ERGOB2000 Rehabilitation, Habilitation and Intervention, Part 1 Course description

The occupational therapist’s interventions in rehabilitation, habilitation and treatment are based on the limitations people experience in relation to occupation and participation. These limitations may be due to individual factors such as illness, injuries or functional impairment, or factors at a system level such as exclusion, marginalisation or other social conditions. The term ‘disability’ is normally used in Norway about the gap between a person’s preconditions and what their environment requires. Occupational therapists contribute to reducing this gap, among others by training and guiding people, adapting and grading activities and adapting the environment. In this course, examples are provided of occupational therapy with children, adolescents, adults and the elderly.

The student must have passed the first year of the programme or equivalent.

After completing the course, the student is expected to have achieved the following learning outcomes defined in terms of knowledge, skills and general competence: 

Knowledge 

The student is capable of 

• describing occupational therapists' approach, theory, models, work tasks and processes in rehabilitation, habilitation and intervention

• describing the most common mental disorders and explaining their consequences for occupation and participation

• describing the most common diagnoses in neurology, orthopaedics, rheumatology and internal medicine and explain the consequences for occupation and participation

• describing developmental disorders, concurrent illnesses and age-related illnesses, and explaining the consequences for occupation and participation

Skills 

The student is capable of

• showing initiative and skills in therapeutic communication

• mapping and assessing physical and cognitive functions and motor, processes, communication and interaction skills to set goals and explain the choice of intervention

• applying activity analysis, activity-based tools and therapeutic use of activity in mapping, assessment and intervention

• applying a client-focus and systematic work process model in mapping and intervention

• adapting and applying creative and expressive activities for individuals and groups

• planning and facilitating the participation of people with functional impairments in meaningful and valuable occupations

General competence

The student is capable of

• presenting, discussing and reflecting on choices of intervention, both in writing and in the teaching of fellow students

• identifying and reflecting on ethical dilemmas encountered when working with people with challenges in relation to occupation and participation

Work and teaching methods comprise seminars with case-based teaching, skills training, activity analysis and lectures. The students work individually and in groups and with student-driven teaching.

In order to be permitted to sit the exam, the following must have been approved: 

• a minimum of 80 per cent attendance in scheduled teaching 

Combined assessment:

• Supervised individual written exam with a combination of multiple choice and free text assignments, 2 hours.

• Individual practical exam that can include fictional users, up to 45 minutes.

One overall grade is awarded based on the following weighting of the parts of the exam: written exam – 40%, practical exam – 60%. Students must be awarded a pass grade A-E for both parts of the exam in order for a student to pass the course.

Resit exam: If the student is awarded an F in one part of the exam, this part of the exam must be retaken.

Students can appeal the grade awarded for the written exam.

None.

Grade scale A–F.

1) An external examiner takes part in preparing the exam questions and assessment criteria and assesses a minimum of 20% of the papers together with an internal examiner. An internal examiner will assess all other papers. The external examiner’s assessment shall benefit all students.

2) Each exam paper is assessed by two examiners. An external examiner will assess at least 20% of the papers together with an internal examiner. Other exams are assessed by two internal examiners. The external examiner’s assessment shall benefit all students.