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DOCTORATE

Doctor of Occupational Therapy (Entry-Level) · OTD

Hybrid (Primarily Online) | 8 semesters

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Curriculum

The OTD program is delivered via a limited residency model, with both online and onsite components. Students will be on campus two times each semester during the 6th and 14th weeks, during semesters 1-4, and 7.  OTD students will experience a thorough curriculum consisting of didactic and experiential (fieldwork/doctoral capstone) courses to be completed for two and a half years in a semester (16 weeks each) format. There are a total of 105 credit hours required for the successful completion of the program, including the credits earned via five fieldwork experiences and the doctoral capstone project and experience.

The OTD program has integrated the fieldwork experience into the curriculum to allow the students to have diverse clinical experiences and to incorporate new knowledge they have learned from their didactic courses. OTD students will complete three Level I (1 week) fieldwork experiences during semesters 2-4 and two Level II (12 weeks) fieldwork experiences during semesters 5 & 6).

The OTD program curriculum is designed to inherently support the design and development of the doctoral capstone experience and project. The doctoral capstone experience (DCE) aims to develop occupational therapists with advanced skills beyond a generalist level through a 14-week experience (semester 8). OTD students develop and implement their doctoral capstone project starting (semesters 4-8).

In the final semester (semester 8), OTD students will be required to complete and pass the Doctoral Capstone Artifact Presentation and Defense. Successful completion of all aspects of the Doctoral Capstone Project and Experiences is a requirement for program completion and degree conferral. OTD students will also take a practice Occupational Therapy Knowledge Examination, which will provide feedback and prepare them for the National Board for Certification in Occupational Therapy (NBCOT) exam, after they graduate from the program.

Curriculum PDF
Sample Intensive Learning Week Schedule
Sample Weekly Schedule

Core Courses

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Course

Credits

This course will seek an in-depth exploration and practice regarding the mechanics, design and construction of case series and single subject research designs in a healthcare environment. Students will develop and submit a single subject/case series research design related to individual dissertation topics or to relevant clinical questions.

Faculty-directed clinical, basic, or applied research practicum, which may include but not limited to review of literature preparation, human subjects committee proposal development, data collection, and presentation/manuscript preparation. Graded Pass/Fail.

The students will learn and integrate the foundational and historical aspects of the profession of occupational therapy, including theories, models and frames of references, and Occupational Therapy Practice Framework, that guide the scope of practice, assessment and intervention, regulation, and reimbursement. Further, the students will appreciate the guiding documents for occupational therapy practice in the United States. The students will explore the integral relationship between occupation and occupational science. Further the students will appreciate occupational therapy’s domain and processes across various contexts and populations (individuals, groups, populations) through exploration of the guiding documents for occupational therapy practice in the United States.

This course will engage students in the study of human anatomical structures related to goal-directed movement supports active engagement in meaningful occupations. Students will gain an understanding of clinical anatomy using a regional approach to the study of structures aided by specimens, models, and multimedia teaching methodology.

This course is an introduction to Neuroscience and is designed to develop the students’ understanding of the relationship between neuronal structure and function. The course presents information relevant to an understanding of the fundamental concepts in clinical and basic neuroscience. This course provides the students with the foundation for further study of the basic function of the nervous system and a background for practical study in the interpretation of signs, symptoms and presentation of neurological disorders. Further studentswill learn introductory neurological examinations (cranial nerve testing, sensation testing, and other clinical exams) in the context of activity and occupation, emphasizing the functional considerations for neuroscience in clinical practice.
This course involves the analysis of normal and pathological movement of the human body. Concepts related to normal and abnormal biomechanics, kinesiology, arthrokinematics, and osteokinematics are applied to the joints of the body as well as deformable tissues. Concepts of movement are applied to functional movement and tasks that support engagement in meaningful occupations. The students evaluate strength, motion, and posture in the context of activity and occupation.
The students will explore the role occupation plays in human development, survival, health, and well-being, through assigned readings, class discussion, and individual and group learning activities. Students examine occupational performance across the lifespan and how numerous variables affect occupational performance including temporal, environmental, and social/cultural factors. The students will gain the foundational understanding of human development, including theories and typical developmental progressions across the lifespan, to enhance occupational analysis and professional reasoning throughout the occupational therapy process. Finally, the student learns to analyze occupational performance through a systemized approach to activity analysis.

This course allows the students to explore the foundations associated with designing, promoting, and leading a healthcare organization. The course will offer instruction regarding the following principles: financial planning, budgeting, marketing/branding, strategic planning, space designing, and core principles associated with developing and or leading a healthcare organization. The students will utilize current best evidence and clinical practice guidelines in establishing business planning principles for owning or operating a healthcare organization. Students will engage in critical reasoning within forum discussions and through the development of an executive business summary.

This course provides the students with an in-depth exploration of the intricate relationship between culture and occupation. Occupations are life-sustaining, purposeful, and meaningful. Students will critically examine how cultural values, beliefs, customs, and practices influence occupational engagement, participation, and identity across the lifespan of diverse populations. The course focuses on cultural humility, emphasizing the application of cultural sensitivity and responsiveness to clinical practice, communication skills, advocacy, and research within occupational therapy.
This course explores the clinical developmental conditions causing childhood and adolescent impairments and disabilities (physical, neurological, and psychosocial). The Content and dates are subject to change. Last updated: June 25, 2024 9 students will gain emerging professional reasoning for analyzing the impact of the associated occupational performance limitations on childhood occupations and community participation. The course will review etiology and clinical features, diagnostic considerations, medical management, and intervention features from the occupational therapy lens of a medical model, a holistic perspective and the social determinants of health. Students will utilize evidence-based decision-making and clinical reasoning necessary to practice with these special populations.
This course raises awareness of important policy, legal and ethical issues affecting the domain and process of occupational therapy. The course examines evidence supporting ways to advocate for others as leaders in traditional and emerging areas of practice and to self-advocate to function within an ethical decision-making framework. Emphasis is placed upon a) gaining awareness of efforts to empower clients [i.e., person, population or organization] to seek and obtain resources to fully participate in occupations, b) exploring methods to influence policy change and c) examining strategies to identify, manage and reduce risk of legal and professional ethical problems.
This course explores the evaluation of occupational performance, performance components, and occupational environments among children and youth. The course incorporates the occupational therapy process, including screening, assessment, evaluation, and intervention planning across traditional and emerging pediatric settings. The course explores aspects of typical and atypical development across childhood and adolescence, focusing on occupational performance, performance skills, and occupational environments rehabilitation or habilitation among children and youth. Students will be introduced to occupation-based assessments and evidence-based interventions for children and youth including sensory integration, motor learning, cognitive, and behavioral approaches. The primary focus is on occupation-based program/intervention planning for pediatric-specific occupations including play, feeding and eating, and educational performance. Students will utilize evidence-based decision-making and clinical reasoning necessary to practice with these special populations across pediatric practice settings.
This course introduces the students to qualitative research methods and their applications to problems and phenomena in healthcare. Emphasis is placed on the appropriate use and differences of qualitative methods, their philosophical underpinnings, and their application to clinical issues. Students are introduced to mixed methods designs in preparation for Scholarly Inquiry II. This course reviews effective literature search methodologies for identifying and critically appraising scholarly evidence, PubMed, Index Medicus, other search methodologies, the American Psychological Association editorial format, the composition of a scientific/professional manuscript, and the style of Scientific/professional writing, its construction, and formats.
This course provides an overview of quantitative research design from the perspective of the hierarchy of levels of evidence. Students will examine common designs of studies regarding problem statements, question formulation, methodological features, and significance of findings for application in practice. The course will prepare students to judge evidence-based on: 1) the reliability and validity of diagnostic tests, standardized assessments, and outcome measures 2) the effectiveness of clinical interventions for a client, population, or organization; 3) the natural history of health-related conditions; and 4) risk of harm from select preventative and therapeutic interventions, through the development of research prospectus. Quantitative article critiques will be conducted to strengthen students’ abilities to analyze the relationship between research questions and study design to facilitate understanding of how evidence informs practice and scholarship. Prerequisite: OT 720
This course will provide the students with the foundational knowledge of the psychological conditions commonly addressed by occupational therapy in traditional settings (community, inpatient, outpatient) and non-traditional settings.
This course explores the evaluation, intervention, and outcomes of occupational performance, performance components, and occupational environments focused on physical and neurological factors among adults. The course addresses screening, assessment, evaluation, interpretation, and intervention planning associated with typical occupational performance problems among adults. The study of theory and frames of reference related to occupation-based interventions for adult persons with physical and neurological disorders or injuries explored and applied. The students will review and integrate current best evidence related to restorative and adaptive interventions supporting participation and performance in meaningful occupations. The students gain introductory skills for fabricating orthotics, assessing dural medical equipment needs, and the safe and effective use of clinical modalities. Finally, the student will demonstrate professional reasoning and sound judgment regarding safety for adult populations through the occupational therapy process.
This course explores the evaluation of occupational performance, performance components, and occupational environments focused on psychosocial factors and mental health across the lifespan, with an emphasis on adults and older adult populations. Issues related to screening, assessment, evaluation, and the interpretation of typical occupational performance problems evaluated by occupational therapists will be investigated and addressed. The course further focuses on applying occupation-based interventions in psychosocial settings. Occupational therapy theories and frames of reference are used to identify and prevent/reduce occupational performance problems related to psychosocial dysfunction. Intervention strategies targeting primary, secondary, and tertiary prevention are explored and critically analyzed. Common settings where occupational therapists address psychosocial conditions and/or impairments is explored. Finally, this course exposes students to research associated with emerging roles for occupational therapists in health promotion, prevention, and primary healthcare. Students are challenged to conceptualize how occupational therapy can meet growing societal needs in the context of population health issues and initiatives, an occupational justice framework, and models of behavior change.
This course explores the evaluation, intervention, and outcomes of occupational performance, performance components, and occupational environments focused on physical and neurological factors among adults. The course addresses screening, assessment, evaluation, interpretation, and intervention planning associated with typical occupational performance problems among adults. The study of theory and frames of reference related to occupation-based interventions for adult persons with physical and neurological disorders or injuries explored and applied. The students will review and integrate current best evidence related to restorative and adaptive interventions supporting participation and performance in meaningful occupations. The students gain introductory skills for fabricating orthotics, assessing dural medical equipment needs, and the safe and effective use of clinical modalities. Finally, the student will demonstrate professional reasoning and sound judgment regarding safety for adult populations through the occupational therapy process.
This course explores the evaluation of occupational performance, performance components, and occupational environments among older adult populations. Typical occupational performance problems evaluated by occupational therapists will be investigated. Issues related to screening, assessment, and evaluation, will be addressed. The implementation theory and frames of reference related to occupation-based interventions for geriatric persons with physical, neurological, cognitive, and psychosocial disorders or injuries will be explored and applied. Students will review and integrate current best evidence related to interventions supporting participation and performance in meaningful occupations and productive aging.
Building on prior courses reflecting evidence-based practice and occupational therapy principles and practice, this course emphasizes principles of program development and evaluation. The course will provide an opportunity for the learner to design and develop occupation-based programs for groups, and populations related to primary health care, health promotion or community-based programs. Mechanisms of program development such as feasibility study, proposal preparation, grant writing and business planning are reviewed along with topics associated with reimbursement, basic survey design and program evaluation. The students chooses a program approach and target population; appraise the state of the evidence in the selected realm and generate an evidence-based executive summary of a program that promotes the profession of occupational therapy as contributing to meeting the designated population’s occupational needs
This course exposed students to the provision of assistive technology for children/youth and adults to enhance their participation and performance in meaningful occupations and enhance their quality of life. Students will be exposed to specific models and frames of reference, assessment tools, and assistive technology (play and leisure aides, communication aids, environmental controls, low vision, community mobility, computers, and software, and technology for care), and strategies to support the implementation and daily use of such.
This course examines current research and practices of leadership. The students examine the influence of emerging technologies, shifting accountabilities between providers and consumers, health care reform and AOTA’s current vision in relation to evolving leadership principles and characteristics. Evidence-based tools are analyzed for their contribution to developing leadership as a meaningful activity. Issues of change, creativity and innovation, interprofessional collaboration, leadership delivery models, self-mastery, professional integrity, credibility and other leadership-related concepts are themes that underpin the course. Special emphasis is placed upon self-exploration of intentions for leading in health and human service beyond degree conferral.
This course will prepare the students with the understanding, tools, and resources to be successful in their fieldwork experience. This course provides the student with an increased understanding of professional competencies in communication, receptiveness to professional feedback, taking initiative, dependability, and other interpersonal behaviors that are essential learning outcomes of the fieldwork experience. This course prepares students for professional development through the exploration of professional ethics, career development, and ongoing professional responsibility. The students will understand the individual and site expectations to fulfill and complete a successful fieldwork experience.
This course provides students with more advanced experience with priority topics in the following occupational therapy practices: 1) the role of the OT practitioner in addressing low vision and interprofessional collaboration with optometry among the aging population; 2) Assessment and interventions related to driving habilitation/rehabilitation among young adults, adults, and geriatrics; 3) Teaching and learning in clinical and academic settings; 4) theories and interventions related to health and wellness coaching across occupational therapy-related settings, populations, and conditions; and 5) Assessment and interventions related to work and industry. The students gain an understanding of the advanced topic and their application to OT practice to continue to advance the profession’s evolving scope of practice

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Credits

This seminar-type course is designed to provide the students with the knowledge and skills that will aid them in the successful completion of OT 761, the Doctoral Capstone Experience (14 weeks), in semester 8, the final semester of the OTD curriculum.

The Doctoral Capstone Experience is an individually designed, thorough students’
experience in a practice setting in one or more of the following areas of study: clinical
practice skills, research skills, administration, leadership, program and policy development, advocacy, or education.
Prerequisite: OT 760

This course launches the students towards the initiation of the capstone project. Constructs examined in this course build upon foundational course assignments and challenge students to demonstrate commitment to being/becoming practice-scholars. Through continued scholarly discourse, self-reflection, and examination of knowledge translation/transfer of evidence-based practice; the students formulates the proposal for the capstone project. Students generate a working draft capstone proposal as a final course project and will receive instructor feedback to further refine their capstone project proposal that will be used to complete their final capstone project. Instructor(s) review parameters for: capstone project options, expected level of rigor, individualized deliverables based on the type of capstone project, the impact of the project on healthcare, contribution to the occupational therapy field, and the process to optimize successful completion of the required capstone project for the OTD degree. Instruction on the application of evidence-based practice and dissemination of subsequent works of scholarship are provided. Students conclude the course with the approval of the capstone proposal by their Faculty Advisor, Subject Matter Expert, and Primary Course Instructor/Doctoral Capstone Coordinator.
Prerequisite: OT 760

This course allows the students to implement aspects of their capstone project initiation document to further explore the literature, design and develop deliverables, and then complete the required Institutional Review Board requirements for the OTD capstone project. The students are supported by their Faculty Advisor, Subject Matter Expert, and Primary Course Instructor/Doctoral Capstone Coordinator.

Prerequisite: OT 760, OT 762

This course is focused on the formal aspects of the implementation of the students’
capstone project and further enhancing deliverables. Students continue to receive support from their Faculty Advisor, Subject Matter Expert, and Primary Course
Instructor/Doctoral Capstone Coordinator. They generate a final capstone document
(paper/executive summary, project-related deliverables, and other documents as
negotiated between the students and their capstone advisors). The Capstone Project
demonstrates achievement of GPD-approved*, students-generated learning outcomes, and a product of practice/clinical scholarship that informs occupational therapy practice. submit and present a summation of the Capstone Project in the form of a “virtual” capstone presentation at an annual colloquium according to parameters outlined during class to peers and instructor by end of the course. Students conclude the course with final reflections moving forward post-graduation.

Prerequisite: OT 760, OT 763

Fieldwork Courses (5 courses, 17 credits required)

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Course

Credits

The educational exposure of Level I fieldwork is to introduce the students to the fieldwork experience, apply knowledge to practice, and develop an understanding of the needs of clients. Level I fieldwork is integral to the program’s curriculum design and include experiences designed to enrich didactic coursework through directed observation and participation in selected aspects of the occupational therapy process. In addition to the educational exposure to fieldwork, this course will include discussions and preparatory activities to increase the students’ participation in Level I and Level II fieldwork experiences. Throughout the course, the students engage in professional interactions with community members (healthcare providers and clients) to increase professional behaviors. The focus of these experiences is not intended for the students to be independent in performance. Qualified personnel for supervised Level I fieldwork include but are not limited to, occupational therapists and assistants, psychologists, physician assistants, teachers, social workers, optometrists, nurses, and physical therapists.

The educational exposure of Level I fieldwork is to introduce students to the fieldwork
experience, to apply knowledge to practice, and to develop an understanding of the needs of clients. Level I fieldwork shall be integral to the program’s curriculum design and include experiences designed to enrich didactic coursework through directed observation and participation in selected aspects of the occupational therapy process. The focus of these experiences is not intended for the students to be independent in performance. Qualified personnel for supervised Level I fieldwork include but are not limited to, occupational therapists and assistants, psychologists, physician assistants, teachers, social workers, optometrists, nurses, and physical therapists.

Prerequisite: OT 719

The educational exposure of Level I fieldwork is to introduce students to the fieldwork
experience, to apply knowledge to practice, and to develop an understanding of the needs of clients. Level I fieldwork shall be integral to the program’s curriculum design and include experiences designed to enrich didactic coursework through directed observation and participation in selected aspects of the occupational therapy process. The focus of these experiences is not intended for the students to be independent in performance. Qualified personnel for supervised Level I fieldwork include but are not limited to, occupational therapists and assistants, psychologists, physician assistants, teachers, social workers, optometrists nurses, and physical therapists.

Prerequisite: OT 719, OT 729

The OTD curriculum at RMU contains both an academic and a fieldwork component. The
academic component is designed to provide the students with a firm foundation in basic
health sciences, occupational therapy theory and models, use of the Occupational Therapy Practice Framework: Domain and Practice 4th Ed, screening/evaluation, occupation-based intervention techniques, evidence-based practice, critical thinking and clinical thinking, emerging practice trends, communication and professionalism. The fieldwork component is designed to integrate all of this didactic knowledge with hands-on, practical experience.
Prerequisite: OT 745

The OTD curriculum at RMU contains both an academic and a fieldwork component. The
academic component is designed to provide the students with a firm foundation in basic
health sciences, occupational therapy theory and models, use of the Occupational Therapy Practice Framework: Domain and Practice 4th Ed, screening/evaluation, occupation-based intervention techniques, evidence-based practice, critical thinking and clinical thinking, emerging practice trends, communication and professionalism. The fieldwork component is designed to integrate all of this didactic knowledge with hands-on, practical experience.

Prerequisite: OT 745, OT 750

Program Accreditation

Accreditation: The entry-level Doctor of Occupational Therapy program at Rocky Mountain University has been granted Candidacy Status by the Accreditation Council for Occupational Therapy Education (ACOTE) of the American Occupational Therapy Association (AOTA), located at 7501 Wisconsin Avenue, Suite 510E Bethesda, MD  20814. ACOTE’s telephone number c/o AOTA is (301) 652-AOTA and its web address is www.acoteonline.org.

The program must have a pre-accreditation review, complete an on-site evaluation, and be granted Accreditation Status before its graduates will be eligible to sit for the national certification examination for the occupational therapist administered by the National Board for Certification in Occupational Therapy (NBCOT®). After successful completion of this exam, the individual will be an Occupational Therapist, Registered (OTR). In addition, all states require licensure in order to practice; however, state licenses are usually based on the results of the NBCOT Certification Examination.