Administrative patterns in curriculum-clinic interactions.

Abstract

A questionnaire was sent to directors of occupational therapy curricula and faculty members, to directors of occupational therapy clinics and clinicians, to deans of medical schools, and to hospital administrators in order to determine the professional and administrative relationships between occupational therapy academic programs and clinical programs. Results of the survey, analyzed by groups, indicated that informal relationships were prevalent, whereas other relationships were poorly delineated. Strengths and weaknesses of formal and informal relationships are presented. Finally, a model for interaction is proposed.