The oral examination  meets LO 2, 3 and 5 as follows:

LO2 Apply professional reasoning for the selection and administration of appropriate assessment tools to determine the impact of a mental health condition on a person’s occupational performance and to inform treatment planning;

LO3 Integrate principles of occupational justice in the promotion of occupationally-inclusive opportunities for people with mental illness;

LO5 Adopt a practice approach that is trauma-informed, culturally responsive and safe, inclusive for LGBTIQA+ and gender diversity, and neurodiversity-affirming.    

This assessment refers to the brief referral information and description of a client/consumer/patient as a 'case', purely for efficiency in explaining the task requirement.  This assessment is a case-based application of your theoretical knowledge, preparing you for clinical decision-making on practicum and/or in practice settings.  After reading a case summary of a client/consumer/patient referral during a 5-minute perusal screen-shared by the examiner, you will present an oral summary of which assessments/outcome measure/s you will choose for this case, and why.  You will nominate the most appropriate assessment/outcome measure/s, explain what they are, what they measure and how they capture the information you want to understand about the case.  You will then close with how and why this information is important to inform future collaborative goal-setting with the consumer and treatment options.  Where appropriate, you must demonstrate that you have considered an approach that addresses occupational injustice, is trauma-informed, culturally safe, affirming and inclusive.  Your overall approach must reflect the application of the occupational therapy practice model, the Model of Human Occupation, which frames the approach in this OCCT13007 unit. 

This oral examination will involve a student requirement to explain/expand upon/justify your answers, responding to guiding questions from the examiner as required.  These questions will ensure you are able to communicate your rationale, and how you arrived at your clinical conclusions. This examination simulates your experience in clinical supervision during practicum, or as a new graduate, responding to a supervisor about treatment planning and presenting your rationale.   Your oral response and any included answers to examiners will be 10 minutes in total.  The entire oral examination will be 15 minutes online in a Zoom appointment scheduled for you.

Please ensure you are in a private space with no interruptions, good internet connectivity and your camera and microphone in good working order.  You will be scheduled one 15-minute appointment during a Tuesday of term which is allocated to your OCCT13007 studies. This will be the Tuesday of week 7.  

You will be assessed against the following assessment requirements, with a total out of 15 marks:

1. correct and comprehensive selection of the most appropriate assessment/outcome measures for this 'case' (3 marks) 

2. correct understanding of what the assessment measures and why that is important in the case-based application (3 marks) 

3. appreciation of the unique occupational injustices, inclusion or affirming issues, which are communicated effectively to the examiner (3 marks) 

4. effective communication of professional reasoning overall, drawing upon the MOHO to guide decision-making (3 marks) 

5. ability to draw upon unit materials and workshop experiences to respond to examiner questions about rationale  (3 marks) 

A detailed rubric is supplied on Moodle to guide you with this oral examination process and to understand how you will be graded. 

Assessment overview: In student groups, you will deliver a one-hour interactive student-led seminar to other students in your cohort during the assessment intensive day as timetabled for OCCT13007.   As part of this seminar you will develop and provide learning resources (e.g., poster, brochure, tip cards, booklets) for your peers to keep and refer to in the future. Please supply a copy of your chosen learning resource/s to your opposite campus as well (prepare ahead for mailing times) and also to your tutor and unit coordinator. 

Aim of the seminar: The key aim of each seminar is to develop detailed knowledge about a designated area of contemporary mental health practice in occupational therapy and then share that with your peers in an engaging format.  The secondary aim is to produce useful resources for future reference.   These are special topics in addition to lecture content.  There may be some instances in which you refer to lecture content as part of the foundation of your seminar content, and you must cite that accordingly. 

Grouping details: You will undertake this assessment in groups of 3-6 (depending on enrolled numbers), with groups and seminar topics allocated within class during week 1 of term 1.

Seminar details: Each group will aim for 55 minutes total time, inclusive of questions and comments at the end of the seminar. All students must attend all seminars.

Seminar tasks: Seminars should be designed to be a dynamic, engaging learning experience for your peers, with a mix of content delivery and hands-on learning activities. You must complete the following tasks as a group:

1. Perform preliminary research on the allocated seminar topic.

2. Generate a presentation for your student peers which addresses all learning objectives (see individual tasks below). Groups should have five to six learning objectives that are specific, achievable, measurable and realistic. 

3. Include substantial, evidence-based content, and interactive activities for students to consolidate learning and reinforce the learning objectives you have developed.

4. You as a group need to proffer appropriate questions to the class to help you determine if the learning objectives you have decided upon have been met (the teaching team will also be looking for this outcome). 

5. Demonstrate knowledge of the material to respond to questions from the teaching team.

6. Generate learning resources for your peers. These resources will aid the delivery of your subject matter and should be designed so that your peers can keep the resources to refer to in the future. These learning resources are in addition to the teaching resources you may utilise throughout your seminar i.e., they may be a poster, brochure, quizzes, tip cards, booklets, etc.

There is also an individual component within this assessment, and you must complete the following tasks individually:

1. In consultation with your group members, each student will generate one learning objective regarding peer outcomes from the seminar and provide a clear rationale for why that should guide content preparation and delivery within the seminar.

2. There is a template on Moodle to support the completion of this individual component (noted as Appendix A of your assessment document).  Please submit this completed template via Moodle on the morning of the seminar to accompany the group presentation submission.

Summary of what you are submitting to Moodle on the morning of the assessment day: 

1. Individual submission of your template detailing your work in generating the learning objective for the group (Appendix A contains the template).  Please submit in a Word document. 

2. Assign one group member to submit the group PowerPoint presentation.  You are NOT required to submit electronic versions of your learning resources. 

Appendix A 

OCCT13007 Student-led Seminar Assessment 

Individual Component Template 

1) The learning objective I have written to guide the overall seminar is: 

N.B. the learning objective is what you want your peers to achieve by the completion of your seminar

2) My rationale for including this learning objective is as follows (approximately 350 words) and I have collaborated about this with my group: 

3) The readings I have completed to inform my learning objective are listed as follows (please provide the citations for five of your top sources): 

 
Sample Learning Objectives:

Determine the most appropriate application of the MOHO assessments for consumers with schizophrenia across the continuum of care. 

Articulate three main reasons based on the evidence for establishing a sensory room in a community mental health service for young adults. 

Compare and contrast IPS versus traditional work placement methods as a means of achieving steady, meaningful employment in the competitive labour market. 

Choose the occupational therapy outcome measure/s most appropriate for an outpatient setting for adolescents with anxiety impacting their occupational performance and participation. 

The student group presents contemporary evidence-based information in the topic area, informing occupational therapy practice (20 marks)

Evidence of clear application of occupational justice principles, knowledge of relevant guidelines, policies, legislation, and standards, as well as appropriately trauma-informed, culturally responsive, inclusive and affirming content (10 marks)

Effective verbal and visual professional communication of content facilitates peers to meet the stated learning objectives (15 marks)

Learning resources generated (15 marks) 

Teamwork as observed by examiner/s during presentation  (10 marks)

Individual component - generation of learning objective with rationale (10 marks) 

OCCT13007 Online Test Task Description  

The weighting of the online test is 45% of the overall unit grade, and you must pass the online test to pass the unit overall.  All students will be supervised to complete the 60-minute online test. It is a closed book assessment and access to all resources other than the online test itself is prohibited. You are to have no tabs open on your laptop other than the online test page. The online test will occur in Exam Week and will assess content from the term, mapped to the following Learning Outcomes for the unit:

LO1: Articulate evidence-based practice for assessment, consumer-centred goal setting, and intervention to enable occupational performance for people with mental illness

LO2: Apply professional reasoning for the selection and administration of appropriate assessment tools to determine the impact of a mental health condition on a person’s occupational performance and to inform treatment planning

LO4: Articulate the key legislative guidelines, policies, recovery principles and standards that impact on occupational therapy practice in mental health settings.

  The online test will consist of the following categories:

·         Multiple choice

·         True/false

·         Drag and drop words into text 

·         Selection of best responses from a list 

There is no requirement to generate an MSE summary or an Occupational Formulation.  Please focus on your primary lecture material (and accompanying audio), Kahoot quizzes and content we’ve covered in lectures and workshops. There are no questions on the additional/optional resources or the media links in our Moodle tiles. 

It is essential that you arrive before the scheduled start of the online test and set up your internet capable charged laptop. Once the online test has commenced, latecomers will not be admitted to the room. 

Please enter the room and settle before 9am commencement.

We will hand out blank paper to you to write on for the first 15 minutes which is settling time and the opportunity to write notes to yourself from your study preparation. 

Please do not take that brainstorming/settling paperwork with you when you exit.  Please hand it to your online test supervisor when you leave the room.  

The online test will open at 9:15 and all students will be expected to finish at 10:15 am sharp.  Students on accessibility plans may have a slight variation in completion time. 

Please note: as this is an online test with pre-defined correct responses, there is no marking rubric for this assessment task. 

No Assessment Criteria