A review of the published academic and professional entry criteria of pre-registration occupational therapy programmes across University websites in the United Kingdom (UK): A content analysis.

Mcginley, Sarah (2021) A review of the published academic and professional entry criteria of pre-registration occupational therapy programmes across University websites in the United Kingdom (UK): A content analysis. Royal College of Occupational Therapists Conference, Virtual. 30 Jun - 01 Jul 2021.

Record type: Conference or Workshop Item (Paper)

Abstract

Purpose & Aims
An absence of standardised occupational therapy (OT) selection criteria and limited evidence to support assessment and recording of academic and professional skills has led to variable recruitment processes across OT education (McGinley 2020). This research reviews entry criteria of forty-one UK Universities accredited to deliver pre-registration OT programmes (Royal College of Occupational Therapists [RCOT] 2021), aiming to identify contemporary trends and ambiguities associated with the selection and recruitment of pre-registration UK OT students.

Conclusion
Emerging data analysis appears to confirm variances in UK selection and recruitment processes and indicates the need for further research. Future phases (ethical approval FHSS 2020-065) will explore opportunities and limitations faced by UK OT admissions tutors (OTATs) through an online survey and focus group(s), seeking to develop an evidence-based framework that may inform a streamlined approach to the future practice of selection and recruitment, benefiting the profession and the candidates seeking to enter it.

Design/Methods
Using the RCOT Career Handbook (RCOT, 2021), individual websites were visited to identify academic and professional skills. Quantitative content analysis allowed skills to be recorded, counted and coded against a set of agreed variables (Bryman, 2016), which included pre-admission/pre-requisite academic qualifications; accreditation of prior learning; widening access; personal statement guidelines; work experience; values-based assessment; standardised/non-standardised assessment tools and selection day expectations.

Results
Content analysis of the data collected is currently ongoing, requiring further exploration prior to presentation in June 2021. Emerging results, however, suggest entry criteria across academic and professional skills is varied, challenging to navigate and potentially confusing for candidates.

References:
Bryman A (2016) Social Research Methods. 5th ed. Oxford: Oxford University Press.
Mcginley SL (2020) Pre-entry Selection Assessment Results and Final Degree Outcomes of Occupational Therapy Students : Are There Relationships ? Journal of Occupational Therapy Education, 4 (3) https://doi.org/10.26681/jote.2020.040308
Royal College of Occupational Therapists (2021) Occupational Therapy Career Handbook. London: RCOT. Available at: Career_Handbook_2021.pdf (rcot.co.uk) Accessed on 20.01.21

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