Abstract
Since the legislation amendment from 2005 the Occupational Therapists Education in Austria has changed to higher education towards university of applied sciences. The increasing professionalization of occupational therapy together with the bachelor degree demand modified needs for teachers, applicants and students. Higher education in occupational therapy and the contents of the related curriculum implicates enhanced competencies of students and applicants.
Methods: In addition to the document analysis within a qualitative study design this study investigated the experiential knowledge of experts. In this qualitative research project 4 leaders of study courses for occupational therapy in Austria and Switzerland were asked by means of guideline-aided interviews about the altered requirements due to changed education and their impact on applicants' and students' essential competencies.
Results: From the experts' point of view mainly social and personal competencies were expected from applicants. According to the requirements of each occupational therapy study course which mainly derived from graduates' competencies, a bipartite assessment was performed. The first part of the test established by the universities of applied sciences insufficiently illustrates the desired competencies. Further adjustment is planned.
Conclusions: Considering the current framework criteria for the illustration of anticipated competencies were defined which will be implemented in the scheduled occupational therapy study course in Linz.
