Fu-Jen Catholic University Department of Occupational Therapy
Cognitive Disability and Occupational Therapy 認知障礙與職能治療 Fall 2011
Course Credits: Lecture: 1 credits
Instructors: 劉倩秀老師 Office: 3926, E-mail 072223@mail.fju.edu.tw Location: MD304
Time: Thursday, D1-D2 08:10-10:00 (Every two weeks)
Course Description:
This course is based on the problem-based learning, PBL. The content of curriculum is associated with the lecture: 腦 功 能 職 能 治 療 與 評 估 (Assessment and Management of Brain Function: Perspectives of Occupational Therapy) . Emphasis of this PBL is placed on students’
application of learned prior knowledge.
This semester we will discuss two case scenarios. First case is a man with dementia, and the other is a woman with psychotic symptoms. Thought these trigger material, we need to inquiry issues about patient’s occupation components, occupation performances, occupational therapy domain of concern and even issues of ethics. At the end of each case scenario, students need to like an occupational therapist to set up a treatment plan to help the case.
Since an essential resource in PBL is the pre-existing knowledge of students are encouraging to joint the small group discussing, peer presentations, group activities, and through wide-range analysis to contribute their view of the problem under discussion.
Course Objectives:
The students will be able to:
1) Demonstrate knowledge of relevant theory, model, framework, clinical reasoning or modalities required for clinical practice of occupational therapy for cognitive disabilities.
2) Demonstrate knowledge required to conduct clinical evaluation and treatment commonly used in occupational therapy for cognitive disabilities.
3) Acquiring problem solving skills.
4) Develop interpersonal and collaborate skills.
5) Develop learning attitude and life-long learning ability.
Content of Course:
1
Week Date Topic Lecturer
1 0915
Introduction,
Case 1:(scenario 1,2) Define the problem
*Tutotest 1
劉倩秀
2 0922 劉倩秀
3 0929 Case 1: (scenario 3) Brainstorm possible hypothesis or explanation
劉倩秀
4 1006 劉倩秀
5 1013 Case 1: (scenario 4) arrange explanations into a tentative solution
劉倩秀
6 1020 劉倩秀
7 1027 Case 1: Overall review the case(group presentation)
**Conceptmap 1
劉倩秀
8 1103 劉倩秀
9 1110 Mid-term exam 劉倩秀
10 1117 Case2: (scenario 1,2) Define the problem 劉倩秀
11 1124 劉倩秀
12 1201 Case2: (scenario 3) Brainstorm possible hypothesis or explanation
劉倩秀
13 1208 劉倩秀
14 1215 Case2: (scenario 4) arrange explanations into a tentative solution
劉倩秀
15 1222 劉倩秀
16 1229
Case2: Overall review the case(group presentation)
*Tutotest 2
**Conceptmap 2
劉倩秀
17 0105 劉倩秀
18 0112 Final Exam 劉倩秀
Textbooks:
1. June, G., (2000). Neuropsychology for Occupational Therapists Assessment of Perception and Cognition (2ed edition). Blackwell Science.
2. Radomski, M. V., & Trombly, C. A. (Eds.). (2007). Occupational therapy for physical dysfunction (6th ed.). Lippincott Williams & Wilkins
3. Heidi, M. P., & Winifred, S. K., (2006). Occupational Therapy Practice Skills for Physical Dysfunction (6th edition). Mosby.
4. Robert J. Bternberg., (2003). Cognitive Psychology (3rd ed.). Thomson Wadsworth.
5. Mckay Moore Sohlberg., & Catherine A. Mateer., (2001). Cognitive Rehabilitation. An intergrative neupsychological approach. Guilford.
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6. John R. H., (1998). Cognitive Assessment for Clinicians. Oxford.
7. Michael S. G. (2002). Cognitive Neuroscience. The biology of the mind (2ed). Norton.
Journals:
1. Aas, R. W., & Grotle, M. (2007). Clients using community occupational therapy services:
Sociodemographic factors and the occurrence of diseases and disabilities. Scandinavian Journal of Occupational Therapy, 14(3), 150-159.
2. Piguet, O., Hornberger, M., Mioshi, E., & Hodges, J. R. . (2011). Behavioural-variant
frontotemporal dementia: diagnosis, clinical staging, and management. Lancet Neurol, 10, 162-172.
3. Maia, T. V., & Frank, M. J. (2011). From reinforcement learning models to psychiatric and neurological disorders. Nature Neuroscience, 14, 154-162.
Course requirements:
1. Group presentation: The group presentation will be an overall case report of the case we discuss in the class. The case report including: patient ’ s problem , mini-analysis, intend learning objectives and your learning, treatment goals, treatment plans. The contribution of each member of group must be cited.
2. Tutotest-C: Beginning and end of the PBL, every student need to complete the Tutotest- C to identify self condition and contribution to the group.
3. ConceptMap: This is individual homework. After a case scenario complete, you need to hand in the conceptmap. The conceptmap will reveal your understanding and knowledge about cognitive disability. You can get the free conceptmap tool from:
cmap.ihmc.us/conceptmap.html
4. PBL needs everyone to participate on time to interact and generate your own learning style. So, please don ’ t be late !
Grading:
1. Class participation/involvement 20%
2. Group presentation (case1,2) 20%
3. Homework (conceptMap) 40%
4. Final exam 20%
根據輔仁大學學生成績考評及學分核計辦法：第 十二 條：學生某一科目缺課達該學期
上課實際時數三分之一以上時（包括請假與曠課之換算），應予扣考。
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