Course Syllabus
Course Number: OTHA 2235
Course Name: Health Care Management in OT
Revised: 1-2013
Hours: Fridays 3:00 – 5:00 (or unless otherwise noted on schedule)
Semester Credit Hours: 2
Lecture Hours per week: 2
Lab Hours per week: 0
Contact Hours per Semester: 32
Prerequisites: All previous OTHA classes
Co-Requisite: OTHA 2309, OTHA 1260, OTHA 2302
Instructor Name: Karen Rich
Instructor’s Office Location and Phone Number: HSC # 144; 318-469-1986
E-mail Address:krich@panola.edu
Course Description:
Health Care Management in OT is a lecture class which explores the roles of the occupational therapy
assistant in health care delivery. The course emphasizes documentation, occupational therapy
standards and ethics, health care team role delineation, and management in a variety of situations.
Purpose and Goals of the Course:
The student will delineate the roles of the occupational therapy personnel; demonstrate legal;
documentation skills; give examples of reimbursement systems; articulate the requirements for
certification and licensure; explain quality assurance; apply ethical standards in practice; summarize the
roles of the health care team; and differentiate levels of supervision. (Workforce Education Course
Manual, 2012-2013)
Course’s Relationship to Curriculum:
In this course students learn and apply basic management skills through one or more service learning
projects. Skills such as planning, goal setting, budgeting, marketing, staffing, record keeping and
process improvement are learned experientially. Students are challenged to apply clinical reasoning
skills as they examine ethical situations through a variety of resolution platforms. Through case
scenarios, students apply evidence based concepts and clinical reasoning skills to guide management
decisions. Documentation methods, formats and requirements are examined by OT delivery setting
and payer source. Students complete a final, in-depth professional skill analysis that includes a
professional meeting with one or more instructors.
Assignments
COTA/OTR Role Delineation Assignment
Professional Development Assignment
Management Service Learning Project draft
Management Service Learning Project Final
Class Participation/Daily
Assignments/Quizzes/Discussion
Postings/Homework Assignments
Final Exam
Note 1: No scores will be rounded.
Weight
10%
25%
10%
25%
15%
15%
Grading Scale
90-100
A
80-89
B
75-79
C
60-74
D
Below 60
F
Revised 1-02-13, page 2
Note 2: All rules and regulations printed in the College catalog, The Pathfinder and the OTA Student
Policy Manual will be reinforced throughout this course.
Note 3: The OTA Program will not tolerate any form of academic dishonesty as defined in The
Pathfinder or unethical behaviors as defined in the OTA Program’s Student Policy Manual. Any student
participating in academic dishonesty or unethical behaviors of any type will receive a zero (0) on the
assignment or exam and may be subject to further disciplinary action.
Student Responsibilities
1. Students are expected to show respect for fellow classmates and instructors by being punctual for
2.
3.
4.
all class periods.
Students should complete all reading assignments and or lab assignments prior to class.
Students are expected to participate actively in class discussions and experiences.
It is the student’s responsibility to consistently monitor the class process through the use of the
online learning management system. Students are expected to print out all course materials prior
to the class date listed on the learning management system. Given this expectation, the student
should maintain access to a reliable computer system to remain in good standing in the course.
Students should notify the instructor in advance if unable to take a scheduled examination. If not,
unexcused absence will result and the student will receive a zero for the exam. A make up test
will not be given in this circumstance.
6. Students are responsible for all materials missed due to absences.
7. Grades or points allotted for daily work, quizzes, and labs cannot be made up in the case of an
absence.
Students
are expected to turn in completed assignments on time. The course instructor may
8.
extend the deadline if notified of extenuating circumstances prior to the due date. Students can
expect a 20 point deduction for every day it is late.
9. Grades or points allotted for daily work, quizzes, and labs cannot be made up in the case of an
absence.
Students
are expected to accept constructive feedback and modify behavior as appropriate.
10.
11. When interacting with peers, College staff and faculty, students are expected to be positive,
sensitive, considerate, polite and tolerant.
For
specific conduct and behavior expectations, refer to the OTA Program Student Policy Manual.
12.
5.
Attendance:
Any student who does not come to class (all or in part) and does not call Mickie Cash, OTA department
secretary in advance will lose 5 points from his/her overall COURSE grade per occurrence. For
example, if you have a 93% average at the end of the semester and you failed to report one absence or
arrived at class late without reporting, your average will be adjusted to an 88% which would cause you
to earn a ―B‖ for the course. If Mickie does not answer, please leave a message as a last resort. It’s
simple common courtesy—call if you are going to be late or absent. When a student arrives late or
leaves early, for any reason, it is considered a tardy. Three tardies equates to one absence. Because
of the experiential nature of OTA education, attendance is required to master the course objectives. If
a student is absent for more than 11% of the course hours, the instructor may withdraw the student
from the course.
If any student in this class has special classroom or testing needs because of a physical, learning, or
emotional condition, please contact ADA Counselor in the Administration Building, telephone 903-6931123 to make arrangements for any required accommodations within the first seven days of the
semester. Withdrawing from a course is the student’s responsibility. If you do not withdraw yourself,
you will receive an F on your transcript for this course.
OTHA 2235 – Health Care Management in OT
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After studying the material presented in the texts, lecture, laboratory, Canvas assignments, and other
resources, the student should be able to complete all learning objectives listed below with a minimum
competency of 75%.
Learning Objectives:
After studying the material presented in the texts, lecture, class discussion, discussion postings,
handouts, and other resources, the student will:
1. Articulate the role of the occupational therapy assistant and occupational therapist in the screening
and evaluation process along with the importance of and rationale for supervision and collaborative
work between the occupational therapy assistant and occupational therapist in that process. B.4.5
2. Analyze and discuss how history, theory, and the sociopolitical climate influence practice. B.3.3
3. Describe the role of the occupational therapy assistant in care coordination, case management, and
transition services in traditional and emerging practice environments. B.5.7
4. Identify how the various practice settings (e.g., medical institutions, community practice, school
systems) affect the delivery of occupational therapy services. B.7.1
5. Identify the impact of contextual factors on the management and delivery of occupational therapy
services. B.7.2
6. Identify the systems and structures that create federal and state legislation and regulation and their
implications and effects on practice. B.7.3
7. Demonstrate knowledge of various reimbursement systems (e.g., federal, state, third-party, privatepayer) and documentation requirements that affect the practice of occupational therapy. B.7.5
8. Identify the mechanisms, systems, and techniques needed to properly maintain, organize, and
prioritize workloads and intervention settings including inventories. B.7.6
9. Identify, apply and critique basic management strategies used within the OT service delivery
process. B.7.6
10. Demonstrate the ability to participate in the development, marketing, and management of service
delivery options. B.7.7
11. Participate in the documentation of ongoing processes for quality improvement and implement
program changes as needed to ensure quality of services. B.6.3 B.7.8
12. Identify strategies for effective, competency-based legal and ethical supervision of non–
professional personnel. B.7.9
13. Describe the ongoing professional responsibility for providing fieldwork education and the criteria for
becoming a fieldwork educator. B.7.10
14. Articulate the importance of how scholarly activities and literature contribute to the development of
the profession. B.8.1
15. Effectively locate and understand information (including the quality of the source of information) to
support managerial/clinical decision making. B.8.2
16. Demonstrate a knowledge and understanding of the American Occupational Therapy Association
(AOTA) Occupational Therapy Code of Ethics, Core Values and Attitudes of Occupational Therapy
Practice, and AOTA Standards of Practice and use them as a guide for ethical decision making in
professional interactions, client interventions, and employment settings. B.9.1
17. Identify strategies for analyzing issues and making decisions to resolve personal and
organizational ethical conflicts. B.9.10
18. Identify the variety of informal and formal ethical dispute–resolution systems that have jurisdiction
over occupational therapy practice. B.9.11
19. Identify personal and professional abilities and competencies as they relate to job responsibilities.
B.9.6
OTHA 2235 – Health Care Management in OT
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Revised 1-02-13, page 4
20. Demonstrate professional advocacy by participating in organizations or agencies promoting the
profession (e.g., American Occupational Therapy Association, state occupational therapy
associations, advocacy organizations) and explain the benefits of participation. B.9.13 B.9.2
21. Identify the skills necessary to follow a research protocol including accurate and confidential
collection of data and related documentation. B.8.3
22. Promote the use of appropriate home and community programming to support performance in the
client’s natural environment and participation in contexts relevant to the client. B.5.14
23. Identify and explain the need for supervisory roles, responsibilities, and collaborative professional
relationships between the occupational therapist and the occupational therapy assistant. B.9.8
24. Identify professional responsibilities and issues when providing service on a contractual basis.
B.9.9
METHODS OF EVALUATION:
Performance/
Method of Measurement
Learning Outcome
19,20
The student will demonstrate appropriate self-management skills by achieving
an 85% on a professional development assessment.
1, 2, 3,4,
The student will demonstrate an understanding of management and leadership
6,7,12,15,16,17,18,
principles, strategies and tasks used in occupational therapy, by achieving an
85% average on exams.
20,21,23
8,9,10,11,22
The student will apply management and leadership principles, strategies and
tasks by completing a management service learning project.
11,12,13,14,15,16,
The student will demonstrate an understanding of the COTA’s management
17,18,21
roles and responsibilities in the work setting by achieving an 80% on all lab
assignments, class participation, quizzes, discussion postings, and homework.
1,3,4,5,6,23,24
The student will understand the educational and employment responsibilities of
both the OTA and OTR and how they relate to the establishment of a
professional working relationship by achieving an 80% on the COTA/OTR role
delineation assignment.
Basic Skill Competencies
A. i, ii, iii, iv, v
B. i, ii, iii, v
C. I, iii,
Workplace Competencies
A. i, iii, iv,
B. i, ii, iv
C. i,ii,iii,iv
D. iii
Texts, Materials, and Supplies:
There are no texts required for this course, however, students will study official documents and AOTA
publications via an AOTA student membership, which has been assessed during registration.
Evaluation/Assignment Descriptions:
OTHA 2235
Health Care Management in OT
OTHA 2235 – Health Care Management in OT
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Revised 1-02-13, page 5
OTA/OTR Role Delineation Assignment
Part I. The COTA Job Description – Understanding your roles and responsibilities as a COTA.
Every job should have a description. A job description lets you know how your performance will be
evaluated or graded. In OTA school, if you consider your ―job‖ this course then your job description
would be found in the __________________. In this OTA Program, the ―job description‖ for expected
professional behaviors that relate to the role of the COTA is called ____________________________.
A COTA could probably do a job okay without a job description but when it came time to review the
COTA’s performance, how would the employer know how to evaluate the COTAs performance? Would
he or she look at the COTAs ability to establish rapport or maintain safety or document in way that gets
services reimbursed or maintain a certain level of productivity? Are any one of these more important
than the other? A job description helps to answer these questions.
When you begin your new job in November of THIS YEAR (eek! or ahhhhhh or both) you will want to
review the organization’s job description for a COTA: (chose one)
a. during the first week on the job
b. during the first month on the job
c. on your first anniversary of employment, right before your supervisor meets with you about your
performance
d. some other time frame
What are the expectations of a licensed COTA out there in the ―real world‖? Let’s find out. On your
first day of fieldwork, each of you will request a COTA job description from your fieldwork supervisor
and bring it to class (see schedule) for discussion. On the due date you will have read the job
description and highlighted jobs that you consider to be more ―professional‖ in nature in one color of
your choice and jobs that you think are more procedural or technical another color (make sure that you
indicate which color is for what type).
Example: Determine whether these skills are more technical/procedural or professional:
____ Demonstrates knowledge of and practices all ethical guidelines set by the facility and by the
profession.
____ Follows all emergency, OSHA, infection control and safety guidelines.
____Selects activities and uses treatment techniques that target problems identified and goals set by
the client and OT during the evaluation process.
____ Maintains requirements for certification.
Job descriptions will vary from site to site. We should get a look at 15 or more different lists of
expectations if everyone does his/her part. We’ll discuss them in class. You will be graded on your
written submission AND participation in the class discussion.
The way to earn the maximum, 100 points on part I of this assignment is by submitting a neat,
accurately highlighted, COTA job description on the day is it due (50 points) and verbally participate (50
points) in the class discussion.
Total points, part I = 100
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Part II. Who is responsible for what? OTA and OTR Guidelines for Supervision, Roles and
Responsibilities.
One of the best ways to facilitate a satisfying, effective relationship with your supervising OTR is to
have a mutual understanding about roles and responsibilities of the job, including supervision, since the
COTA is in the middle—they are supervised and they supervise. Based on your reading you will
identify the following statements related to OTR/OTA roles as MYTH or FACT. You will bring this with
you to class complete per the course schedule. The ONLY person you may confer with is your
fieldwork educator.
1.____ OTs do not do ADL assessments.
2.____ COTAs are not qualified to do the Allen’s Cognitive Level Lacing Test.
3.____ Good communication involves the OT telling the COTA what to do and how to do it.
4.____ The rehab director is the final authority on issues related to OT intervention.
5.____ All notes written by an COTA must be co-signed.
6.____ The manual muscle test is to be done only by OTs.
7.____ Theory base and ability to interpret evaluation results are good definers of the difference
between an OT’s and COTA’s skills.
8.____ It is hard to maximize service delivery when the COTA and/or the OT aren’t exactly sure about
each other’s roles.
9.____ If the OTR and COTA do not create an effective team immediately, it’s likely not going to
happen.
10.___ The decision regarding who should do a specific assessment should be based on experience,
theory base, and regulatory requirements.
11.___ The OTR has to be no more than 3,000 feet from the COTA in order for the COTA to practice.
12.___ It is safe for the OTR to assume that a licensed COTA knows how to teach a CVA patient to
incorporate their affected upper extremity into most any ADL task.
13.___ The OT has full responsibility for supervising all of the interventions that a COTA administers.
14.___ It is good practice to have MOT students shadow a COTA at some point in the MOT student’s
education.
15.___ The best partnerships will be built on the OT’s and COTA’s ability to see each other as
professionals with different roles and duties.
16.___ The OT has sole responsibility for all task delegation associated with the actual
services (i.e. working with patients).
delivery of OT
17.___ The OT has to know how to do everything a COTA does in order to supervise.
OTHA 2235 – Health Care Management in OT
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Revised 1-02-13, page 7
18. ___The OT and COTA are equally responsible for the effectiveness and safety of OT services
delivered.
19. ___ If there are no OT strengthening goals on the OT plan of care, but there are ADL goals on the
plan of care, the COTA can have the patient perform exercises with weights because the
patients needs strength to complete ADLs.
20. ___In a semi private room where a curtain is used to ensure privacy, the OTA is treating a patient
on one side of the curtain and the therapy aide on the other side. This is a good example of
line-of-sight supervision.
Total points, part II = 100
OTHA 2235 – Health Care Management in OT
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Part III - The relationship of role delineation to OT education.
Compare and contrast your education to that of OT’s across the nation. Choose an MOT program in
the state as assigned and examine their course of study.
- AZ
- LA
- NM
- VA
- PA
- CO
- MD
- OK
- WA
- AL
- FL
- MS
- SC
- WI
- KS
- IN
- ND
- CA
- UT
- TX
- KY
- NV
- MO
- AR
Develop a user friendly TABLE (like the one above) that identifies the OT program that you researched
and compares:
Number of total program credit hours vs this program (5 pts)
Number of credit hours of core (non-OT or prerequisite courses) vs this program (5 pts)
Number of actual (clock) hours of level I fieldwork vs this program (5 pts)
Number of actual (clock) hours of level II fieldwork vs this program (5 pts)
Number of observation hours prior to entry vs this program (5 pts)
Cost of the programs and whether it is public or private (5)
Now, here is the most important (see point value) part. Below the table, write a paper that summarizes
what you learned from comparing and contrasting the MOT and OTA program curriculums. Include
what you consider to be the major differences between the two levels of educational programming and
how those differences support (or not) the differences between the roles of an OTA and OTR. Use
information and examples from class lectures, prior work experiences, fieldwork, etc. Follow these
parameters for your paper (70 pts):
Font: Arial
Font size: 14
Words: 450 (include a word count, please)
Margins: 1‖ all around
Total for this assignment = 100
OTHA 2235 – Health Care Management in OT
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Professional Development Assignment
This is a two part assignment.
Part I: Each student will complete a professional development assessment and submit it both
electronically and in hard copy for your instructors. For each professional behavior, review the
descriptors and rate your performance in the ―score‖ column. Although the numerical scores will be
considered, you must narratively address the specified number of criteria in each section. Each criteria
addressed is worth 5 points for a total of 80 points. To earn all five points you must give tangible
examples that demonstrate your assertions. For example, you can’t just say, ―I feel that I am very good
at regulating my emotions‖. You would need to give an example of when you remained calm under a
stressful situation and what strategy(ies) you used.
Part II. Each student will have a face to face conference with an instructor for about 20 minutes to
review the assignment, and any additional information the student was asked to prepare. This aspect
is worth 20 points. This is a professional meeting, dress and prepare for the meeting accordingly.
Max score= 100%
Professional Development Assessment
Student Name:
Evaluator:
Date:
Rating Scale:
4 – exceeds standards – rare rating that must be clearly justified
3 – meets standards
2 – needs improvement, requires a written action plan upon submission (conference optional)
1 – unsatisfactory, below standard and requires a conference with an instructor and a written action
plan
1. Work Ethic - including but not limited to: (comment on at least 3)
Score Criteria
a. Attendance and punctuality.
b. Hands in assignments and papers when due.
c. Follows through with other commitments and responsibilities.
d. Takes responsibility for keeping classroom and clinic area clean and organized.
e. Follows the OTA program dress code when engaging in educational tasks.
f. Submits neat written assignments with correct grammar and spelling.
Comments:
2. Attitude and enthusiasm - including but not limited to:
(comment on “g” and at least 2 others)
Score Criteria
a. Uses body postures and gestures that convey attentiveness.
b. Expresses concerns or frustrations in a solution-focused manner.
c. Actively engages in classroom and virtual discussions.
OTHA 2235 – Health Care Management in OT
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d. Behaviors are consistent with the Program’s Code of Ethics
e. Displays behaviors which are positive, respectful, considerate, polite and tolerant
toward others.
f. Takes initiative by recognizing what needs to be done and responding appropriately.
g. Volunteers in service programs or organizations (list and briefly describe).
Comments:
3. Time Management - including but not limited to: (comment on at least one)
Score Criteria
a. Uses a planner to effectively meet program requirements
b. Prepares for class by completing reading assignments and bringing handouts and
other educational supplies.
Comments:
4. Emotional Intelligence - including but not limited to: (comment on at least 2)
Score Criteria
a. Invites connection with others through eye contact, affect and body postures.
b. Demonstrates good manners and social skills.
c. Recognizes personality traits of self and others and adapts to foster cooperation and
group cohesiveness.
d. Able to regulate emotions to foster positive outcomes.
e. Responds effectively to the emotions of other people.
Comments:
5. Communication – including but not limited to: (comment on at least 2)
Score Criteria
a. Shares perceptions and opinions with clarity and quality of content (includes word
choice, tone, etc.).
b. Interprets contextual clues to maintain and/or suspend conversation.
c. Provides honest feedback using the sandwich method.
Comments:
6. Critical thinking - including but not limited to: (comment on at least 2)
Score Criteria
a. Asks open-ended, thoughtful questions.
b. Analyzes and generates possible solutions using a variety of resources.
c. Demonstrates the ability to identify or select activities which support occupation based
intervention concepts.
d. Reflects on outcomes and analyzes results.
Comments:
OTHA 2235 – Health Care Management in OT
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7. Mentorship - including but not limited to: (comment on at least 3)
Score Criteria
a. Able to recognize strengths and areas of growth.
b. Seeks guidance from those having more experience.
c. Giving and receiving constructive feedback related to performance (sandwich method)
d. Modifies performance in response to feedback.
e. Demonstrates awareness of boundaries related to student roles.
Comments:
Total Score:
Additional Comments:
_____________________________
Student Signature
OTHA 2235 – Health Care Management in OT
_____________________________
Instructor Signature
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OTHA 2235
Healthcare Management in OT
Management Service Learning Project
The purpose of this assignment is to provide the student with opportunities to identify and implement basic management strategies commonly
performed by COTAs in the workplace. Student groups will be strategically assigned and work in teams.
Grading will be based on the following criteria:
8.5-10 rating = very effective in meeting criteria
7.5 – 8.4 ratings = effective
0-7.5 ratings = ineffective
Criteria
1. Mission Development
Team develops a mission or
purpose statement that
describes the intent of the
overall project.
2. Planning and Documentation
Team develops goals &
assignments and establishes
completion dates. Activity
Analysis will end up in this
section.
3. Marketing
Team has a
marketing/promotional plan
that includes measurable goals
& assignments and establishes
completion dates.
8.5-10 ratings
earned if:
Project was clearly defined and
reflective of the overall project. Did
not need to be revised.
Identifies 5 management tasks up
front.
Clearly type written, realistic and
measurable, with specific timelines for
each; person or persons assigned to
each goal, the plan is followed and
revised as necessary. Team keeps
clear, accurate, detailed records of
meeting minutes and documents
ongoing progress.
Clearly type written, realistic and
measurable, with specific timelines for
each; person or persons assigned to
each goal, the plan is followed and
revised as necessary. All promotional
materials used describe how the
program supports performance and
participation. Flyers or promotional items
are included in final project.
OTHA 2235 – Health Care Management in OT
7.5 – 8.4 ratings earned if:
0-7.4 ratings earned if:
Project loosely defined, somewhat
resembling the overall project.
Revised more than once. Unable to
identify 5 management tasks.
Mission statement did not reflect
the overall project even after
revisions. Unable to identify
management tasks required to
complete the project.
Written plan missing one or more
components; one or more activities
not related to plans, fails to revise
plan as needed. Minutes not
detailed, unclear records, do not
specify who was present.
Little to no effort put into written
plan; most activities unrelated
to the plan; plan is not followed
with consistency.
Documentation is inconsistent
and very limited.
Written plan missing one or more
components; one or more activities
not related to plans, fails to revise
plan as needed. Promotional
materials aren’t clear on how the
program enhances performance.
Little to no effort put into written
plan; most activities unrelated
to the plan; plan is not followed
with consistency. There is no
attempt to describe how the
program enhances
performance.
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4. Supplies and Budgeting:
Team identifies what is
needed, how much it will cost
and plans accordingly. Team
acquires all items needed for
project and adheres to
established budget.
(should reflect/support # 8 of
ax analysis)
5. Time management:
Team demonstrates effective
use of time and energy.
Identifies documents and submits
TIMELY written requests for supplies
needed for efficient and effective
project results. Uses resources
efficiently with little waste;
establishes a budget based on
supply needs and adheres to the
budget; submits receipts if
warranted.
Team always on track, met all
deadlines; effectively used class time
allotted to meet goals. Shows
creative use of time, such as virtual
meetings and other technology to
enhance collaboration.
6. Evidence Based Decision
Making:
Team uses evidence to guide
decision making.
There is evidence that the team used
reliable resources to complete the
project; uses in-depth sources,
experts in the field, websites, etc.
The final product includes evidence
based resources and explains how
each was applied to ensure success
of the project. At least one peer
reviewed journal is required and a
copy provided.
Team works together to anticipate
problems and generate solutions
readily; asks questions when
appropriate; seeks information prior
to asking; makes changes or
adaptations based on outcomes.
7. Clinical Reasoning and
Teamwork
Team demonstrates the ability
to respond to challenges
effectively.
(graded by instructor; no entry
needed)
OTHA 2235 – Health Care Management in OT
Submits requests for needed items
but provides incomplete
documentation. Establishes budget
but goes slightly over.
Fails to obtain items essential
to quality project completion;
unable to project a realistic
budget; unable to adhere to
budget. Loses receipts. Poor
record keeping.
Team on track most of the time;
finished project on time but
inconsistently met deadlines. One or
more team members absent on
designated project work days. Ineffective use of class time to meet
goals.
Uses only ―Googled‖ sources that are
relevant to the project topic;
resources documented but not all
links could be opened. Attempts to
contact an expert were made but
without success or not documented.
Explains how some, but not all,
resources were used.
Required extended deadlines
on most of the project. Some
parts were not finished.
One or two people dominate problem
solving efforts, requires external
support or mediation; seeks info prior
to asking; makes changes based on
outcomes.
Limited problem solving ability
without external intervention.
Fails to make changes even
when directed.
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Team fails to identify ways to
link evidence to the project. No
documentation of use of
evidence. No attempt to identify
and locate experts or evidence.
Revised 1-02-13, page 14
8. Reflection (Process and
Improvement):
Looking back, what could this
group have done differently?
Each group member responds in
narrative format. Responses are not
duplicated and address the issue and
possible, realistic resolutions.
Group member responses duplicate
and lack depth. Solutions are limited
or are impractical.
Little effort was made to reflect
and improve upon the overall
process.
9. Professional Project
Submission
1-2 errors only. Neat, professionally
presented and organized submission
of all relevant materials. Submitted
on time.
Uses digital picture and video
technology to explain the project
from start to finish.
More than a few errors. Randomly
organized but major components in
place. Submitted late. Submission
unprofessional.
Uses digital picture technology to
explain the project from start to
finish.
More than a few errors.
Randomly organized. Missing
some key components.
10. Legacy
Team tells the story of the
project using visual media
Uses photographs to explain
the project from start to finish.
Max score per team =
Student groups will submit a project draft and a final, written project according to posted deadlines. Both draft and final project should provide
evidence that the team seriously addressed each of the management criteria above.
OTHA 2235 – Health Care Management in OT
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OTHA 2235
Health Care Management in OT
Class Participation Assignment and Grading Format
The course will consist mostly of lecture and discussion. Therefore, participation (discussion) in
lecture, lab and group work on an individual basis, is crucial. On random days, students will receive a
classroom participation grade based on the following format.
Criterion
Your
score
(1-5)
Professionalism: Arrives prepared ahead of time with appropriate
handouts and materials. Stays for the whole class.
Clinical Reasoning: Participates actively and constructively in class but
does not dominate discussion. Asks helpful questions and provides
thoughtful responses to the instructor’s and other students’ comments.
Critical Reasoning: Shows a competent understanding of the reading
materials assigned.
Professionalism: Shows a positive attitude toward course materials,
other students and the instructor.
Professionalism:Engages in no distracting activities.
Importance
Multiplier
Points
X2
X 10
X4
X2
X2
Total Points for class participation
Comments:
Score
5 = excellent
4 = good
3 = satisfactory
2 = unsatisfactory
1 = failing
Comment
Student demonstrates consistently high performance almost every class.
Student demonstrates good performance with occasional problems.
Student shows average performance, with strong participation some classes and
weak performance other classes.
Student shows weak performance in class when called upon. Student rarely verbally
engages in class unless called upon or directly asked a question.
Student shows no participation or shows negative participation most of the time.
Student does not engage verbally unless called upon.
OTHA 2235 – Health Care Management in OT
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