Development of relational competencies in public occupational therapy programs in Brazil<sup/>

Bregalda, Marília Meyer; Mângia, Elisabete Ferreira

doi:10.1590/2526-8910.ctoAO398338671

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Original Article • Cad. Bras. Ter. Ocup. 33 • 2025 • https://doi.org/10.1590/2526-8910.ctoAO398338672 linkcopy

Development of relational competencies in public occupational therapy programs in Brazil¹

Authorship SCIMAGO INSTITUTIONS RANKINGS

Abstract

Introduction Relational competencies play a central role in the educational processes guided by international propositions for the training and practice of occupational therapists.

Objectives The presented research aimed to analyze the alignment of the curricula of Brazilian public occupational therapy programs with competency-based pedagogy, to understand the development of relational competencies, and to compare Brazilian curricular content with international propositions regarding these aspects.

Method A documentary study was carried out on the pedagogical projects of 20 public occupational therapy programs, along with the application of a semi-structured questionnaire to 62 faculty members.

Results Fifteen projects demonstrate adherence to competency-based pedagogy or the incorporation of its concepts. Relational competencies are part of the professional profile in 15 projects as well, but four of them present a guiding axis regarding the centrality of their development. Most faculty members consider that the program in which they work is guided by this pedagogy and that graduates develop the expected relational competencies, mainly through practical activities. Despite adherence to competency-based pedagogy, the projects show weaknesses, such as the lack of explicit pedagogical affiliation and conceptual imprecision. An initial process of curriculum alignment was identified with the core elements internationally recommended for the development of relationships.

Conclusion International documents and national curricula need to advance in the composition of relational competencies so that they can reflect the uniqueness of the occupational therapist in understanding engagement in occupations as a tool for social transformation and in promoting inclusion and social participation through relationships established with clients and teams.

Keywords:
Occupational Therapy; Health Knowledge; Attitudes; Practice; Competency-Based Education; Professional Competence; Professional-Patient Relations

Descriptive categories and themes	Number⁴	Percentage
A) Relational attitudes
Respect	14	22.6%
Empathy	10	16.1%
Ethical stance	09	14.5%
Self-control	05	8%
Cooperation	05	8%
Afection	04	6.4%
Adaptability	04	6.4%
Sensitivity	04	6.4%
Reflective attitude	04	6.4%
Responsibility	04	6.4%
B) Relational skills
Communication	18	29%
Recognition of limits and potentials	11	17.7%
Understanding the context and demands of clients served	08	12.9%
Conflict mediation	07	11.3%
Care practice	04	6.4%
Problem-solving	04	6.4%
Leadership	03	4.8%
C) Relationship with teams and colleagues	24	38.7%
D) Care strategies
Listening	08	12.9%
Reception	06	9.7%
Building bonds	06	9.7%
E) Customer relations	19	30.6%

Strategies used	Number	Percentage
A) Bringing people served by the services closer, experiences and carrying out interventions in the field of practice	30	48.3%
B) Training processes for the development of relational skills – feedback to students, dialogued classes and reflective activities	27	43.5%
C) Joint planning and discussion of the interventions	20	32.2%
D) Promoting team activities	13	21%
E) Using groups as a teaching and learning process	12	19.3%
F) Theoretical basis	07	11.3%
G) Participatory methodologies	06	9.7%

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Universidade Federal de São Carlos, Departamento de Terapia Ocupacional Rodovia Washington Luis, Km 235, Caixa Postal 676, CEP: , 13565-905, São Carlos, SP - Brasil, Tel.: 55-16-3361-8749 - São Carlos - SP - Brazil
E-mail: cadto@ufscar.br

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[1] Source: own authorship.

Development of relational competencies in public occupational therapy programs in Brazil1

Abstract

Development of relational competencies in public occupational therapy programs in Brazil¹