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Surveying entry-level curriculum content in home modifications for occupational therapy programs

 Occupational Therapy Department, University of Vermont College of Arts and Sciences, Vermont, USA

Correspondence Address:
Victoria Priganc,
Occupational Therapy Program, University of Vermont, College of Nursing and Health Sciences, 106 Carrigan Dr Burlington, VT 05405
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Source of Support: None, Conflict of Interest: None

DOI: 10.4103/EHP.EHP_22_22

Importance: There is increased attention on the role the physical home environment plays in successful engagement in occupation. Objective: To examine how home modification content is integrated into the core curriculum in entry-level OT programs in the United States. Design: Web-based survey research. Participants: Program directors or their representatives. Results: All respondents include home modification instruction in their curriculum, however instructional time, where content lies in the curriculum, and resources vary widely. Sixty-eight percent do not utilize content experts and 34% do not offer hands-on learning experiences. Conclusion and Relevance: There is a risk for disparity in the scope and quality of home modification education provided to OT students that could negatively impact service delivery in this increasingly in-demand area of practice.

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