2024-25 Academic Draft Catalog

Occupational Therapy Doctorate (OTD)

Overview

The Occupational Therapy Doctorate (OTD) program consists of a three-year, entry-level professional graduate program that prepares students to be eligible for licensure and entry into contemporary occupational therapy practice. Our program will graduate clinical scholars with entry-level practice and scholarly skills, integrated to support clinical decision-making for optimal client outcomes. Engagement in advanced practice opportunities in underserved communities will add leadership and advocacy skills for clients and the profession. Our faculty are experts in adult physical dysfunction, pediatrics, geriatrics, mental health, and assistive technology.

Mission

The mission of George Fox University’s OTD program is to graduate a diverse population of occupational therapy practitioners who have the doctoral level skills necessary to maximize patient function through evidence-based, individualized, person centered care.

Our students will be trained clinical scholars who will analyze human occupation and implement science-driven and evidence-based interventions that promote quality of life for the clients whom they serve.

The graduates will contribute to their profession and to a global society through their compassion, competence, professionalism, moral, and ethical standards.

Accreditation

George Fox University’s entry level occupational therapy doctoral degree program has submitted for accreditation by the Accreditation Council for Occupational Therapy Education (ACOTE) of the American Occupational Therapy Association (AOTA), located at 6116 Executive Boulevard, Suite 200, North Bethesda, MD 20852-4929. ACOTE’s telephone number of AOTA is 301-652-AOTA and its web address is acoteonline.org.

The accreditation process consists of a pre-accreditation review, and completion of an on-site evaluation, in order to be granted accreditation status before graduates will be eligible to sit for the national certification examination for the occupational therapist administered by the National Board Certification on Occupational Therapy (NBCOT).

After successful completion of this exam, the individual will be an occupational therapist registered (OTR). Individual states will require licensure in order to practice, however, state licenses are usually based on the results of the NBCOT Certification Examination. Note that a felony conviction may affect a graduate's ability to sit for the NBCOT certification examination or attain state licensure. 

Degree Outcomes

Admission Requirements

  • Bachelor's degree from a regionally accredited institution. A competitive candidate will have an undergraduate degree and prerequisite grade point average of 3.00 or above. Degree and prerequisite(s) may be listed as In Progress.
  • Two professional letters of recommendation. We encourage one recommendation letter from an Occupational therapist. Recommendation letters from friends and family will NOT be accepted. 
  • Observation hours are not required 
  • Interview with the Admissions Committee
  • Applications will only be accepted through the OTCAS system. (To apply, please go to: https://otcas.liaisoncas.com/applicant-ux/#/login  

Transfer Credit

Transfer credits and transfer students from other Occupational therapy programs will be considered on a case-by-case basis.

Graduation Requirements

In order to graduate with an Occupational Therapy Doctorate (OTD) degree students must:

  • Satisfactorily complete a minimum of 120 semester hours with a cumulative GPA of 3.0 or above
  • Achieve no grade lower than C+ in all but 2 courses. See grading policy for further details.

The Occupational Therapy Doctorate program is approximately 2.8 years in length (32 months) with 82 semester hours of didactic coursework required as a minimum for graduation, as well as 24 weeks of full-time clinical internships and 14 weeks of Capstone experience. The first year of the program emphasizes didactic study in the scientific foundations and evidence-based practice in occupational therapy and includes a 6 week introduction to level 1 fieldwork experience interwoven into the clinical courses. Students will integrate their didactic knowledge into clinical practice progressing in complexity as they advance through the program.

Grading

The OTD program reserves the right to determine how it defines professional competence and professional behavior, to establish standards of excellence, and to evaluate students. Semester grades are determined by the instructor's evaluation of the student's daily participation in class, performance on periodic tests, work on research papers and class projects, and achievement on final examinations. The OTD program reserves the right to decline or withdraw a student’s admission if the student’s mental health status indicates that such action is essential for the safety of fellow students, faculty, administrative staff, or patients. The OTD program uses the following percentages for grade determination:

A = 93-100%, A- = 90-92%, B+ = 87-89%, B = 83-86%, B- = 80-82%, C+ = 77-79%, C = 73-76%, C- = 72-70%, D = 60-69%, F = 59% or below, P = pass, NP = no pass, I = incomplete.

An incomplete (“I”) is given when the student is performing satisfactorily but there may be circumstances beyond the student’s control which resulted in the student not completing all of the assignments within the allotted time. If the incomplete work is not completed in the timeframe outlined by the faculty, the grade will be replaced with an “F”. Students cannot progress to the next sequenced course until the “I” is replaced with a passing grade.  If circumstances arise such that the student is unable to complete the semester they must either apply for a leave of absence, withdraw, or be dismissed

Course grades of D and F are unacceptable and cannot be included as graduate credit and may result in immediate dismissal from the program. Students may appeal grades through the university’s academic appeals process. A student will be also dismissed from the program for the following reasons:

  1. Repeating more than one clinical affiliation
  2. Failure to achieve a minimum cumulative GPA of 3.0 by the end of the final semester

Clinical Grading

The AFWC (Academic Fieldwork Coordinator) and DCC (Doctoral Capstone Coordinator) will assign a grade of “Pass, No Pass or Incomplete” to the Fieldwork Experience and Doctoral Capstone Experience courses. Students are expected to “Pass” the performance by the end of each clinical experience.

Progression and Academic Standing

Students are expected to maintain continuous enrollment throughout the program. For continued matriculation, promotion, and graduation, Occupational Therapy Doctorate students must maintain an average GPA of 3.0. If a student’s GPA falls below 3.0, the student will be placed on academic warning and the Program Director and faculty will consider the student’s potential for continued success. The faculty and Program Director will make recommendations to the course of action to the Dean of the College of Behavioral and Health Sciences. If a student receives a C or C- in a single course, the student will be required to meet with their academic advisor for counseling and/or remediation. If a student receives a C or C- in two designated courses, that student will be subject to academic warning and remediation. The remediation process could take the form of extra written work, retaking examinations (written or lab), or to retaking the course at the consent of the Program Director and faculty. In all circumstances, counseling between the student and academic advisor will be necessary to establish avenues to improve future performance. If a student receives a C or C- in three designated courses, that student may be subject to dismissal.

If a student is not in good academic standing, they may be placed on academic probation or warning, and a recommended course of action for the individual will be made by the Program Director and faculty.  Students will remain on academic probation until the deficiency is corrected. Once corrected, the student will be considered in good academic standing.

Should a student fail a fieldwork or capstone experience, they must remediate the failed fieldwork or capstone experience before progressing on to the next more advanced experience. Remediation programs specific to the fieldwork or capstone experience are designed and implemented on a case by case basis and are determined by the circumstances that led to the failure. The AFWC, DCC, Program Director and faculty will decide the most appropriate remediation activity that may include instruction in clinical skills under direct supervision of faculty.

Unprofessional conduct will be remediated through review, oral and written testing on the code of ethics and standards of conduct, mentoring with the students’ advisor or other designated faculty, and/or training with faculty or professionals with applicable competency.

Leave of absence

If a student must take a leave of absence from the program due to an illness, accident, or other substantial reason that impairs their ability to continue course work at that time, all incomplete coursework must be completed within two years from the date of their original start. If they are unable to complete the program in that time frame, they will be dismissed from the program..

Remediation

Academic remediation and probation will be assessed each semester or more frequently as needed. The determination of a plan to resolve the deficiencies will be developed by the Program Director and faculty. If a student is at risk for dismissal, the faculty and Program Director will make the final determination. The student’s advisor or Program Director is to notify the student of the concern regarding performance and plan of action for remediation.  Scholastic dishonesty (cheating, falsifying, misrepresentation or plagiarism) are also grounds for academic probation or dismissal from the program.

Upon completion of the remediation activity, the Program Director and faculty will review the results and determine the outcome of the remediation process. Successful completion of the remediation activity will result in restoration of good academic standing, and a new grade will be assigned. Unsuccessful completion may result in retaking the class, reassignment to another cohort, or dismissal.

Fieldwork/Capstone Rotations

A significant part of the program consists of a combination of integrated clinical experiences by way of full time fieldwork rotations and capstone experience over over 38 weeks.  Students should be prepared to participate in clinical internships outside of the Portland metropolitan area during the clinical education portion of the program. During these out-of-area fieldwork experiences (as well as capstone placements), students are responsible for living and transportation expenses.

Curriculum Plan

Complete the following:
This class introduces principles and techniques of basic patient care, therapeutic communication and touch, and inter-professional collaboration skills.
This class applies known human anatomy to occupational performance. Covers assessments related to palpation, muscle testing and goniometry, with a focus on analyzing the impact of dysfunction to occupational performance.
This class introduces typical occupational activities that individuals and groups engage in throughout the lifespan. Topics include discussion of developmental stages and how occupations are influenced by changes, normal and atypical.
This course combines instruction in clinical problem solving and critical thinking to introduce evidence-informed skills of practice: logic, problem synthesis, hypothesis generation, reflective-practice and decision-making. Includes analysis of evidence and research design.
This course examines the historical foundation and philosophical base of occupational therapy. The profession’s core values and code of ethics are introduced. The Occupational Practice Framework is examined, with a focus on occupations, client factors, performance skills, and the influences and effects that environment, context and performance patterns have on persons, groups and populations. Explores the importance of lifelong learning in developing professional behavior and communication skills.
This course focuses on the development of writing and reasoning skills related to research planning and design. Skills progress through an evaluation of existing research to developing a scholarly project/study, inclusive of understanding the components of an IRB proposal and sound research plan. The course includes participation in a doctoral seminar for the OTD students. Prerequisite: OTDR 513 Evidence Informed Practice
This course examines the Occupational Practice Framework, with emphasis on the components of evaluation, intervention and target outcomes. Explores the service delivery settings, frames of reference and models which guide occupational therapy treatment. Explores various professions that work on health care teams with occupational therapists. Ethical considerations in regard to treatment and documentation within the healthcare system are explored. An experiential lab component integrating foundational concepts in varied community settings is included. The course includes participation in a doctoral seminar for OTD students
Selected medical conditions throughout the lifespan and how they impact occupational performance are discussed. Diagnosis, clinical features and medical treatment, including pharmacology, are reviewed. Case studies, student presentations of evidence-based articles on medical management, and hands-on practice of appropriate diagnostic assessments are included.
This class focuses on foundational knowledge regarding kinesiology and movement task analysis. Includes presentation of historical and contemporary motor control theories to synthesize how occupation-based treatment is influenced and supported by motor control principles Prerequisite: OTDR 511 Anatomy Applied to Occupation
This class focuses on foundations of neuroanatomy and neurophysiology and their applications to neurological conditions seen in clinical practice.
This course introduces a variety of assistive technology devices with application throughout the lifespan. Universal design and environmental modifications are explored in depth. Focuses on the role of the occupational therapists’ use of technology to assist and prepare a client for independence in occupational engagement and performance.¿
This course focuses on ways to promote health and wellness through behavioral change and identification of barriers to change. Health promotion planning will include individual, group and population-based interventions. Examines risk behaviors that can compromise health throughout the lifespan. Applications to clinic/home/community situations and participation in selected complementary and alternative health interventions are included.
This course presents the theory and evidence-based clinical application of physical agent modalities, orthotics and prosthetics, and emphasizes principles of differential diagnosis and wound/tissue healing when selecting and applying the appropriate physical agent modality. Focuses on the design and application of orthotic devices to enhance occupational performance and participation.
Integrate knowledge of delivery models, policies, and systems related to various current and emerging practice settings. Make clinical decisions through application and synthesis of theory and evidence-based reasoning for individuals and populations.
This course presents the theory and rationale of competency-based assessments and interventions for physical, developmental, sensory integrative, perceptual/cognitive, and psychosocial dysfunctions as it applies to early lifespan development. Applies pediatric frames of reference to specific problems, including gross, fine and oral-motor skills; behavioral and social issues, handwriting, sensory integrative, visual, cognitive, and psychosocial problems within the framework of the multicultural family. Fieldwork Level I experience will integrate course content and clinical application. This course includes participation in a doctoral seminar for OTD students
This class presents the theory and rationale of competency and evidence-based OT assessment and intervention for psychosocial dysfunctions across the lifespan. Examines community-based settings, life-style redesign, and therapeutic use of self. Level I fieldwork experiences enable students to observe, integrate and apply concepts of the course in clinical situations. The course includes participation in a doctoral seminar for OTD students.
This class focuses on the development, integration and implementation of data-collection skills and the evaluation of the quality and equity of data related to research design and methodology. The course includes participation in a doctoral seminar for the OTD students. Prerequisite: OTDR 521 Scholarly Design
Complete the following:
This course presents the theory and evidence-based clinical application of physical agent modalities, orthotics and prosthetics, and emphasizes principles of differential diagnosis and wound/tissue healing when selecting and applying the appropriate physical agent modality. Focuses on the design and application of orthotic devices to enhance occupational performance and participation.
The first of two off-campus fieldwork experiences, this course places an emphasis on the application of occupational therapy theory and skills acquired in the didactic coursework to a clinical setting. Students will demonstrate entry-level competency and standards of practice within this practice area. Weekly online interaction with faculty facilitates student learning through reflective practice.
This course is the second of two off-campus fieldwork experiences, with an emphasis on the application of occupational therapy theory and skills mastered in IIA in a different clinical setting. Students will demonstrate entry-level competency and standards of practice within this second practice area. Includes weekly online interaction with faculty to facilitate student learning through reflective practice. Prerequisites: Successful completion of OTDR 550 Fieldwork IIA
This course covers the application of managerial and administrative principles to rehabilitation services within a changing healthcare environment and the impact upon the delivery of services in a variety of practice settings. Primary topics addressed include: organizational and legal structures, supervision and management, quality assurance, fiscal management, human resources, collaboration and team functions, and marketing.
Plan and participate in professional development, leadership, and advocacy opportunities related to current and emerging practice areas including interprofessional practice. Compose a scholarly report identifying, adapting, or developing new strategies to address occupational therapy’s ability to respond to society’s changing needs.
This course presents the theory and rationale of evidence-based assessment and intervention for physical, developmental, perceptual/cognitive, and psychosocial and neurological dysfunctions as it applies to middle lifespan. Fieldwork Level I experience will integrate course content and clinical application. This course includes participation in a doctoral seminar for OTD students. 
This course presents the theory, rationale and evidence supporting assessments and interventions with aging adults, including physical, perceptual/cognitive, and psychosocial dysfunctions as it applies to late lifespan. Fieldwork Level I experience will integrate course content with clinical application. This course includes participation in a doctoral seminar for OTD students.
In this class, students will collaborate and reflect on issues related to clinical practice, including service delivery, supervision, and ethical considerations across a variety of practice settings. They will participate in scholarly inquiry to reinforce evidence-based practice and support knowledge translation.
In this course students will develop professional development plans appropriate for individual use based upon self-assessment reflection and future career goals. They will continue scholarly inquiry toward capstone projects and exploration of experiential application of project ideas.
Complete the following:
This course explores the spectrum of “scholarship” (discovery of new knowledge; development of new technologies, methods, materials, or uses; and the integration of knowledge leading to new understanding) and its relationship to clinical practice.It addresses the importance of generating knowledge that is responsive to the priorities of society, consumers and clinicians, and which explicitly supports and advances clinical practice. Students will explore the literature to identify their profession’s research priorities as well as best practices in clinically focused scholarship. The emphasis of this course is to instill in students the importance of developing collaborative relationships to promote scholarship in support of practice. Prerequisite: OTDR 634 Scholarly Implementation and Dissemination
Students will defend the proposal of their doctoral pilot project that they will complete while on residency. They will incorporate feedback from the defense into a final project submission for committee approval. Students will take the NBCOT preparation examination, and they must pass an oral comprehensive exam as part of this course prior to starting residency.
This course provides students with the opportunity to apply leadership strategies needed to shape the role of occupational therapy in our national healthcare delivery system. Reflection, critique and self-directed learning are used to enhance students’ leadership skills. Principles and importance of advocacy are presented as essential for individual and professional growth.
Faculty will assist students in the development of a memorandum of understanding (MOU) between the resident mentor and the student. The MOU will include a method of evaluating performance during the residency that is based on individualized learning objectives.
The residency experience offers an opportunity to advance occupational therapy skills through an in-depth mentorship experience. Mentors will be individuals with expertise consistent (SME/subject matter experts) with the student's selected area of focus. This residency experience will be designed to advance clinical practice skills, research, administration, leadership, advocacy, education or program, policy, or theory development. Prerequisite: Successful completion of OTDR 673 Residency 1 Experiential Comp