QUEST Case Study Occupational Therapy Education Programme

Case Study –
Occupational Therapy Education Programme
World Federation of Occupational Therapists
Email: [email protected]
Website: www.wfot.org
Quality Evaluation Strategy Tool Case Study – Occupational Therapy Education

Programme © 2020 by the World Federation of Occupational Therapists
A case study is presented to illustrate use of the QUEST worksheets. The case study involves an
occupational therapy entry level education programme offered in a mid-sized city. The
education programme is one of five programmes approved by the World Federation of
Occupational Therapists (WFOT) located in the country. A cohort of 50 students is admitted to
the education programme each year. To avoid potential transmission of the COVID-19 virus
within the university community, the education programme was required to change operations
to offer as many courses as possible using online technology. QUEST was used to evaluate the
shift to online course offerings for the programme.
Before completing the QUEST worksheets, a SWOT analysis was conducted to identify strengths,
opportunities, weakness and threats relating to the education programme’s shift to online
teaching. The SWOT analysis was undertaken to develop an understanding of the overall
positive and negative issues faced by the education programme relating to the online course
offerings. Results of the SWOT analysis are outlined below.
Strengths Weaknesses
• Students are well motivated to • Course instructors are unfamiliar with

participate in online courses to online teaching methods and technology •
prevent disruptions in their education Course teaching methods, assignments
trajectory • The education programme is and examinations require modification to
well provide effective online offerings
recognised with the community, with • Not all occupational therapy education
strong support from local clinicians content is suitable for online learning
• High demand exists for employment of • Students may become isolated, affecting
programme graduates academic performance
• Technology is available to shift teaching
from an in-person classroom
experience to online interactions
Opportunities Threats
• Course content is made available with • No additional funding is available to

reduced potential exposure to COVID-19 • cover costs involved in shifting to
Over the long term, online course online teaching
offerings may provide greater • Students may not have reliable access to
flexibility for student participation, technology in their home environment
potentially for accessing course content
increasing pools of applicants willing • Access to learning resources (e.g.
and able to enrol in the education libraries, community clinicians) may
programme be restricted because of the COVID-
19
pandemic
QUEST Case Study – Occupational Therapy Education Programme 3
Step Two: Define SMART indicators
Identify SMART indicators that measure performance in relation to quality expectations
QUALITY CORE SMART QUALITY
DIMENSION QUALITY QUALITY INDICATORS PERSPECTIVE
INDICATOR
S
APPROPRIATENESS Availability Percentage of occupational

of therapy educators that completed
competent training in online course delivery.
occupational
therapists Structure
SUSTAINABILITY Long term Percentage of students that

supply of experience difficulties
resources accessing learning resources
for course
completion. Structure
ACCESSIBILITY Ability to Percentage of in-person course Process

access services content not included in online course.
Incidents of technological glitches

that impede participation in the
online course.
EFFICIENCY Optimal use Amount of instructor time Process

of required per student for course
resources delivery.
EFFECTIVENESS Success in Percentage of students

attaining attaining expected learning
occupational outcomes.
therapy goals Outcome
Percentage of students meeting
expectations relating to
participation/ engagement in
learning activities.
PERSON Satisfaction Percentage of students satisfied

CENTREDNESS throughout with online delivery of the course.
service delivery
Outcome
SAFETY Incidents Number of academic misconduct and
resulting in fitness to practice referrals and
incidents.
harm
Number of student withdrawals Outcome
from the online course.

Identify data collection and reporting specifications for each SMART
Indicator
CORE INDICATOR AVAILABILITY OF COMPENTENT OCCUPATIONAL THERAPISTS
Quality Dimension: APPROPRIATENESS
SMART Indicator: Percentage of occupational therapy educators that completed training in online
course delivery.
Calculation: Number of occupational therapy educators that completed training Number

of occupational therapy educators
Definitions required: Training in online course delivery: Successful completion of university

sponsored training in online course delivery.
Potential data sources: Audits of human resource documentation
CORE INDICATOR LONG TERM SUPPLY OF RESOURCES
Quality Dimension: SUSTAINABILITY
SMART Indicator: Percentage of students that report difficulties obtaining required learning
resources for course completion.
Calculation: Number of students reporting difficulties obtaining learning resources Number

of students in course
Definitions required: Difficulties: Problems unrelated to technological failures or glitches

Learning resources: Materials necessary to fairly participate in course activities.
Potential data sources: Course reports and student feedback

CORE INDICATOR ABILITY TO ACCESS SERVICE.
Quality Dimension: ACCESSIBILITY
SMART Indicator: Percentage of in-person course content not included in the online course.
Calculation: Total number of topics covered using online delivery of course Total
number of topics covered using in-person delivery of course
Definitions required: In-person course: Refers to the traditional method of course delivery prior to
the initiation of the online course.
Potential data sources: Course outline
CORE INDICATOR ABILITY TO ACCESS SERVICE.
Quality Dimension: ACCESSIBILITY
SMART Indicator: Incidents of technological glitches that impede participation in the online
course.
Calculation: Count of incidents
Definitions required: Technological glitch: Failures or shortcomings as a result of technology that

interfere with the intended operation of online course learning and assessment activities.
Potential data sources: Technology logs
CORE INDICATOR OPTIMAL USE OF RESOURCES.
Quality Dimension: EFFICIENCY
SMART Indicator: Amount of instructor time required per student for online course delivery.
Calculation: Total amount of instructor time required for course delivery Number
of students
Definitions required: Course delivery: Refers to administration, instruction and evaluation

tasks provided according to the course outline.
Potential data sources: Workload measurement data

CORE INDICATOR: LONG TERM SUPPLY OF RESOURCES
Quality Dimension: EFFECTIVENESS
SMART Indicator: Percentage of students attaining expected learning outcomes.
Calculation: Number of students attaining expected learning outcomes Number

of students
Definitions required: Expected learning outcomes: Changes in knowledge and skills of students in
areas identified in course objectives, as assessed by course evaluation activities.
Potential data sources: Student evaluation records
CORE INDICATOR: LONG TERM SUPPLY OF RESOURCES
Quality Dimension: EFFECTIVENESS
SMART Indicator: Percentage of students meeting expectations relating to

participation/engagement in learning activities.
Calculation: Number of students meeting participation expectations

Number of students
Definitions required: Participation: Refers to student performance in relation to standards for

involvement in learning activities, as described in the course outline.
Potential data sources: Student evaluation records
CORE INDICATOR: SATISFACTION THROUGHOUT SERVICE DELIVERY
Quality Dimension: PERSON-CENTREDNESS
SMART Indicator: Percentage of students satisfied with online delivery of the course.
Calculation: Number of students reporting satisfaction with the course delivery Number
of students surveyed
Definitions required: Satisfaction: Refers to scores above three on a five-point rating scale
Potential data sources: Course evaluation form submitted by students by module, year and final
course completion

CORE INDICATOR: INCIDENTS RESULTING IN HARM
Quality Dimension: SAFETY
SMART Indicator: Number of academic misconduct and fitness to practice referrals and incidents.
Definitions required: Academic misconduct: Refers to incidents of plagiarism, use of external writing
services, collusion, assessment or examination misconduct, attempts to gain unfair advantage.
Fitness to practice: Refers to the eligibility to meet the professional standards to practice required
by the relevant statutory, professional regulatory bodies.
Potential data sources: University/course records
CORE INDICATOR: INCIDENTS RESULTING IN HARM
Quality Dimension: SAFETY
SMART Indicator: Number of student withdrawals from course.
Definitions required: Student withdrawal: Refers to the permanent suspension of participation in the
course initiated by the student.
Potential data sources: University/course records

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Case Study –

Occupational Therapy Education Programme

World Federation of Occupational Therapists

Quality Evaluation Strategy Tool Case Study – Occupational Therapy Education

• Students are well motivated to • Course instructors are unfamiliar with

• Course content is made available with • No additional funding is available to

APPROPRIATENESS Availability Percentage of occupational

SUSTAINABILITY Long term Percentage of students that

ACCESSIBILITY Ability to Percentage of in-person course Process

Incidents of technological glitches

EFFICIENCY Optimal use Amount of instructor time Process

EFFECTIVENESS Success in Percentage of students

PERSON Satisfaction Percentage of students satisfied

QUEST Case Study – Occupational Therapy Education Programme 4

Quality Dimension: APPROPRIATENESS

Calculation: Number of occupational therapy educators that completed training Number

Definitions required: Training in online course delivery: Successful completion of university

Potential data sources: Audits of human resource documentation

CORE INDICATOR LONG TERM SUPPLY OF RESOURCES

Quality Dimension: SUSTAINABILITY

Calculation: Number of students reporting difficulties obtaining learning resources Number

Definitions required: Difficulties: Problems unrelated to technological failures or glitches

Potential data sources: Course reports and student feedback

Quality Dimension: ACCESSIBILITY

Potential data sources: Course outline

CORE INDICATOR ABILITY TO ACCESS SERVICE.

Quality Dimension: ACCESSIBILITY

Calculation: Count of incidents

Definitions required: Technological glitch: Failures or shortcomings as a result of technology that

Potential data sources: Technology logs

CORE INDICATOR OPTIMAL USE OF RESOURCES.

Quality Dimension: EFFICIENCY

Definitions required: Course delivery: Refers to administration, instruction and evaluation

QUEST Case Study – Occupational Therapy Education Programme 6

Quality Dimension: EFFECTIVENESS

SMART Indicator: Percentage of students attaining expected learning outcomes.

Calculation: Number of students attaining expected learning outcomes Number

Potential data sources: Student evaluation records

CORE INDICATOR: LONG TERM SUPPLY OF RESOURCES

Quality Dimension: EFFECTIVENESS

SMART Indicator: Percentage of students meeting expectations relating to

Calculation: Number of students meeting participation expectations

Definitions required: Participation: Refers to student performance in relation to standards for

Potential data sources: Student evaluation records

CORE INDICATOR: SATISFACTION THROUGHOUT SERVICE DELIVERY

Quality Dimension: PERSON-CENTREDNESS

QUEST Case Study – Occupational Therapy Education Programme 7

Quality Dimension: SAFETY

Calculation: Count of incidents

Potential data sources: University/course records

CORE INDICATOR: INCIDENTS RESULTING IN HARM

Quality Dimension: SAFETY

SMART Indicator: Number of student withdrawals from course.

Calculation: Count of incidents

Potential data sources: University/course records

QUEST Case Study – Occupational Therapy Education Programme 8

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