This course examines the pathophysiology of selected cellular, integumentary, neuromuscular, cardiovascular, and pulmonary health conditions and their associated effects on health and wellness across the lifespan. The role of occupational therapy in addressing occupational performance needs for persons with such health conditions is emphasized while social determinants of health for persons, groups, and populations are explored.

Introduction to professional roles and responsibilities of the occupational therapy practitioner with emphasis on effective communication, intraprofessional collaboration, and interprofessional team dynamics. Integration of emotional/social intelligence, learning theories, learning styles, characteristics of learners through the lifespan, and health literacy education approaches.

This course examines the concepts underlying the application, study, and science of occupation. It provides an overview of culturally-related topics and their relationship to occupational therapy and views toward disabilities in society at large and within the military culture. Course prerequisites are Professional Practice and Ethical Formation Seminar and Clinical Education Seminar.

Examines professional behavior, development, and roles (e.g., fieldwork educator, entrepreneur, faculty, consultant, advocate, and servant leader). The student completes a professional portfolio based upon self-assessment, reflection, and career goals.

Examination of the pathophysiology of selected health conditions and their associated effects on occupational performance and participation for children and youth populations. Intervention strategies and service delivery models used to address the occupational performance needs of children with such health conditions are emphasized. Safety considerations related to various conditions and the implications for practice are discussed.

This course serves as preparation for the doctoral teaching internship and for a potential career in higher education. The course focuses on didactic and clinical instruction within higher education.

This course introduces students to US civilian and Military Healthcare System (MHS). Health-care regulations, policies, OT services, insurance, documentation, and reimbursement are addressed and compared between the civilian and MHS. This course addresses issues related to work performance, including work conditioning, work hardening, functional evaluation, supported employment, job coaching, job analysis, and basic ergonomics.

Principles of leadership and advocacy essential for individual and professional growth. Integration of knowledge and skills to advocate for patients and programs by influencing regulatory environment, and refinement and evaluation of skills in interprofessional communication and collaboration. Exploration of topics and methods of advocacy that promote the role of occupational therapy in addressing societal needs.

This course is the third in a series of four doctoral mentorship courses that provide the foundational work for development of the 16-week Doctoral Capstone Experience & Project (OTD 6V85 Doctoral Capstone Experience & OTD 6387 Doctoral Capstone Project). Students further engage in planning for the doctoral capstone experience and related doctoral capstone project. Students complete their needs assessment, literature review, and proposal.

This course is the fourth in a series of four doctoral mentorship courses that provide the foundational work for development of the 16-week Doctoral Capstone Experience and Project (OTD 6V85 Doctoral Capstone Experience and OTD 6387 Doctoral Capstone Project). Students continue to engage in planning for the doctoral capstone experience and related doctoral capstone project. These are focused on developing in-depth exposure.

Overview of evidence-based research and theory supporting the use of online and hybrid environments for adult learning in the healthcare clinic or classroom setting. Includes a historical perspective of online and hybrid learning for occupational therapy practice and education with practical strategies to support and enhance learning in a virtual environment.

Exploration of the knowledge and tools critical to locating, selecting, analyzing, and applying scholarly literature to support evidence-based OT clinical decisions. The course serves as a first step in the identification of a Capstone Project focus area.

This course introduces application of research principles to evidence-based practice and service competency. The student learns the steps required to develop a research proposal, conduct a research study, and disseminate research results. The ability to frame evidence-based practice questions, obtain peer-reviewed research, and develop beginning competence in the fundamentals of conducting a literature review is developed.

Based on illness and disease within a systems framework, this course provides a basic understanding of pathophysiology as a change from normal physiological functioning of various human body systems. It is a corequisite with Semester I courses. Emphasis is placed on select conditions most often encountered by occupational therapists. The student uses critical thinking to analyze signs and symptoms based on knowledge of pathophysiology.

The first of a two-part series, this course is an in-depth analysis of Research Design, Statistics, and Critical Appraisal of Research Literature. This course introduces students to the basic and advanced concepts, techniques, and technologies used in the scientific inquiry of applied clinical research.

Examination of the theoretical explanations of occupational choices viewed through a neuroscience lens. Contemporary concepts of brain-function that support occupation are explored with emphasis on sensory, motor, and cognitive processes. Lab activities emphasize elements of the neurologic examination with an introduction to commonly employed measures and tools for assessment.

This course introduces the concept of professional development for the eventual transition from student to professional practitioner. It is a corequisite with Semester I courses. Students explore self-reflection and self-assessment as related to continuing competence and professional behaviors. A learning portfolio is developed and used throughout the remainder of the program to demonstrate achievement of instructional and graduation outcomes.

Exploration of occupational performance and physical, social-emotional, behavioral, and cognitive development throughout the lifespan. Typical and atypical changes in normative life tasks and occupational roles in relationship to environment and culture are discussed.

This is the first in a series of courses that provide the research base for the OTD Program. It is a corequisite with Semester I courses. The student identifies a research study through an Institutional Review Board (IRB) approved research protocol. Students use the integration of best evidence and best practice concepts, as well as advanced concepts, techniques, and technologies used for scientific inquiry of applied clinical research.

In-depth analysis of criteria for professional excellence, advanced credentialing, and leadership in occupational therapy; development of a professional portfolio emphasizing competency in an evidence-based practice specialty or for preparation for teaching in an OT or OTA program. Exploration of leadership and power.

The second of a two-part series, this course is an in-depth analysis of Research Design, Statistics, and Critical Appraisal of Research Literature. This course is a continuation of Research Methods I in which students continue their work with a Faculty Research Advisory Committee on a clinically relevant research project.

Development of clinical reasoning, therapeutic use of self, and the occupational therapy process is emphasized with a focus on development of and socialization to professional behavior and attitudes. Simulation and faculty-led experiences promote an organized approach to implementation of the occupational therapy process including evaluation, intervention, and targeting of outcomes. Includes service delivery models within mental health settings.

This course gives the student an overview of human development throughout the lifespan with an emphasis on the areas that are important to occupational therapy and rehabilitation. Areas include: (1) the major developmental achievements at each age level, (2) beginning developmental assessment and observation, (3) professional communication skills, and (4) examples of major health problems and issues for each age with application to OT.

Examines professional reasoning through completion of an occupational profile, analyzing activities and occupations, and creating intervention plans using a variety of models of practice and frames of reference.

Co-requisite(s): OTD 6328 and 6323. The evaluation and treatment of biomechanical factors in Occupational Therapy Across the Lifespan are discussed. Course prerequisites are all Semester I courses, and corequisites include Neuroscience and Human Movement. The student gains skill in analyzing movement, muscle palpation, goniometry of range of motion, and manual muscle testing.

Basic knowledge of theories, models of practice, and frames of reference used in critical thinking and professional reasoning are discussed as a means to inform occupational therapy assessment and interventions for persons within multiple contexts and environments. The student demonstrates foundational knowledge and applies concepts.

An overview of current research and theory related to the education of occupational therapy practitioners, including academic and clinical education experiences. Emphasizes major concepts of adult learning with a focus on active learning and cooperative learning principles.

This course puts into practice the student’s competency to detect the need for occupational therapy intervention and to select and apply the clinical and non-clinical approaches necessary to facilitate a client’s occupational performance within his/her context. In order to prepare the student to evaluate and treat adult and elderly clients with differing conditions, emphasis is placed on the development of problem-solving abilities.

Level I fieldwork affords students the opportunity for hands-on assessment, evaluation, treatment planning, and client intervention. The student learns to be part of the therapy team and professionally interact with clients and interdisciplinary teams. This fieldwork provides the opportunity for students to translate into a clinical setting.

This lab course addresses occupation-based practice for adults and older adults with physical impairments resulting in rehabilitation needs. Students practice assessment and interventions to improve occupational performance of clients across occupational therapy domains and through the occupational therapy process as related to rehabilitation.

Development of client interaction skills that facilitate therapeutic use of self as a style of therapeutic communication that promotes change and growth. Includes consideration of multicultural factors that strongly influence professional communication, developing and facilitating participation in groups, and using group process as a therapeutic tool.

Development of clinical reasoning is emphasized with a focus on the development of and socialization to professional behavior and attitudes. Simulation and faculty-led experiences promote an organized approach to implementation of the occupational therapy process including evaluation, intervention, and targeting of outcomes. Includes service delivery models for adult and older adult populations in various settings.

Level I fieldwork affords students the opportunity for hands-on assessment, evaluation, treatment planning, and client intervention. The student learns to be part of the therapy team and professionally interact with clients and interdisciplinary teams. This fieldwork provides the opportunity for students to translate their behavior, skills, performance, and knowledge into a clinical setting.

Concepts and strategies for assessment of practice outcomes and program evaluation including grant-writing. Students access and analyze data to examine the needs of a community that warrants occupational therapy interventions. Topics include the development of outcome tools, basis of outcomes research, selection and availability of outcome tools, and challenges for implementation.

This course is the first in a series of four doctoral mentorship courses that provide the foundational work for development of the 16-week Doctoral Capstone Experience and Project (OTD 6V85 Doctoral Capstone Experience & OTD 6387 Doctoral Capstone Project). This course examines qualitative research methods used to enhance evidence-based research for occupational therapists and serves as an introduction for various qualitative research methods.

Basic principles of health care systems providing occupational therapy to individuals and organizations are examined. The student learns to integrate knowledge of delivery models, policies, and systems related to various current and emerging practice settings and makes clinical decisions for individuals and populations through application and synthesis of theory and evidence-based reasoning.

The student gains knowledge and understanding of contextual factors, social systems, policy, and legislation that impact the management and delivery of occupational therapy services in the military and civilian settings. This course occurs in the fourth semester of the OTD program. It provides foundational managerial knowledge and skills that will support the OTD 6155 Healthcare Policy and Injury course offered in the fifth semester.

The Clinical Education Seminar focuses on management of combat and operational stress casualties and learning combat and operational stress control (COSC) doctrine. This course provides an in-depth study of combat and operational stress control and delineates the role of occupational therapists as members of the interdisciplinary team and unit. The student analyzes the full scope and application of FM 4-02.51.

An in-depth examination of research and its relationship to multiple areas of practice and practice assumptions. The student acquires an in-depth understanding of theory-based research, selecting appropriate methodology and units of analysis in the design of research, ways of evaluating practice, and approaches to analyzing data. Includes analysis and synthesis of qualitative data.

Level I Fieldwork affords students the opportunity for hands-on assessment, evaluation, treatment planning, and client intervention. The student learns to be part of the therapy team and professionally interact with clients and interdisciplinary teams. This fieldwork provides the opportunity for students to translate their behavior, skills, performance, and knowledge into a clinical setting.

This course focuses on the models and frames of reference that shape occupational therapy practice in relationship to engagement in occupation. The student participates in the critique and discussion of the theoretical perspectives commonly used in occupational therapy practice and examines the role of theory in the clinical decision-making process as it relates to clients across the lifespan.

Level ID Fieldwork, Upper Quarter Evaluation and Intervention affords students the opportunity for hands-on assessment, evaluation, treatment planning, and client intervention. The student learns to be part of the therapy team and professionally interact with clients and interdisciplinary teams. This fieldwork provides the opportunity for students to translate into a clinical setting.

This course provides an overview of practice management fundamentals and applies principles to various aspects of leadership and personal development, strategic planning, and business operations. The student gains knowledge in health care management, human resources, team dynamics, organizational structures, and fiscal management as these relate to occupational therapy practice.

Development of clinical reasoning, therapeutic use of self, and the occupational therapy process is emphasized with a focus on development of and socialization to professional behavior and values. Simulation and faculty-led experiences promote an organized approach to implementation of the occupational therapy process and service delivery models as applied to children and youth and their families.

An examination of best evidence associated with teaching and learning in community, clinical, and academic settings. Exploration of teaching strategies across a wide range of practice settings based on consumer needs, contexts, roles, task demands, resources, and expected outcomes. Includes methods for professional presentations and interprofessional teaching.

This course guides students in the process of military professional leadership and development: self-reflection and self-assessment; identification of specific individual competencies for development; goal setting; and selection of educational, professional development and growth activities.

The second in a series of four courses required for completion of the doctoral capstone project. At the beginning of this course, the Capstone Faculty Mentor (CFM) and Capstone Site Mentor (CSM) for the doctoral capstone are assigned. The student begins a needs assessment for the project site, develops learning objectives, begins a literature review, and drafts the student’s individualized specific goals and a capstone proposal.

Fundamental basis of theory and skills necessary for selecting and utilizing physical agent modalities and splinting within the context of occupational therapy practice. Advanced critical thinking and problem-solving skills are developed through various case studies, self quizzes, splint analyses, laboratory exercises, and self-evaluation. Licensure requirements and competency issues are addressed.

This course examines community health and education practices for groups, communities, and populations. It bridges the biomedical and sociocultural aspects of health through grant attainment and program development. Practice models are explored for health promotion, facilitating occupational performance and wellness, and population health across the lifespan in community-based settings.

Students develop methods and procedures and submit a proposal for implementation and evaluation of the planned capstone project.

Implementation of capstone project including data collection and data analysis, or program evaluation with conclusions. Preparation of abstract for publication. Dissemination of the results of an applied and innovative project in response to an identified need in the profession.

Students are guided in the application of cumulative knowledge from previous courses and fieldwork experiences. Independent study and sample examinations prepare students for the National Board for Certification in Occupational Therapy (NBCOT) examination. Students present the Doctoral Capstone Proposal for peer and faculty review and complete the Occupational Therapy Knowledge Evaluation (OTKE) that tests clinical knowledge and skills.

Examines theoretical perspectives and current literature supporting instructional design strategies and technology integration in a hybrid learning environment for healthcare clinical and classroom settings. Includes exploration of learning technologies and development of learning artifacts for online and face-to-face instruction. Peer teaching encourages student-driven exploration of a current topic in hybrid education and/or telehealth.

Implementation of the capstone project, including data collection and data analysis, or program evaluation with conclusions. Preparation of abstract or article for publication. Dissemination of results for an applied and innovative project designed in response to an identified need in the profession.

Critical analysis of the American Occupational Therapy Association (AOTA) Occupational Therapy Practice Framework and other professional documents that serve as resources for addressing contemporary OT practice issues. Focus is directed on analyzing current professional trends including those representing advances in global, national, state, and local organizations. Requires completion of a Professional Development Plan.

This course examines the historical foundations, philosophical base, core values, and code of ethics of the profession. Occupation-based models of practice and the Occupational Therapy Practice Framework (OTPF) are examined with a focus on analysis of the domain of occupational therapy. Structured learning experiences facilitate professional development and the transition to professional roles. Includes an experiential lab component.

This course provides the student with foundational knowledge of the occupational therapy profession, development of the profession, and professional ethics, values, and responsibilities. Content addresses both historical and contemporary professional perspectives. The student learns and practices fundamental elements of activity analysis and client observation.

Study of the complexity of human occupation, occupational science, and the impact of historical and contemporary advances in occupational therapy theory. The validity and reliability of occupation-based assessment instruments and the efficacy of evidence-based treatment interventions are studied particularly as they relate to meeting the occupational needs of society.

This course provides the student with understanding of normal human movement and gives a clinical perspective to the science of movement and to the pathology movement as deviation from the norm. Both kinematics (describing movement) and kinetics (the forces influencing movement) will be addressed. The course is designed for occupational therapy (OT) students with focus on clinical application of kinesiology to support children and adults.

With an emphasis on the relationship between structure and function, this course provides didactic and laboratory study of the human nervous system including neuroanatomy, neurophysiology, and disorders of the human nervous system. Prerequisites are Clinical Anatomy and Lab, and Pathophysiology in Occupational Therapy. The student engages in clinical problem solving by applying neuroscience principles to case studies of neurological disorders.

Advanced topics in clinical reasoning with an emphasis on narrative inquiry and occupational science. Exploration of biomedical and phenomenological approaches to examining individual and personal meanings of illness and health.

Fundamental knowledge of the structure and function of the neuromuscular, musculoskeletal, and cardiovascular systems with application to occupational performance and assessments related to palpation, muscle testing, and goniometry. Analysis of dysfunctional impact on occupational performance is a focus.

This course addresses occupation-based practice for adults and older adults with physical impairments resulting in rehabilitation needs. Students learn to facilitate occupational performance of clients across occupational therapy domains and through the occupational therapy process as related to rehabilitation.

The first in a series of three courses required for completion of the doctoral capstone project. Development of the doctoral capstone plan to include the literature review, needs assessment, identification of individualized learning objectives, plans for supervision, and an evaluation plan.

Army-Baylor OTD Program and completed semester 4 courses. The Human Performance Optimization course educates an inter-professional care team of military allied health students (PT, OT, RD) who collaboratively develop and deliver holistic individual and unit services in a resource-constrained military environment outside of standard clinical care environments. Holistic services include rehabilitation, reconditioning, and human performance optimization to support the unit mission and commander’s intent.

Focus on prevention health, wellness, and fitness related to injury prevention, nutritional influences, fitness testing, and exercise prescription in an apparently healthy population. Development and adaptation of injury prevention and/or exercise programs based on test results. Course includes participation in selected complementary and alternative health interventions.

Methods and procedures for the planned Doctoral Capstone Project are developed with a proposal for implementation and evaluation submitted. The student collaborates and reflects on issues related to occupational therapy practice including service delivery, supervision, and ethical considerations across a variety of practice settings.

One of the final, culminating experiences in the OTD Program is the Capstone Project, which demonstrates a synthesis of OTD program outcomes. Incorporating principles of evidence-based and occupation-based practice, students address a specific healthcare problem or health outcome and implement practice changes that improve health care, health care delivery, or health-related outcomes.

Application of educational theory and research for the development and evaluation of hybrid programs to foster active adult learning in healthcare clinical and classroom environments. Using simulated scenarios, the development of a learning module or intervention plan is scaffolded through the course. Included is the production of teaching artifacts and refinement of the electronic teaching portfolio.

Historical and current models for application of occupational therapy to psychosocial problems. Reflective video analysis and faculty-led experiences to aid the socialization process into roles and styles of occupational therapists in mental health practice and other psychosocial settings. Task analysis and activity analysis techniques for participation in human occupation.

Evaluation and intervention for adults using ICIDH systems as a framework. Application of screening, planning, applied treatment, and evaluation approaches including acquisition, restorative, and compensatory strategies for adult and older adult populations.

Occupational therapy services for persons with psychosocial deficits and conditions that impact occupational performance during acute episodes, chronicity, rehabilitation, wellness, illness prevention, and health promotion are examined. Course prerequisites are Foundations in Occupational Therapy, Occupational Therapy Across the Lifespan, and OT Theory. The student learns through an integrated process of active learning and fieldwork.

The influence of occupation-based practice on the health and well-being of adults and older adults with impairments that impact participation is studied. Course prerequisites are Foundations in Occupational Therapy, Occupational Therapy Across the Lifespan, and OT Theory. The student learns to facilitate client performance to improve health in natural environments, such as the home, community, and workplace.

This course addresses occupation-based practice for children and youth with impairments resulting in rehabilitation needs. Students learn to facilitate occupational performance of clients and their families across occupational therapy domains and through the occupational therapy process as related to rehabilitation.

Occupational therapy theory and rationale of competency-based assessments and interventions for physical, developmental, sensory integrative, perceptual/cognitive, and psychosocial impairment as it applies to children and youth and their families. Application of pediatric frames of reference to specific problems within the framework of the multicultural family.

This course emphasizes the evaluation and treatment of the upper extremity injured or diseased patient presenting to occupational therapy. The course material includes all diagnoses related to upper-extremity trauma and disease, orthopedic casting and splinting for the upper extremity, and wound care

This didactic and laboratory human musculoskeletal anatomy course emphasizes functional understanding of common injuries and conditions related to bones, muscles, and peripheral nerves most pertinent to OT. Course prerequisites are Pathophysiology in Occupational Therapy, and Neuroscience. The student studies musculoskeletal structures of prosected human cadaver specimens (bones, muscles, and nerves) during hands-on laboratory experiences.

Development of a scholarly Doctoral Capstone Project Plan to include literature review, needs assessment, identification of individualized learning objectives, plans for supervision, and evaluation plan.

In-depth experience in one or more of the following areas: clinical practice, research, leadership, program and policy development, advocacy, education, and/or theory development. This experience requires application and synthesis of professional knowledge and concentrated skills with 560 hours of a mentored doctoral capstone experience in the student’s selected area.

A 16-week, full-time, supervised fieldwork experience in a clinic environment, hospital, school, or community agency. The course focuses on developing and integrating clinical skills and professional behaviors in designated practice areas of occupational therapy for competence as an entry-level practitioner.

A 16-week, full-time, supervised fieldwork experience in a clinic environment, hospital, school, or community agency. The course focuses on developing and integrating clinical skills and professional behaviors in designated practice areas of occupational therapy for competence as an entry-level practitioner.

This course is organized as a (one-credit; two-credit; three-credit) independent study course under the supervision of an assigned faculty member. It is a student-designed course that provides the student with an opportunity to receive direct interaction and guidance from a faculty member. This course is intended to integrate the core courses and elective courses within the occupational therapy curriculum.

Initial full-time fieldwork experience under direct supervision of licensed Occupational Therapist. Twelve weeks of full-time direct patient/client care activity supervised by qualified Fieldwork Educator.

Second full-time fieldwork experience under the direct supervision of a licensed Occupational Therapist. Twelve weeks of full-time direct patient care activity supervised by a qualified Fieldwork Educator. Continued development of the student’s professional competency and personal transformation to an entry-level therapist is emphasized.

Students pursuing a doctoral degree (OTD) are required to complete a 14-week Capstone Experience. This capstone experience develops occupational therapists with advanced skills (those beyond a generalist level), and it is integral to acquiring deeper practice-scholar competencies as reflected in the program’s curriculum design.