Objective : It is to suggest a define the essential competencies for an occupational therapist, as well as clearly defining required tangible and intangible competencies.
Methods : A comprehensive analysis of relevent data (related to occupational therapy competencies), and a draft for Korean occupational therapy essential competencies was drawn up with the acquired and derived results. With an invited group of experts of the field and related professionals, through a workshop setting, modifications and alterations were made.
Results : The final draft consisted of the essential competencies for occupational therapy in Korea, divided into 7 units, 20 elements, and 71 performance criteria. Using the characteristics in the information, if occupational therapy competency evaluation is limited, and only being evaluated through education and national licensing exam, then core occupational therapy competencies should be evaluated through occupational therapist professional attitude, practice, occupational process management, professional development and education, and responsibility and ethics, with the weaker components being attitude, responsibility and ethics, and the representative aspect being overall process management.
Conclusion : A suggestion to establish differentiated curriculums to maximize student’s performance abilities is being made, using the research as a way to introduce educational programs to the shift toward practice centered curriculums.