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DOCTORAL

Doctor of Occupational Therapy (Post-Professional) · pOTD

Online | 8 Tracks | 16 Months
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Curriculum

Pursue elevated training in leadership, evidence-based practice, and academic inquiry. Earning your doctorate prepares you for the most prestigious paths in the occupational therapy profession. Gain the skills to lead organizations, advance your clinical practice, or even teach the next generation of OTs.

  • 8 Concentration Track Options

Check out the tabs to see a curriculum breakdown with concentration-specific classes.

View Curriculum PDF

Core Courses

Become a catalyst for meaningful leadership as you prepare occupational therapy practice settings for a bright and sustainable future with a foundation of leadership knowledge and experience.

 

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This pass/fail course reviews PubMed, Index Medicus, other search methodologies, 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 introduces the student 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 application to clinical issues.

This course prepares occupational therapists with knowledge, skills and abilities necessary to make independent judgments about the validity of clinical research and to implement evidence-based clinical practice in their careers. This course will focus on the concepts and process of evidence-based practice with emphasis on forming answerable clinical questions, utilizing effective literature search strategies, and incorporating methods to organize the literature. Students will learn how to dissect a research study and interpret the data, statistics and results reported in scientific literature as it relates to occupational therapy practice. Based on didactic information, presentation of case scenarios, and clinical experience, students will be required to formulate clinical questions, rapidly search medical and health-related databases, critically appraise evidence, and describe application of evidence in a clinical context.

This course provides an overview of research design from the perspective of the hierarchy of levels of evidence. Students will examine common designs of studies in terms of 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) reliability and validity of diagnostic tests, standardized assessments and outcome measures 2) effectiveness of clinical interventions for a client; population or organization; 3) natural history of health-related conditions; and 4) risk of harm from select preventative and therapeutic interventions. Quantitative article critiques will be conducted to strengthen students’ abilities to analyze the relationship between research question and study design to facilitate understanding of how evidence informs practice.

Prerequisites: OTD 710, HS 720

This course launches students towards the initiation of the Capstone Project. Constructs examined in this course build upon foundational courses and challenge students to demonstrate commitment to being/becoming practice-scholars. Through continued scholarly discourse, self-reflection, and examination of knowledge translation/transfer as a consequence of evidence-based practice, students formulate the proposal for the Capstone Project. Instructor reviews parameters for: options for project, expected rigor, deliverables, impact of project on healthcare and occupational therapy and the process to optimize successful completion. Students conclude course with approval of project proposal by the Program Director or Designee.

Prerequisites: OTD 710, HS 714, GS 720

Building on prior courses reflecting evidence-based practice and occupational therapy principles and practice, this course emphasizes principles of public and community-based practice through occupation. The 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, and occupational justice framework, and models of behavior change.

Prerequisites: OTD 710, OTD 714, HS 720

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 will be reviewed along with topics associated with reimbursement, basic survey design, and program evaluation. Students will choose 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.

Prerequisites: OTD 710, OTD 712, OTD 714, HS 720

This course continues the student towards the implementation of the Capstone Project proposal. The instructors/mentors’ students through the parameters of the established capstone proposal including the type of project, expected rigor, implementation strategy and process, deliverables, impact of project on healthcare and occupational therapy and the process to optimize successful completion in OTD 742. Supervision and mentorship related to the implementation of development, data gathering, and clinical scholarship are provided. Students conclude course and proceed to OTD 742 with approval of project proposal by the Graduate Program Director or Designee.

Prerequisites: OTD 710, OTD 712, OTD 714, HS 720

Students complete a Capstone Project reflecting the synthesis and application of evidence-based practice and occupational therapy principles learned within the RMUoHP Post-Professional OTD curriculum. The Capstone Project demonstrates achievement of GPD-approved*, student-generated learning outcomes and a product of practice/clinical scholarship that informs occupational therapy practice. The quality of the Capstone Project shall meet high standards for professional presentation and illustrate application of best available evidence and integration of curricular content. The course requires students to engage with peers online for constructive feedback and accountability. Students submit and present a summation of the Capstone Project in the form of a “virtual” professional poster according to parameters outlined during class to peers and instructor by end of course. Students conclude course with final reflections upon the learning process.

Prerequisites: OTD 710, OTD 712, OTD 714, OTD 732, HS 720

Optional course. May be taken in substitution for another course, with Program Director approval. May be repeated up to 4 credits.

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.

Concentrations (3-4 courses, 9 credits required)

The pOTD Advanced Practice Concentration track offers a course of study for the post-professional occupational therapist that addresses the complex needs of the current heath care market. Doctoral candidates will gain competencies related to advocacy and ethics, educating across practice settings, and the use of clinical practice guidelines. Graduates will be poised to advance occupational therapy practice and clinical research.

 

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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 healthcare 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 provides students with foundational knowledge of best evidence associated with teaching and learning in clinical and academic settings. Knowledge will be applied in modules to offer students opportunities to explore how best to teach clients [i.e., person, population, or organization], professional peers and students in academic or clinical settings. Overall content aims to expose students to a range of educational delivery mechanisms and to basics of policies and procedures per educational setting. Course will require creation of an evidence-based learning module and assessment of learning for a targeted audience.

Prerequisites: OTD 710, OTD 712

This course focuses on the role of evidence-based and/or clinical guidelines as a means of applying best-available evidence at the point of care. Course content is structured in terms of use of existing evidence-based guideline for case-based care planning, creation of a clinically relevant guideline or best evidence statement and implementation of evidence-based guidelines or processes into a department or system. Students apply steps of evidence-based practice, contemplate literature on overcoming barriers to evidence-based practice, and critically reflect upon stories of exemplars of evidence- based practice. Course aims to arm students with mindset and tools to exert change in practice and to justify occupational therapy’s contribution to the public’s health.

Prerequisites: OTD 710, OTD 712, OTD 714, HS 720

This course examines current research and practices of leadership. Students examine the influence of emerging technologies, shifting accountabilities between providers and consumers, health care reform and occupational therapy’s Vision 2025 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, inter-professional 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.

Prerequisites: OTD 710, OTD 712, OTD 714, HS 720

The pOTD Aging track offers a course of study for the post-professional occupational therapist that addresses the complex needs of senior populations. Doctoral candidates will consider evidence-based practices and principles with an added focus on the physical and psychosocial dimensions of aging, neuropathology, and degenerative disease. Graduates will be poised to enter one of the many advanced occupational therapy disciplines that serve the growing needs of the aging population.

 

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This course will require students to examine current and emerging best practices for addressing participation in occupation for an older adult experiencing a neurodegenerative disease process. This course requires students to explore the role of occupational therapy on promoting participation in occupation for the aging population. Neurological diseases covered within this course include Alzheimer’s disease, Parkinson’s disease, and polyneuropathies. Students will engage in critical reasoning within forum discussions, analyzing intervention strategies, and development of a client- based case study.

This course offers students the opportunity to explore and critically analyze evidence associated with current and emerging areas of occupational therapy practice addressing the occupational performance needs of older adults. This course will analyze the current evidence-based interventions related to falls prevention, home safety, and environmental modifications to support aging-in-place. During this course, students will have the opportunity to develop a critically appraised paper and a client-based case study.

This interdisciplinary course provides opportunity to examine issues and evidence related to dementia care and family caregiving, including non-pharmacologic intervention approaches, theoretical frameworks, environmental modification, caregiver education, and their application in clinical settings. Students will explore the complexities of addressing the need to promote participation and optimize quality of life for those in this growing population.

The pOTD Assistive Technology track guides students through the application of assistive technology for children and adults with disabilities across various environmental contexts. The program will prepare graduates in identifying areas of need and implementing and coordinating care through effective technology systems.

 

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This course requires students to explore the role of occupational therapists in assistive technology in both the educational and medical profession. Theoretical frameworks are reviewed to guide the application of assistive technology for children and adults with disabilities across various environmental contexts in addition to exploration of specialized clinical competencies. Students will review assistive technology taxonomy and theoretical framework that will guide the assistive technology assessment process. Strategies for assessment include identifying area of need, evaluating consumer skills and personal preferences, assessing environmental factors, and selecting technology systems.

This course requires students to explore the role of occupational therapists in assistive technology interventions and environmental modifications across various environmental contexts. Focus will be on analyzing assistive technology products/devices and features matched to the needs and personal preferences of clients and evidence-based research outcomes. Specific assistive technology areas to be discussed include technology for learning disabilities, computer access, cognitive aids, augmentative and alternative communication devices, sensory aides, electronic aides to daily living, and environmental modifications.

This course requires students to synthesize information from the assistive technology
assessment and tool features matched to the clients’ needs to develop an implementation
strategy for successful assistive technology use. Focus will be on development and implementation of an assistive technology plan and coordination of care across environmental contexts, identifying measurable outcomes for progress, training clients and care team, follow-up, and documentation. Students will analyze outcome studies on assistive technology effectiveness and incorporate evidence-based research, and clinical practice guidelines into assistive technology practice.

The pOTD Education track leads the student to a focus on education and learning in an academic setting. Doctoral candidates will explore the dimensions of adult learning, instructional design principles, and pedagogical methodology. Graduates in this concentration track will be prepared to enter a variety of academic fields and contribute to the occupational therapy profession’s growing need for doctoral educators.

 

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This course incorporates a learner centered approach to course development and instructional delivery based on the best evidence of how people learn. Students will demonstrate both traditional and innovative instructional techniques and strategies for teaching in didactic settings based upon the evidence-base of best teaching practices.

This course will focus on increasing the student’s awareness of the latest trends in education including the concept of the flipped classroom, the use of technology in teaching and learning, learning management systems and program design (hybrid, distant, and traditional classrooms). The student will explore various teaching methods (lectures, small group discussions and group task-oriented work, student led learning, guided inquiry, seminar, etc.) and managing student concerns to allow for facilitating continued learning.

This course examines a variety of assessment models and techniques used to evaluate student classroom performance, student clinical performance, instructor performance and educational programs. Students will design and execute assessment plans, interpret assessment data and develop continuous improvement plans.

The pOTD Hand Therapy program prepares graduates for an advanced level of evidence-based practice specific to the upper extremities. Occupational hand therapy focuses on the treatment of orthopedic conditions to optimize arm and hand use. Doctoral candidates will prepare to provide an advanced level of client-centered, occupation-based therapy designed to restore function and well-being.

 

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This course will require students to examine current and emerging best practices for addressing participation in occupation for individuals with musculoskeletal and neurological disorders involving the upper quadrant. This course requires students to explore the role of occupational/hand therapy on transitioning from a reductionist model to promoting meaningful activity and participation. Students will adopt language from the ICF to incorporate treatment of body structures and function to promote activities and participation while considering individual and societal perspectives of participation. Students will share research and clinical expertise on hand therapy related interventions including orthosis management for tendon injury, nerve injury, fractures, degenerative diseases and movement disorders. Students will engage in critical reasoning within forum discussions, analyzing intervention strategies, electronic presentations and development of a client-based case study. Students will be indoctrinated in EBP and utilization of technology in hand therapy.

This course will provide fundamental principles of radiographic imaging procedures while challenging the student to address occupational-based strategies for clinical decision-making. Students will broaden their knowledge and acquire skills to recognize common normal and abnormal radiographic findings of the upper quadrant. The student will develop skills to approach imaging studies from a scientific and occupation-based prospective. Students will integrate the diagnostic utility of imaging procedures related to activities and participation.

This course examines the best evidence for client-centered care practices in upper quadrant rehabilitation. Students will appraise literature pertaining to upper quadrant outcome measures, diagnostic testing and prognosis, and intervention strategies to assist in determining the best practices in hand therapy, with an emphasis on neuromuscular and musculoskeletal disorders. This course promotes application of theoretical concepts in support of Vision 2025 and critical reasoning through class discussions, scholarly papers, and recorded and live presentations.

The concentration track in Health and Wellness (WE) offers expanded study in the areas of theories of behavior change, principles of health promotion, wellness coaching, population health and ecological issues. The concentration also includes coursework in risk factors and risk reduction strategies, motivational interviewing and resilience, integrative therapies, controversial topics in health promotion.

Students who complete this concentration will be eligible for and prepared to pass the Health & Wellness Coach Certifying Examination to become a National Board Certified Health & Wellness Coach (NBC-HWC). This certification is offered by the National Board of Medical Examiners for the International Consortium for Health and Wellness Coaching (ICHWC), and it is the most prestigious and rigorous coaching credential in existence.

 

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This course explores the principal theories of behavior that drive evidence-based practice in health/wellness education and coaching. Emphasis is placed on the determinants of group and individual behavior and behavioral economics in the context of health and wellness is included. Effective application of various theories to create education and/or interventions to alter behaviors of targeted groups or individuals is examined. 

This course explores health promotion and wellness, social determinants of health, health education, and public health programs. The theoretical basis and the evidence supporting health and wellness coaching will be discussed. Theories of behavior change and wellness coaching will be evaluated. Coaching strategies to be developed include motivational interviewing, appreciative inquiry, and positive psychology. Focus will be placed on developing one-on-one practical coaching skills while emphasizing ethical and legal practice considerations. Several synchronous sessions are required.

This course provides an opportunity to practice and develop the health/wellness coaching competency required for teaching and practicing coaching. Knowledge and skills developed in prerequisite courses are synthesized and expanded. Emphasis is placed on the application of coaching skills, and practice sessions with feedback are included. Also included is the business of health/wellness coaching including ethics and legalities. A practical skills exam and several synchronous sessions are required. Prerequisite: WE 710

The pOTD Leadership track is designed for those advanced occupational therapy practitioners who seek to influence the profession from a leadership and practice management perspective. The program explores leadership theories, organizational development, and financial management strategies, emphasizing an evidence-based philosophy with a reflection on key professional trends.

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This course will allow the student 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 student 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 supports knowledge of the theories of organizations, the use of leadership, management processes, and organizational structures and outcomes. Specific topics include governance, strategic management and marketing, human resources management, recruiting, training, process improvement, management theory, and employee wellbeing. This course is designed for future managers and leaders of healthcare organizations and those who expects to have extensive involvement with each from the perspective buyers, insurers, or policymakers. The course provides students with knowledge about how the best healthcare provider organizations deliver high quality, cost-effective healthcare, how the response to their environment, and how they reach and implement decisions about future activities.

This course will train healthcare leaders to implement or teach principles of delivering better healthcare at lower costs through improving clinical and non-clinical processes. This course will introduce methods and tools for conducting quality improvement projects. Also discussed will be methods of health services research, teams and teamwork, outcome measurement, and medical informatics. A key learning experience of this course will be developing and implementing a quality improvement project.

The pOTD Pediatric track prepares students for a future in neonatal, early intervention, or school-based practice. Doctoral candidates will consider the unique occupational needs of infants, children, and youth, as well as the principles of physical, sensory, and cognitive impairment. This post-professional Doctor of Occupational Therapy focus will prepare graduates for success in a variety of settings, including clinics, schools, and private practices.

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This course offers students the opportunity to explore and analyze evidence associated with current and emerging areas of occupational therapy practice addressing the occupational performance needs of children and youth. This course will analyze the current Pediatric Frames of References and best evidence available to guide occupational therapists in the evaluation and intervention process to provide contemporary and innovative occupational therapy services to children and youth in diverse environments. During this course, students will have the opportunity to develop a professional presentation and write a case study treatment plan.

This new course will explore the environmental context of occupational therapy services for children and youth. Students will discuss laws governing occupational therapy services in both school-based and medical/private practice settings. Students will utilize evidence-based practice and relevant clinical practice guidelines within the setting discussed and analyze outcome effectiveness of occupational therapy services. Students will use critical reasoning to compare and contrast service delivery systems including early intervention, school-based services, medical practices, and community service delivery. A program service evaluation or client-based case study will allow students to synthesize new learning.

This course requires students to explore the role of occupational therapy on promoting participation in occupation for children with sensory processing, social, and behavioral needs. Focus will be on analysis of current diagnostic criteria and critically questioning and appraising the state of current and emerging evidence on assessments, outcome measures and intervention to promote best practices for children and youth. Diagnoses covered within this course include sensory processing disorder, autism, ADHD, and anxiety. Students will engage in critical reasoning within forum discussions, analyzing intervention strategies, and developing a client-based case study.