Book Review: The Entry Level Occupational Therapy Doctoral Capstone: A Framework for the Experience and the Project; 2nd Edition (2026)

The need for gerontic occupational therapists is increasing as the number of elders increases. The practice of including gerontologic content in occupational therapy entry-level curricula is relatively new. This article provides a rationale for including gerontologic content in entry-level occupational therapy curricula and presents the results of a brief survey conducted in November 1990 of all accredited and developing entry-level professional occupational therapy programs in the United States. Seventy-one percent of the entry-level programs responded. All of the responding programs included some gerontologic content in their curricula, and 82% of the responding programs indicated that the amount of gerontologic content in the required curriculum had increased in the past 5 years. Other gerontologic elements examined were courses offered and topics included in entry-level curricula, textbooks used, and gerontic fieldwork requirements.

The Accreditation Council for Occupational Therapy Education (ACOTE) requires programs to instruct entry-level occupational therapy (OT) and occupational therapy assistant (OTA) students in technology that may include electronic documentation systems, distance communication, virtual environments, and telehealth (standard B1.8). At this time, there are no publications describing if and how electronic health record (EHR) instruction is implemented in entry-level OT and OTA programs. The purpose of this study is to investigate awareness and use of EHRs in entry-level OT and OTA curricula. Respondents from 76 nationally accredited entry-level programs (two OT doctoral, 24 OT masters, two OT combined bachelors/masters, and 48 OTA) completed a survey. The findings showed inconsistent and incomplete EHR instruction in entry-level OT and OTA education. This study provides a baseline for investigating best practices in EHR education for entry-level OT and OTA students.

There has been a lack of empirical information regarding anatomy education for occupational therapists (OTs). Insufficient anatomy education can result in underprepared entry-level OTs, who may then produce increased practice errors and reduced patient care. The objective of this study was to investigate how human gross anatomy was taught in entry-level occupational therapy programs throughout the United States and evaluate faculty perspectives on its teaching. A mixed-methods survey was sent to the directors of entry-level occupational therapy programs in the United States. Survey responses were compiled to best represent the current occupational therapy education environment. Ten of sixty-eight participating programs did not teach anatomy as a part of their standard occupational therapy curriculum. Of the programs that featured entry-level occupational therapy anatomy courses, the majority were taught by either a non-clinician anatomist or an OT without specialized anatomy training in a region-based, standalone anatomy course during the first semester. In most programs, anatomy was taught to only occupational therapy students using lecture, models/plastination, and/or prosection. Teaching tools, methods, faculty, and programmatic factors were perceived as contributing to program strengths. The design, resources, and faculty involved in the occupational therapy anatomy course may negatively impact the perceived quality of an occupational therapy anatomy program and its students. Participants identified several consequences of insufficient anatomy preparedness, including academic, clinical reasoning, treatment skills, patient care, and professional identity concerns. Occupational therapy educators may want to be aware of the current climate of occupational therapy anatomy education in the United States when designing entry-level occupational therapy anatomy curricula.

The purpose of this sequential mixed methods study was to describe current educational practices for teaching entry level occupational therapy students concepts and skills related to the therapeutic use of self. Survey data related to course content and pedagogy were provided by faculty from 39 randomly selected entry level occupational therapy programs. Telephone interviews and course description reviews supplemented the survey. Therapeutic use of self was deemed fundamental to entry level education. Course content related to establishing the therapeutic relationship was most consistently addressed; content related to dealing with conflict was least often included. Instructional methods were typically passive and often implicit. Although therapeutic use of self was regarded as fundamental to entry level education, the content and methodology were limited in scope and depth. Suggestions for improvement are presented.

Mental health has been identified as a priority practice area for occupational therapy. However, recent research suggests that the number of occupational therapy practitioners working in mental health is declining. The purpose of this survey research study was to examine the extent to which occupational therapy (OT) and occupational therapy assistant (OTA) programs include mental health topics in their curricula. A link to an on-line survey was sent to program directors of OT and OTA programs in the United States. A total of 105 programs fully completed the survey (33% response rate). All of the respondents (n=105) reported that their curricula included content related to adult mental health conditions and interventions and 98.1% (n=103) included content related to 11 child and adolescent mental health conditions. Programs varied in how explicitly they focused on specific intervention strategies to support or improve mental health. Focused pre-service curricular content and intentional fieldwork experiences may help to ensure that OT practitioners are inducted into mental health settings and equipped to meet practice demands. Entry-level OT and OTA programs cover a broad range of mental health-related topics. More research is needed to understand why some topics are included in curricula at greater rates than others.

Black/African American students account for 6.5% of the enrollment in entry-level occupational therapy (OT) and occupational therapy assistant (OTA) programs (AOTA, 2019). OT and OTA programs serve as the entry point to increasing diversity in the profession and contribute to a diverse healthcare workforce. Limited research exists that offers insight into the experiences of minority students enrolled in OT and OTA programs. The purpose of this study was to explore the academic experiences of Black/African American students enrolled in entry-level OT and OTA programs to identify supports and barriers in the educational experience. Eligible participants were asked to complete an anonymous survey that explored the experiences in the recruitment and admissions processes, interactions with faculty and peers, and other factors that influenced their learning experience. 124 respondents completed the nationwide survey. The respondents listed faculty and staff support, the use of diverse learning materials, and a supportive fieldwork environment as very important to a positive educational experience. A lack of faculty and staff support, financial concerns, and level of comfort sharing their life and cultural perspectives with classmates were listed as barriers to the educational experience. Results of this study provide insight on important factors that affect the student learning experience and can inform OT and OTA programs about potential areas of strength and identify areas of need to develop learning environments that encourage supportive and inclusive experiences for the next generation of OT practitioners.

This replication study investigated what changes, if any, occurred in the education of entry-level occupational therapy students relative to assistive technology between 1989 and 1994-1995. A questionnaire was mailed to all entry-level occupational therapy programs in the United States (N = 79). The response rate was 88.6% (n = 70). Results were compared with those of a similar survey that examined the same issues in 1989. Assistive technology education had increased from 1989 to 1994-1995 in 11 identified areas. The highest increases were found in environmental access and robotics, sensory aids, augmentative communication, and prosthetics and orthotics. Only 10% of the respondent programs had less than 20 hours of assistive technology education compared with 50% in the earlier study. Thirty (43%) programs included one or more technology courses in the curriculum compared with 17 (29%) in 1989, and 62 (89%) programs included assistive technology content in lectures or units throughout the curriculum compared with 32 (54%) in 1989. Occupational therapy educators are placing more emphasis on assistive technology education than they did in 1989 and are learning the skills to teach this content. If this trend continues, we will see assistive technology content taught in all occupational therapy programs in the next millennium.

Background: Due to the global novel coronavirus disease 2019 (COVID-19) pandemic, many students in entry-level occupational therapy programs faced changes to their daily roles, habits, and routines. To understand beliefs about OT practitioner roles in a public health crisis, a cross-sectional study was designed to understand occupational therapy students (OTS) and occupational therapy assistant students (OTAS) volunteer activities during the COVID-19 pandemic. Methods: A survey was developed and distributed in April 2020, and closed after five weeks. Quantitative data was analyzed in Statistical Package for Social Sciences (Version 27) and open response data was categorized in Microsoft Excel. Results: Respondents included students from entry-level OT/OTA accredited programs such as occupational therapy doctorate, entry level master’s, bachelor’s to master’s and occupational therapy assistant (n=853, 2.8% of OTS/OTAS population). Nearly all respondents endorsed that OT practitioners have at least one role during a crisis (n=851, 99.8%) and after a crisis (n=848, 99.4%) like COVID-19. A minority of students volunteered in response to COVID-19 (n=60, 7.0%). Volunteer activities addressed clinical work, food insecurity, loneliness, social justice, healthcare workers, COVID-19 transmission, and personal protective equipment. Inspirations for volunteering included altruism, justice, personal responsibility, changes to routines, calls to action, and fulfilling obligations. Discussion: It is hoped that this study serves as a springboard for future research related to the OTS/OTAS response to COVID-19. Educators can prepare students for future public health emergencies by exposing them to information regarding OT’s role in disaster management.

The Occupational Therapy Practice Framework: Domain and Process identifies work as an area of occupation that has long been recognized by the profession as an area of practice. This study identified how entry-level professional occupational therapy programs meet educational standards required by the Accreditation Council for Occupational Therapy Education for educational programs. Standards identified were those that relate to the area of work and industry practice. One hundred and sixty-seven program directors were invited to participate in a survey directed at work and industry occupational therapy practice. Items on the survey related to content taught in their entry-level occupational therapy programs. Sixty-eight programs (47%) participated. The results showed 40 out of 68 respondents (58.82%) indicated not enough time spent on work and industry content in their curriculum. No respondents indicated too much time is spent on this content. The other 41.18% reported there was enough time for this content in their curricula. It is important that work and industry content is adequately covered in the curricula of entry-level occupational therapy professional programs to prepare students for this area of practice. This study provides a foundation for future research related to professional occupational therapy education as it relates to work and industry practice.

The passing of Resolution J in 1998 in the USA mandated that entry into the profession be at the post baccalaureate level as of January 1, 2007. Several occupational therapy programs have started to offer entry level Doctor of Occupational Therapy (OTD) degree. The arrival of this clinical doctorate was not without questions. Much of the confusion and discussion has been impacted by a limited understanding of this new degree. Using the case of the OTD at Creighton University, we provide an overview of the entry level OTD program in USA. We particularly describe the brief history, program goals and the curriculum of the entry level OTD program at Creighton and examine its graduate outcomes. Challenges and future development of the OTD programs at Creighton University as well as in the USA are discussed. It is hoped that such an illustration will offer guidance and inspiration to others in the national and international communities to develop or refine similar occupational therapy educational programs.

Sleep is a foundational occupation in the Occupational Therapy Practice Framework: Domain and Process (2nd ed.), yet little is known about how occupational therapists assess and address sleep in practice. To survey practicing occupational therapists' comfort with their level of knowledge about sleep, how they are assessing and addressing sleep in clinical practice, and the amount of sleep-related education they have received. Cross-sectional survey study. Electronic survey. Practicing occupational therapists were invited to participate in November 2020. Survey invitations were sent via email targeting occupational therapists serving as clinical instructors. The survey consisted of 41 items assessing comfort with sleep knowledge, occupation of sleep, and sleep education received. This survey was modified from a previous survey and tailored to the occupational therapy profession. A total of 169 occupational therapists completed the survey. Most (87%) agreed that sleep was an occupation, but only 44% evaluated their clients' sleep, and 30% established treatment goals pertaining to sleep. In addition, 66% reported not receiving education about sleep in their entry-level occupational therapy program, and 78% reported receiving no continuing education about sleep in the past 2 yr. Most (92%) reported that occupational therapists should be better prepared to evaluate and treat sleep after graduation. Most occupational therapists identified sleep as an area of occupation but had limited knowledge of how to assess and address sleep in practice. Entry-level occupational therapy education programs must enhance sleep-related curricula, and continuing education programs tailored to sleep issues within occupational therapists' practice are needed. What This Article Adds: The results of this study indicate gaps in occupational therapists' knowledge regarding how best to assess and treat sleep problems. We offer next steps to improve the profession's capacity to address the occupation of sleep.

By the year 2020, 20% of the Canadian population is expected to be over the age of 65 (Statistics Canada, 1997). It is important that future clinicians are prepared to meet the increased demand for occupational therapy services by older adults. The purpose of this study was to examine the present status of gerontological content within Canadian occupational therapy programs. A survey was sent out to all twelve entry-level occupational therapy university programs in Canada via electronic mail. This survey asked questions about the programs' focus on gerontological content within their coursework and clinical fieldwork. All ten responding programs indicated that they had gerontological content within their curricula. However, the amount and content varied throughout the programs.

Client education is a major component of everyday health care practice. Entry-level occupational therapy (OT) accreditation standards require educators to teach students how to demonstrate the ability to educate clients, family, caregivers, and significant others to facilitate their skills related to personal occupations. Although these standards are a necessity, entry-level programs are not required to teach students the teaching methodologies that support human learning. However, the educational standards do require students to apply the principles of teaching and learning processes. This project explored the evidence in teaching and learning strategies and how these were introduced to OT students during their program. Faculty from the School of Occupational Therapy and School of Education developed a module for entry-level OT students. Data analysis found that students were able to benefit from the additional information on teaching and learning theory.

Purpose: This study explored the administration of goal attainment scaling (GAS) by entry-level occupational therapy (OT) students, examining their competency following minimal training. While GAS is valuable for measuring progress toward individualized client goals, its implementation requires specific skills and training that may challenge entry-level practitioners. Method: Using retrospective data from a study of sensory garments' effects on children with autism spectrum disorder (ASD), we analyzed GAS administration by five entry-level OT students. Students received both indirect training through their curriculum and 3 h of direct research-specific preparation. Using a modified version of the GAS checklist, we evaluated students' competency through video recordings of GAS administration sessions and written GAS. Results: Analysis revealed variable competency levels among students. While overall performance met 82.4% of checklist criteria, individual student competency varied considerably (54.5%-95.4%). Three of five students achieved the established 75% competency threshold. Students consistently met criteria for conceptual goal construction and timeframe specification but struggled with maintaining single dimensions of change and specifying observable behaviors. Conclusions: Entry-level OT students demonstrated varying levels of competency in GAS administration following minimal training. Our findings suggest the need for more comprehensive training in specific aspects of GAS, particularly in scale construction and behavioral specification. These results have important implications for how OT programs prepare students to implement GAS in clinical practice.

Purpose:This study aimed to test the construct validity of an instrument to measure student professional behaviors in entry-level occupational therapy (OT) students in the academic setting.Methods:A total of 718 students from 37 OT programs across the United States answered a self-assessment survey of professional behavior that we developed. The survey consisted of ranking 28 attributes, each on a 5-point Likert scale. A split-sample approach was used for exploratory and then confirmatory factor analysis.Results:A three-factor solution with nine items was extracted using exploratory factor analysis [EFA] (n=430, 60%). The factors were ‘Commitment to Learning’ (2 items), ‘Skills for Learning’ (4 items), and ‘Cultural Competence’ (3 items). Confirmatory factor analysis (CFA) on the validation split (n=288, 40%) indicated fair fit for this three-factor model (fit indices: CFI=0.96, RMSEA=0.06, and SRMR=0.05). Internal consistency reliability estimates of each factor and the instrument ranged from 0.63 to 0.79.Conclusion:Results of the CFA in a separate validation dataset provided robust measures of goodness-of-fit for the three-factor solution developed in the EFA, and indicated that the three-factor model fitted the data well enough. Therefore, we can conclude that this student professional behavior evaluation instrument is a structurally validated tool to measure professional behaviors reported by entry-level OT students. The internal consistency reliability of each individual factor and the whole instrument was considered to be adequate to good.