ensure that graduates of the UBC Master of Occupational Therapy program have completed the requisite curricular elements. A hallmark of our competency-based curriculum is the central role of experiential/hands-on learning. 

We understand life happens 

We respect that you have a life outside of the MOT program — a full-time and time-demanding curriculum. We also understand that you are an adult learner committed to your education and to occupational therapy. Ultimately, it is your responsibility to attend class. Certain classes and evaluations must be successfully completed. Please see below for what to do if you miss a mandatory evaluation. 

What to do if you can’t make a class or classes 

Out of respect for your educators (both faculty and clinical) and your classmates, we ask that you do your best to avoid scheduling conflicts with the MOT program curriculum. If you need to miss a class, we ask that you connect with the course coordinator by email or in person (their contact information is on the course outline and on the OSOT website) to figure out a plan to best support any learning you missed. If you anticipate missing more than one full day of classes, we ask that you connect with your faculty advisor by email, so they can support you in connecting with all your course coordinators.  

Some learning activities cannot be duplicated for absences 

It is important for you to know that our experiential learning, with specific equipment, supplies, and hands-on demonstrations and practice, as well as interprofessional sessions and integrated curricula, learning cannot be rescheduled or duplicated for student absences. The hands-on, immersive nature of this foundational learning is resource heavy and can involve multiple educators across programs. If you know you will need to miss one of the learning activities listed above, we ask that you let your course coordinator know via email as soon as possible. For these learning activities, your course coordinator may require you to complete an alternative learning activity that shows to them your understanding of the content you missed.  

What happens if you miss a mandatory evaluation? 

If you are absent from a mandatory evaluation, please connect with your course coordinator as soon as possible. If you miss a practical demonstration, you will need to complete the evaluation on the “retest date” noted in the course outline.  

What to do if you will be away for an extended period 

If you think you may need an extended absence from the program, please contact your faculty advisor and they will work with you to navigate the implications. They may connect you with the MOT Graduate Advisor and Department Head so that an appropriate plan can be put in place in accordance with Faculty of Graduate and Postdoctoral Studies leave of absence policies. 

What is a Student Experience of Instruction Survey? 

The MOT program seeks your feedback on educators and course design through the Student Experience of Instruction (SEI) online survey. You may be asked to complete the SEI at the end of a class, module, or course. When possible, you will be given in-class time to complete the SEI without your educator(s) present.  

How are SEI Findings Used? 

The anonymous ratings and comments you provide in the SEI can benefit future students and can have important impacts for our faculty and department. Individual faculty members carefully consider SEI feedback when making changes to their courses or modules, including how they teach, class design, readings selection, assignment design, use of guest lectures, and other aspects of their approaches to teaching and learning. Further, the evaluations are used, in part, to determine a faculty member’s job security and career progression by being included in their tenure and promotion reviews. These reviews are considered at the department, faculty, and university level. 

Why Completing SEIs Matter 

Both your individual and collective feedback are important. High response rates are key to strengthening evidence-informed decision-making as we monitor trends over time. As a result, we strongly encourage you to take the time to provide respectful and constructive feedback.  

How We Manage the Amount of SEIs Given to You 

Given the demands of the MOT program, we work hard to mitigate the time and energy demands of completing SEIs. The Associate Head of Educational Affairs works with the course coordinators and the Senior Program Coordinator to track and determine which educators (both faculty and clinical), classes, and/or modules will be evaluated with an SEI. Every course and course coordinator are evaluated through an SEI sent out toward the end of a course.  

Assignments are due on the date assigned, unless you have negotiated an extension with the instructor before the due date. If you are absent from a mandatory evaluation, please connect with your course coordinator as soon as possible. If you miss a practical demonstration, you will need to complete the evaluation on the “retest date” noted in the course outline.

Assignments should be typed and use correct spelling and grammar.  Assignments (or exams) may be denied a passing mark if they are illegible. Please ensure that assignments are submitted in the format requested by the instructor or as stated on the course outline or assignment instructions.

Assignments during Fieldwork

The MOT program does not expect students to complete formal written assignments or papers during fieldwork. However, a fieldwork site may determine that a project would augment the learning experience. In such circumstances, the project should:

• Assist the student in achieving the fieldwork objectives for the placement;
• Complement fieldwork activities;
• Not demand more than 5% of the student’s time during working hours; and
• Not require the student to research a theoretical area which has not yet been addressed in the academic program.  Assignments requiring the development of a treatment plan should permit application at the student’s level of knowledge.

It is recognized that students take longer than therapists to plan assessments, carry out treatments, and complete documentation requirements. To maximize client contact time, many students spend evenings on these written activities.

Students are expected to be available for exams during the entire published exam period. Do not make holiday or other plans until you know the exam schedule. Students who discuss practical or online exams while the exam is in progress may be subject to academic discipline.

Absence from Exams

If you are absent from a mandatory evaluation, please connect with your course coordinator as soon as possible. If you miss a practical demonstration, you will need to complete the evaluation on the “retest date” noted in the course outline.

Viewing Final Exams

The Department of Occupational Science and Occupational Therapy adheres to the University policy on student’s ability to view final exams (UBC Calendar, link to ‘Policies and Regulations’ > ‘Academic Assessment’ > ‘Viewing Marked Work’).

In exceptional circumstances, such as impending student failure in the program, a student may be allowed to view a copy of the final exam at the instructor’s discretion.

What to do if you can’t make a class or classes 

Out of respect for your educators (both faculty and clinical) and your classmates, we ask that you do your best to avoid scheduling conflicts with the MOT program curriculum. If you need to miss a class, we ask that you connect with the course coordinator by email or in person (their contact information is on the course outline and on the OSOT website) to figure out a plan to best support any learning you missed. If you anticipate missing more than one full day of classes, we ask that you connect with your faculty advisor by email, so they can support you in connecting with all your course coordinators.  

Some learning activities cannot be duplicated for absences 

It is important for you to know that our experiential learning, with specific equipment, supplies, and hands-on demonstrations and practice, as well as interprofessional sessions and integrated curricula, learning cannot be rescheduled or duplicated for student absences. The hands-on, immersive nature of this foundational learning is resource heavy and can involve multiple educators across programs. If you know you will need to miss one of the learning activities listed above, we ask that you let your course coordinator know via email as soon as possible. For these learning activities, your course coordinator may require you to complete an alternative learning activity that shows to them your understanding of the content you missed.  

What happens if you miss a mandatory evaluation? 

If you are absent from a mandatory evaluation, please connect with your course coordinator as soon as possible. If you miss a practical demonstration, you will need to complete the evaluation on the “retest date” noted in the course outline.  

Compassionate Leave

Leave may be granted for compassionate reasons.  Such requests should be directed immediately to the professor, course instructor, and/or Academic Fieldwork Coordinator if on placement who will make the necessary decision.

Specialist Appointments

All non-emergency medical appointments should be made outside of scheduled fieldwork or course hours.  If unavoidable, appointments should be made early or late in the day to minimize time loss. If an appointment occurs during a fieldwork placement, the fieldwork educator should be notified of the appointment on the first day of placement or as soon as known.  Fieldwork site personnel may decide how much of the time loss, if any, should be made up during the placement.

Leave for Continuing Education

Continuing education leave is not normally granted to students during fieldwork.  Exceptions may be considered when:

• A course or conference (not exceeding one day) is recommended, and attended by, the fieldwork educator or fieldwork site staff and is relevant to the area of practice in which the student is doing the placement;

• The CAOT student representative can obtain funding to attend the national CAOT conference;

– or –

• The student registers for the CAOT conference.

• OSOT Admissions Interviews

• Northern Roadshow

A request must be made to the Academic Fieldwork Coordinator before registering and the decision will be made taking into consideration the student’s past fieldwork experiences and previous time lost must not exceed 3 days.

Leave for Competitive Sports

The Department supports student participation on UBC, provincial, national, and international sports teams.  Short-term leave for competitive sports may be granted to students if:

• The leave does not exceed 2 weeks in an academic term or more than 6 weeks in the program;
• The leave does not conflict with final exams and the student has attended classes regularly;
• The student has achieved academic standing of 75% or higher in the program; and
• A request for leave is received by the Department Head three months in advance, or as soon as is practical upon being named to a team.

Students anticipating selection to a UBC or national team or event must inform the Academic Fieldwork Coordinator in writing of possible conflicts with placement scheduling at the beginning of term, and collaborate in effectively planning fieldwork.  Where substantial time loss is involved, the student is required to make up the time prior to graduation. Substantial time loss is generally considered to be more than 10% of one fieldwork placement, or more than 10 cumulative days across all placements.

What to do if you will be away for an extended period 

If you think you may need an extended absence from the program, please contact your faculty advisor and they will work with you to navigate the implications. They may connect you with the Student Services Manager and Department Head so that an appropriate plan can be put in place in accordance with Faculty of Graduate and Postdoctoral Studies leave of absence policies. 

The UBC Calendar states that a Leave of Absence may be granted when a student “finds it necessary for parental, health, personal, professional or academic reasons […] to interrupt their studies”. The leave period is not included in the time period for completion of the degree. Students on a leave of absence are not permitted to access university facilities or resources. A leave of absence will normally begin on the first day of term for a period of 4, 8 or 12 months. Students must inform the Student Services Manager of their intent to return from a leave of absence prior to recommencing the MOT program, and are generally not permitted to take more than one leave of absence during their time in the MOT program.

Although students on the full-time tuition fee schedule pay fees in three installments, the full annual fee is required to support any period of full-time study from four to twelve months. Work, holiday, or travel during a single term is considered a normal part of a student’s schedule, and not justification for formal leave of absence.

Leave is not granted retroactively, nor to a student whose registration is not current, or whose time in the program has elapsed. To apply for a leave of absence, a request must be submitted to the Student Services Manager in writing, either by email or by formal letter, outlining the reasons for the leave. If a leave for health reasons is requested, the email or formal letter must be accompanied by appropriate supporting documentation from the physician or regulated health professional providing primary care for the health problem. Students returning to study following a leave for health reasons may be required to produce specific documentation from his or her physician or regulated health professional confirming that he or she is well enough to resume his or her course of study.

Graduate students on leave are not eligible to receive awards. For more information, please consult UBC Enrolment Services. The leave period is not included in the time period for award tenure.

Please visit the Graduate Studies website for more information on leave policies and procedures, including a list of UBC resources that are available/not available during a leave: https://www.grad.ubc.ca/policies/student-status.

• “Master’s students must achieve a minimum of 68% in all courses taken. However, up to 6 credits of coursework with grades of 60-67% may be counted towards your master’s program.”
• “If you have to repeat a failed required course, you must obtain a minimum mark of 74%. Higher minimum marks may be required by your graduate program or the Faculty of Graduate & Postdoctoral Studies.”
• “If you do not improve your grade by repeating the course or taking an alternate course and obtaining a satisfactory grade, you may be required to withdraw from your graduate program”.
• “If you obtain grades of 60-67% in an excessive number of courses (more than 6 credits) you may be required to withdraw. You will be informed of unsatisfactory academic progress in writing before any action regarding withdrawal is taken”.

Students who are required to repeat a failed course must first gain permission from the Department to do so. If the Department does not recommend to G+PS that the student repeat the course, the student may be required to withdraw from the program due to unsatisfactory academic progress.

For additional information on G+PS academic progress policies, please refer to the UBC Calendar  

The Master of Occupational Therapy program is modular, meaning each course is made up of several specific evaluation components. The curriculum is sequential in design and students must build upon the knowledge and skills acquired in each term in order to progress to the subsequent term. Students are required to successfully complete course content (as stated in course outlines) within each term in sequence, unless otherwise approved by the department.

In addition to adhering to the Faculty of Graduate and Postdoctoral Studies requirements for satisfactory progress, students must also meet the following standard.

Students must achieve a minimum of 60% on all specified evaluation components related to professional competencies in order to pass the course. These components are identified in the course outline. Failed components must be repeated in order to demonstrate competency. If less than 60% is received on an evaluation component, the original grade will stand for purposes of calculating the cumulative course grade. Students must achieve a minimum of 65% on any repeated course component or they will fail the course unless otherwise stated in the course outline.

Normally, only one component per course may be re-evaluated for competency. Therefore students who receive a failing grade (less than 60%) in two or more components of any course will fail the entire course.

Fieldwork placements are considered specific evaluation components and are evaluated on a Pass/Fail basis. An additional placement in a similar practice area will be required if a student fails a fieldwork placement. A competency demonstration placement is only offered once; and only one such placement can be offered throughout the program.

The UBC Calendar is updated regularly with MOT program-specific policies and procedures; please consult it regularly.

Each fieldwork placement has specific learning objectives established for the level of placement. Students who by the end of each placement have fulfilled the expectations for the appropriate level (1, 2, or 3) will pass the placement. Learning objectives must be developed early in the placement by the student and fieldwork educator in order to allow ample time for completing the learning objectives and demonstrating competence.

All fieldwork must be completed in sequence, and deferral of fieldwork may result in delayed graduation. A repeated or remedial placement is typically held in September, following Term 6 courses and may incur an additional tuition cost.

The Academic Fieldwork Coordinator (AFC) will review, with students, the processes for communication with fieldwork sites in support of student learning. When necessary to support skill development, the AFC may consult with fieldwork educators regarding the feedback strengths and difficulties noted in prior placements. Students will be advised in advance of this consultation.

Incomplete

When withdrawal from fieldwork is due to illness, accident, compassionate leave, or unforeseen fieldwork site crisis/problem that is beyond the control of the student, the student will be required to repeat the placement. Alternative arrangements will be made by the Academic Fieldwork Coordinator (AFC).

Pending Failure

If by the mid-term it appears that a student may potentially fail a placement, the fieldwork educator must inform the student and contact the Academic Fieldwork Coordinator immediately. The student has the right, and is encouraged, to contact the AFC at any time when concerns are identified on fieldwork, with the intent of developing resolutions to the problem which the student can implement. In the event of pending failure:

• The fieldwork educator calls the AFC immediately and maintains ongoing follow-up contact by phone or by email;
• The student, fieldwork educator, and AFC meet to discuss learning objectives and clarify expectations;
• The student, AFC, and fieldwork educator develop a learning contract
• The AFC monitors student progress and meets with the student and fieldwork educator at an appropriate frequency;
• The AFC completes site visit(s) as appropriate. 
• On a case-by-case basis, the student or AFC may consult with the MOT Graduate Advisor.

Failure

When a student is unable to meet the stated objectives of the placement that are considered appropriate for the level of the student (level 1, 2, and 3), the student fails the placement.

Withdrawal & Failure

When withdrawal from a placement is for reasons other than illness, accident, compassionate leave, or unforeseen fieldwork site crisis/problem that is beyond the control of the student, the student fails the placement.

Early Termination

When a student has demonstrated professionally unsuitable behaviour, or the inability to demonstrate the requisite competency required of the level of the placement, the placement may be terminated prior to the scheduled end date by either the fieldwork site or the Academic Fieldwork Coordinator. Examples of professionally unsuitable behaviour and/or incompetency may include, but are not limited, to:

• Evidence that student judgment places, or potentially places, clients, facility staff, volunteers, or others at risk;
• Evidence that student behaviour endangers clients, facility staff, volunteers, or others; and/or
• Evidence of the harassment or abuse of clients, facility staff, volunteers, or others.
• Other examples inconsistent with professional conducts as outlined in Faculty of Medicine policy
• Evidence that the student is unable to demonstrate required competence in the seven competency domains, clinical reasoning, occupational therapy practice, or appropriate communication skills.

When a fieldwork placement is terminated early for professionally unsuitable behaviour, the student fails the placement.

Repeated Fieldwork Placements

When a student is placed in a fieldwork site to repeat a placement, the Academic Fieldwork Coordinator may inform the fieldwork educator or site coordinator regarding the reasons for the repeated/remedial placement. The AFC will consult with the student in advance of such communication so the student is aware of the content, or the AFC may request the student take responsibility for ensuring appropriate information is provided during pre-placement or early placement negotiation of learning objectives and expectations.

From time to time students may disagree with a decision related to their academic studies.  Students should discuss this issue with the instructor for academic courses and with the Academic Fieldwork Coordinator for fieldwork placements within 10 days of the decision the student wishes to appeal.  If the issue is not resolved, the student should appeal to the MOT Graduate Student Advisor in writing, clearly stating the issue or action being appealed, the attempts to resolve the situation, and the requested outcome of the appeal within 10 days of the last unresolved communication with the instructor or Academic Fieldwork Coordinator. The MOT Student Services Manager may be consulted for further information. If the matter remains unresolved upon appeal to the MOT Graduate Student Advisor, the matter goes before the Department Head.

Students, who wish to pursue the matter beyond the steps outlined, should refer to the procedures regarding Appeals as outlined by the Faculty of Graduate & Postdoctoral Studies and UBC Senate.

In compliance with the Act, graduating students who require references (verbal or written) and/or verification letters must provide written consent for release of this information. Remember that such consent must be specific, for example:

“I authorize (name of person) to access my (academic and/or fieldwork) file in order to provide a (written or verbal) employment reference to (name of person) of (name of agency).”

As a matter of courtesy, please ask a faculty member if he or she is willing to provide a reference for you, before you give them permission to do so or release their name and contact information to employers. Students are generally expected to ask their faculty advisor to serve as referee, so that particular faculty members are not over-burdened with such requests.

Students are strongly encouraged to keep copies of course and topical outlines as they may be required by credentialing bodies or licensing boards of other countries.

Graduates may require verification of graduation and completion of credentialing documentation for licensing or examining bodies. The fee for this service ranges from $100 – $500 dollars, and will be assessed on a case-by-case basis. All credentialing requests can be directed to David Tsukada (david.tsukada@ubc.ca).

Animals on Premises

As UBC Hospital is considered a UBC workplace, animals outside of Guide/Service Dogs are not allowed on site, please note that emotional support animals are not covered as part of this agreement.

Fieldwork Exemptions

Exemptions for attending an out-of-town placement are granted only under certain limited circumstances. The student must submit these reasons in writing and each case is considered individually by the OSOT Academic Fieldwork Coordinator. Students are responsible for all costs associated with the Fieldwork program. Exemptions are not granted for financial hardship reasons.

Professional Behaviour & Respectful Environments

The Master of Occupational Therapy program is a professional entry-level graduate degree. As such, professional standards of behaviour are expected from all students during the program and are a requirement for graduation. Inability to demonstrate the ability to act in a professional manner may lead to delayed graduation or dismissal from the program.  Students and faculty alike are expected to be well-informed of and abide by the Professional Standards for Learners and Faculty Members in the Faculties of Medicine and Dentistry,¹ and the University’s Statement on Respectful Environment.² We all share responsibility for making our department a positive place to learn and work by appreciating, understanding, and respecting varied perspectives, where everyone matters and is treated with dignity and civility.  The requirements for professional behaviour apply at all times whilst in the Department, during classes or labs, and during clinic visits or fieldwork.

Professional behaviour also includes the responsibility to contribute to a positive learning environment which is free from harassment, and the Department expects all members to adhere to the UBC policy on Discrimination and Harassment which can be found here.

Job Action During Fieldwork

Time loss due to job action will not affect your promotion from one year to the next. If the time lost exceeds 5 days, you may be required to make up the learning experience. Every effort will be made to provide supplementary fieldwork before your expected graduation date.  

When you are on fieldwork at a site at which job action is occurring, you may not go into the site if:  

• The fieldwork supervisor is not working;  
• The fieldwork supervisor is providing essential services only;  
• Fieldwork site policy or management of a fieldwork site indicates no students on site during labour action; and/or  
• A union’s regulation indicates that students may not cross picket lines even when the fieldwork educator is working a normal shift. 

During job action, it is your responsibility to stay in close contact with your fieldwork educator, site director, and/or delegate. If you choose not to cross picket lines during job action, when their fieldwork educator is working a normal shift and when union regulation permits, you must make up the time lost before graduation. 

In the event that you experience discrimination and/or harassment, the Department has appointed an Ombudsperson (Student Services Manager) to assist you with your issue. If you experienced discrimination and/or harassment while on fieldwork placement please contact the Academic Fieldwork Coordinator.

Informal Resolution: If you believe that you have experienced discrimination or harassment, you may consult with the Department’s Ombudsperson or an Equity Advisor.  They will listen, in confidence, to your concerns, and will determine whether complaint procedures under the UBC policy apply.  If they do, the Ombudsperson and/or Equity Advisor will attempt an informal resolution and with your permission.

Mediation: If the informal process is unsatisfactory, mediation may be necessary.

Formal Investigation: You may apply for a formal investigation if you do not wish to proceed with informal resolution of the problem, or with mediation.

The Ombudsperson and/or Equity Advisor must maintain confidentiality, unless there is concern for an individual’s health, safety and security.  Confidentiality does not mean anonymity.  If the complaint does go forward, your identity and the details of the complaint must be released to those directly involved in its resolution. Please note that the Freedom of Information and Privacy Act in British Columbia may require release of information regarding complaints.

For more information, please contact:
OSOT Department Manager (604-822-7652)

Equity Office (604-822-6353)

Associate Dean (Equity), Faculty of Medicine (604-822-5821)

All assignments are expected to be original and referenced appropriately.  Plagiarism of any kind will not be tolerated. 

The UBC Calendar defines plagiarism as:

“…where an individual submits or presents the oral or written work of another person as his or her own. Scholarship quite properly rests upon examining and referring to the thoughts and writings of others. However, when another person’s words (i.e. phrases, sentences, or paragraphs), ideas, or entire works are used, the author must be acknowledged in the text, in footnotes, in endnotes, or in another accepted form of academic citation. Where direct quotations are made, they must be clearly delineated (for example, within quotation marks or separately indented). Failure to provide proper attribution is plagiarism because it represents someone else’s work as one’s own. Plagiarism should not occur in submitted drafts or final works. A student who seeks assistance from a tutor or other scholastic aids must ensure that the work submitted is the student’s own. Students are responsible for ensuring that any work submitted does not constitute plagiarism. Students who are in any doubt as to what constitutes plagiarism should consult their instructor before handing in any assignments.”

UBC Calendar

(‘Policies and Regulations’ > ‘Student Conduct and Discipline’ > Discipline for Academic Misconduct’)

The work students submit should be original in the sense that it reflects their own thoughts and ideas.  Students should not submit other people’s work and claim it as their own, and should reference all quotes and paraphrased material.

Students must follow the assignment and reference guidelines as specified by the Instructor. If not otherwise specified, please use APA style when submitting assignments. For more detailed information, please refer to the APA “Pocket Guide”, or consult the APA manual:

American Psychological Association (2009).  Publication Manual of the American Psychological Association (6th ed.).  Washington, DC:  American Psychological Association. 

Normally, the penalty for plagiarism (or cheating) is suspension from the University.  Other penalties may include:

• A grade of zero (in the course or the assignment or the examination);
• A reprimand; and/or
• A comment on the student’s transcript.

If in doubt, please ask your instructor.

Infringing copyright is a serious matter and UBC requires each of its faculty, staff and students to comply with copyright law. Failure to do so may result in disciplinary action, and because UBC may be liable for the conduct of its faculty and staff, a small number of faculty or staff who fail to comply with copyright law may result in UBC being liable for significant copyright fees and damages. Faculty, staff and students may also be personally liable for copyright infringement, and may be responsible for payment of such fees and damages.

UBC maintains current copyright guidelines on its website.  Please refer to this website regularly. This site provides a basic summary of copyright law, and sets out UBC’s policy regarding copyright in a way that is intended to provide guidance and assistance to help you understand what you can and cannot do with copyrighted works.

Most educational sessions in the MOT program will be recorded. They are for class and curriculum planning. Students who missed the class due to health reasons and other extenuating circumstances can access the recordings for study purposes only. Please contact the course coordinator to request access. If approved by the course coordinator, the recording link will be posted on Canvas, the password protected learning management system. Recordings cannot be copied, otherwise reproduced or edited without the permission of the instructor(s) or presenter(s). Interactive learning is a key learning method in the MOT program. Watching the recordings will not replace the necessities for students to attend the class in person.  

Seminars and small group tutorials will not be recorded except in special circumstances and at the instructor(s)’s discretion.

The Freedom of Information and Protection of Privacy Act was proclaimed in force for universities in the province in November 1994. 

The Protection of Privacy part of the Act stipulates that personal information may be released ONLY to the person the information is about, or with written consent, to a third party.  Such written consent must be specific about: 

• to whom the information may be disclosed; and,
• for what purpose the information may be used.

Personal information means recorded information about an individual including:

• Name, address or telephone number;
• Race, national or ethnic origin, colour, religious or political beliefs;
• Age, sex, sexual orientation, marital status or family status;
• An identifying number, (e.g., student number, SIN);
• Fingerprints, blood type or inheritable characteristics;
• Health care history, including a physical or mental disability;
• Educational, financial, criminal or employment history;
• Anyone else’s opinions about the individual; and
• Personal views or opinions, except if they are about someone else.

Personal information collected from students can be used only for the purposes for which it was collected; for any purpose agreed to by the student; or for any purpose defined under the Act.  In accordance with the Act, we are no longer able to give references, write letters, or complete verification letters without your written consent. 

The Freedom of Information part of the Act gives you the right to request access to any records, which contain personal information about you, unless the information is exempt from disclosure under the Act. The Freedom of Information contact is the Administrative Manager.

UBC General Liability Insurance

Student fees include liability insurance (malpractice insurance) effective when the student is assigned to fieldwork sites affiliated with the University of British Columbia.  Sites outside of Canada are not included in this plan.

The students are aware that:

• Assessment or treatment is not to be initiated without the fieldwork educator’s knowledge;
• Established fieldwork site procedures must be followed;
• All client records must be co-signed by the fieldwork educator; and
• Confidentiality of client information must be maintained.

UBC Student Accident Insurance

Student Accident Insurance is an optional insurance plan offered by UBC Risk Management that provides accident (not illness) coverage for registered UBC students when engaged in course work.  The plan is of benefit to those UBC students performing course work in environments where the risk of injury is greater than in a classroom (e.g., fieldwork placements).  The cost of insurance is $7/year, and is included in your annual MOT program fees.

Worksafe BC Coverage

MOT students on fieldwork in the province of British Columbia may be eligible for WorkSafeBC coverage provided that the fieldwork in which they are participating meets the definition of “practicum” as set out by the Ministry of Advanced Education, Innovation and Technology in the policy WorkSafeBC Coverage for Post-Secondary Students Deemed to be Employees of the Crown. As per the Ministry of Advanced Education, Innovation and Technology, a practicum is defined as

• “An assigned unpaid and supervised practical work experience which takes place at the host employer’s premises or place of business; and
• A required component of a program which:
  • is included in the program description in a public post-secondary institution’s course calendar; and
  • must be successfully completed by the student as a requirement for program completion and/or graduation.”

Students completing fieldwork outside of British Columbia are not eligible for WorkSafe BC coverage, nor are students completing fieldwork in “work places created specifically for the purposes of experiential training/simulated work experience while attending a program established by an institution”. Work place insurance can be arranged to be purchased if students are doing placements in Alberta or Ontario, more details are posted on the website. The policy is available in its entirety here.

Academic Resources
Department of OSOT	www.osot.ubc.ca
Faculty of Graduate & Postdoctoral Studies (G+PS)	www.grad.ubc.ca
Faculty of Medicine	www.med.ubc.ca
University of British Columbia	www.ubc.ca
University of Northern British Columbia	www.unbc.ca
UBC Calendar	www.calendar.ubc.ca
UBC Policies, Procedures and Guidelines	www.universitycounsel.ubc.ca/policies/
On-Campus Health, Safety and Wellness Resources
Access & Diversity (Centre for Accessibility – UBC)	www.students.ubc.ca/access
AMS/GSS Extended Health Care Insurance (Van/Fra)	www.studentcare.ca (UBC)
Copyright Office	www.copyright.ubc.ca
Counselling Services	https://students.ubc.ca/health/counselling-services
Early Alert	www.facultystaff.students.ubc.ca/early-alert
Food & Financial Resources	https://foodhub.ubc.ca/resources/
International Student Guide	www.students.ubc.ca/international
Positive Space	https://equity.ubc.ca/resources/positive-space/
Student Health Service (SHS) (UBC)	https://students.ubc.ca/health/student-health-service
Student Housing & Hospitality Services	www.housing.ubc.ca
Student Workday	https://www.grad.ubc.ca/workday-student-support
Student Services – Financial Advice	www.students.ubc.ca/finance
UBC Bookstore	www.bookstore.ubc.ca
UBC Carding Office	www.ubccard.ubc.ca
UBC Graduate Student Society (GSS)	www.gss.ubc.ca
UBC Library	www.library.ubc.ca
UBC Parking & Access Control Services	www.parking.ubc.ca
U-PASS	www.upass.ubc.ca
UNBC Campus Resources
Access & Diversity (Access Resource Centre – UNBC)	https://www.unbc.ca/access-resource-centre
NUGSS Extended Health Care Insurance (UNBC)	https://www.nugss.ca/health-and-dental
UNBC Medical Clinic (UNBC)	https://www2.unbc.ca/medical-clinic
UNBC Bookstore	www.bookstore.unbc.ca
UNBC Student ID Cards	www.unbc.ca/finance/accounts-receivable/student-id-cards
Northern BC Graduate Student Society	www.nbcgss.ca
UNBC Library	www.library.unbc.ca
UNBC Parking	www.unbc.ca/parking
Fraser Campus Resources
Access & Diversity (Centre for Accessibility – UBC)	www.students.ubc.ca/access
AMS/GSS Extended Health Care Insurance (UBC)	www.studentcare.ca
Off-Campus Resources
Canadian Association of Occupational Therapists	www.caot.ca
Canadian Occupational Therapy Foundation (COTF)	www.cotfcanada.org
Canadian Society of Occupational Scientists (CSOS)	www.csoscanada.org
College of Occupational Therapists of British Columbia (COTBC)	www.cotbc.org
Fraser Health Authority (FHA)	www.fraserhealth.ca
Interior Health Authority (IHA)	www.interiorhealth.ca
Northern Health Authority (NHA)	www.northernhealth.ca
StudentAid BC	www.studentaidbc.ca
TransLink	www.translink.ca
Vancouver Coastal Health Authority (VCHA)	www.vch.ca
Island Health Authority (IH)	www.viha.ca
WorkSafeBC	www.worksafebc.com