世界職能治療師聯盟強調「職能」是職能治療師養成教育課程的核心，以培養出有能力提供以職能為焦點的服務之職能治療師。然而國內職能治療長期面臨著理論與實務之間存在著落差的困境。本研究以全國十所大專職能治療系（科）之師生及臨床教師為對象，採用問卷調查、舉辦全國職能治療教育論壇以及職能治療教育高峰會議等方法，以了解目前我國職能治療養成教育課程與教學情況、認知學徒制及以情境為基礎的教學法之適用性，以及職能治療人力與不同學制等議題的共識。結果發現，學校教師普遍認為職能治療課程與教學是以職能為基礎，臨床教師也認為其在臨床實務及指導學生臨床實習時是以職能為基礎。然而學生的評分卻較學校教師及臨床教師為低。此結果顯示學校教師、臨床教師與學生三方，對於「以職能為基礎的課程與教學」之認知存在著歧異。對於職能治療人力、專業發展與學制亦討論出多項具體建議。

The World Federation of Occupational Therapists (WFOT) emphasizes the importance of “occupation” being the core of occupational therapy (OT) education in order to equip new occupational therapists to provide occupation-based services. However, there has long been a discrepancy between the theoretical basis and clinical practice. This study surveyed the educators and fieldwork students from 10 OT education programs nationwide through questionnaires and held educational forum and summit. The purpose of this study was to gather information about the current status of OT education program and man power as well as to investigate the feasibility of cognitive apprenticeship and context-based teaching. The results of this study showed that OT educators and fieldwork instructors reported that they applied “occupation” as the basis of curriculum design and clinical practice. However, OT fieldwork students rated lower than teachers and fieldwork instructors in the some of the questions, suggesting a discrepancy among the program educators, clinical instructors and OT students regarding the extent that OT education utilized “occupation” as focus. Constructive suggestions regarding OT manpower, professional development and curriculum design are also raised up during the forum and summit.