Entry-Level Program (O.T.D.)
Fort Sam Houston, Texas
Program Director: COL Enrique V. Smith-Forbes
Through an affiliation with Baylor University, students enrolled in the U.S. Army-Baylor University O.T.D. Program at the Army Medical Center of Excellence (MEDCoE) may qualify for a Doctor of Occupational Therapy degree. The program is located at Joint Base San Antonio-Fort Sam Houston, Texas and is 30 months in length and includes 18 months of didactic coursework, and 12 months of two level II fieldwork clinical affiliations and a doctoral capstone experience and project. The Army-Baylor Occupational Therapy Department offers two distinct program tracks, entry-level and post-professional.
The mission of the Army-Baylor Occupational Therapy Doctorate (OTD) program is to produce active duty, commissioned occupational therapists who are clinician scientists and leaders prepared for worldwide military health system practice. The program focuses on academic and clinical excellence to prepare the students for public servant service with entry level knowledge, skills, clinical reasoning abilities, duties, responsibilities, and ethics to deliver high quality occupational therapy services based on scientific research. This mission is consistent with that of Baylor University, Robbins College of Health and Human Sciences, and the U.S. Army Medical Center of Excellence (MEDCoE) and describes the unique role of the program in preparing graduates to be responsible military citizens, educated leaders, dedicated scholars and skilled professionals who meet the workforce and healthcare needs of the U.S. Army.
General Information for the Army-Baylor Entry-Level OTD Program Description
The Entry-Level Army-Baylor Occupational Therapy Doctorate (OTD) program provides an accelerated, learner-centered, occupation based, educational program that emphasizes academic excellence, life-long-scholarship, and servant leadership. This 30 month, educational program prepares doctoral-level, U.S. Army commissioned Occupational Therapy practitioners with the requisite clinical reasoning skills and professional values to be responsive to the occupational needs of persons, organizations and populations within the military they serve. Graduates are employed as U.S. Army Occupational Therapists in such settings as hospitals, mental health facilities, combat stress control units, operational field units, rehabilitation hospitals, out-patient settings, administrative and leadership positions within the Army community. The Entry-Level Army-Baylor OTD program was granted CANDIDACY status by the accreditation by the Accreditation Council for Occupational Therapy Education (ACOTE) of the American Occupational Therapy Association (AOTA), located at 6116 Executive Blvd., Suite 200, North Bethesda, MD 20852-4929. ACOTE’s telephone number c/o AOTA is (301) 652-AOTA and its Web address is https://acoteonline.org/. We are working to acquire approved accreditation prior to the first cohort graduation in 2024. For the graduate to sit for the national certification examination for the Occupational Therapist administered by the National Board for Certification in Occupational Therapy (NBCOT). The following must occur:
- The program must hold ACOTE Candidacy Status,
- Have an ACOTE pre-accreditation review,
- Complete an ACOTE on-site evaluation,
- Be granted ACOTE Accreditation Status and,
- Students must complete all academic and fieldwork requirements of the OTD Program.
After successful completion of this examination, 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. Information about NBCOT and the certification examination can be found at https://www.nbcot.org/.
Note: A felony conviction may affect a graduate's ability to sit for the NBCOT certification examination or attain state licensure. An individual, who has a felony background and is considering entering an occupational therapy program, can have his or her background reviewed prior to applying for the exam by requesting an Early Determination Review: https://www.nbcot.org/en/Students/Services#EarlyDetermination
For more information about the programs, please contact: email@example.com
Robbins College of Health and Human Sciences
The Entry-Level Army-Baylor OTD Program is sponsored by Baylor University through the Robbins College of Health and Human Services (RCHHS).
U.S. Army Medical Center of Excellence
The Entry-Level Army-Baylor OTD program is an in-residence program, housed at the U.S. Army Medical Center of Excellence at Fort Sam Houston, TX. Students are commissioned officers in the U.S. Army. Due to the students’ active duty obligations and association with the uniformed services, certain policies and procedures governing students are unique to this program and may be found in the current OTD Program Manual or the Individual Student Assessment Plan (ISAP) published by this graduate program.
The Army-Baylor Entry-Level OTD Program Admission Requirements
The following requirements apply to the Entry-Level Army-Baylor OTD program and must be met by every applicant to be considered for admission. All applications must be submitted through the Occupational Therapy Centralized Application Service (OTCAS) accessible via the following website: https://otcas.liaisoncas.com/applicant-ux/#/login
Program Admission Requirements
Admission to the Entry-Level Army-Baylor OTD program closely follows the admission criteria for all health science programs in the Robbins College of Health and Human Sciences with differences reflecting the need for prerequisite courses unique to, and in support of the OTD curriculum. Students applying to the Army-Baylor OTD program should have the requisite skills and demonstrated potential to navigate the academic rigors of an accelerated military based OTD education.
Prerequisites for Admission
All applicants must hold a Baccalaureate Degree in Arts or Sciences from an accredited university or be in the last semester of coursework at the time of the board. Minimum 3.0 overall GPA is required. The following prerequisites (or their approved transfer equivalents) are required for admission:
- Biological Science with Lab (3 semester hours)
- Human Anatomy and Physiology I with laboratory (4 semester hours)
- Human Anatomy and Physiology II with laboratory (4 semester hours)
- Kinesiology, Biomechanics, or Physics (3 semester hours)
- Human Development (lifespan) (3 semester hours)
- Social Sciences (200-level) (6 semester hours)
- Abnormal Psychology (3 semester hours)
- Statistics (3 semester hours)
The Graduate Record Examination (GRE) must be completed within the past five years of the board. Minimum 300 overall GRE score; Minimum 145 Verbal Score; Minimum 149 Quantitative Score; Minimum 3.5 Analytical Writing Score.
Applicants must also complete a minimum of 24 observation hours in Occupational Therapy as a volunteer or employee. It is recommended that the applicant complete these hours in a variety of clinical practice settings. Observational experience in a military OT practice or Veteran's Affairs OT practice is highly recommended.
Three Letters of Recommendation (LOR) are required: LORs must be sent directly to the Army Healthcare Recruiter. LORs must be signed by the author, dated, and on official letterhead. LORs should be addressed to the “Army-Baylor Occupational Therapy Doctorate Program Selection Board.
- LOR 1 – From a Professor or Faculty Advisor. This LOR is separate from Dean’s Letter stating applicant’s projected graduation date.
- LOR 2 – From a current or previous Supervisor
- LOR 3 – From anyone of the applicant’s choosing (employer, professor, faculty member, occupational therapist, peer, etc.).
- LOR 4 (Only for applicants currently serving in the military) – Endorsement from the Commander
- Personal Essay/Statement of Motivation (SOM) is required: Must be one page, 11-or-12-point Arial font, and bear the applicant’s signature and date.
SOM should clearly state why the applicant seeks Army-Baylor OTD training and motivation for desire to commission as an occupational therapist in the U.S. Army.
SOM should include information on professional, leadership, and volunteer activities, research involvement, and military experience as applicable.
Admission to the Army-Baylor OTD program is conducted by a formal application and recruitment process. All selected applicants must be motivated and capable of becoming a military Army officer undergoing rigorous academic and clinical preparation, and developing into a military occupational therapist consistent with the program mission and goals. Qualified students will be admitted regardless of race, color, national or ethnic origin, or gender. Potential candidates for the program must first apply through their local Army Healthcare Recruiting Office, www.goarmy.com, to compete for a seat in the program via an U.S. Army Recruiting Command (USAREC) accession board. The recruiter ensures the applicant meets military eligibility and confers with a selected OTD program faculty to ensure the candidate meets academic eligibility. The Robbins College of Health and Human Sciences and the Baylor University Graduate School works with the Army-Baylor OTD Program Director to review student candidates for the OTD program to ensure that students who are considered for the program meet admission standards for the Army-Baylor OTD program, Robbins College, and the Baylor University Graduate School.
The Army-Baylor OTD Admissions Committee and faculty will review all completed applications (i.e., application and all supporting materials received) in the order of receipt. Applicants are evaluated based on the following items: Applicants are evaluated based on the following items:
- Cumulative GPA
- Pre-requisite GPA
- GRE verbal percentile rank
- GRE quantitative percentile rank
- Observation hours
- Letters of Recommendation
- Personal Essay
- Telephonic/Virtual Interview Score
Other factors considered, but not required:
- Relevant work experience
- Prior military experience
The Army-Baylor OTD admissions committee uses this evaluative process to ensure nondiscrimination and equal opportunity for all applicants. The Army-Baylor OTD admissions committee will grant admission interviews by invitation only. The Army-Baylor OTD program does not offer credit for previous work experience, coursework or experiential learning, nor is advanced placement credit available for this program.
The Army-Baylor OTD Program Director or designee will contact selected applicants and provide further instructions for completing the interview process.
The Army-Baylor OTD Application deadline is 10 February 2022. The Army-Baylor OTD Selection Board convenes March 2022. Applicants will be notified of board results by their Army Healthcare Recruiter in accordance with current policies and procedures. The Army-Baylor OTD Program will provide an official OTD Welcome Letter to board selected applicants after individuals have been notified of selection by their Army Healthcare Recruiter.
How to Apply
All Army-Baylor OTD Applicants (civilians, military service members, or ROTC Cadets) must work with their local Army Healthcare Recruiting Office to apply. Visit www.goarmy.com/amedd to find your local Army Healthcare Recruiter and to determine eligibility.
- Bachelor’s degree from a regionally accredited institution prior to Army-Baylor OTD classes beginning. Provisional admission may be granted pending completion of the undergraduate degree. Students are required to successfully complete and document a minimum of four (4) FTE academic years of pre-professional preparation.
- Must complete all prerequisite courses with a prerequisite coursework as listed above
- Graduate Record Examination (GRE) completed within the last 5 years, including the analytical writing portion.
- Must NOT be a graduate of an entry-level occupational therapy program (U.S. or foreign), regardless of the level of degree conferred. Note: this requirement does not restrict pre-occupational therapy degrees, or those with COTA certification from applying. Only graduates of entry-level OT programs from any degree level are NOT eligible for admission to the entry-level Army-Baylor OTD program.
- Must NOT have ever matriculated into another OTD program.
- Applicants must be U.S. Citizens.
- Applicants must be between 21 and 42 years old.
- Applicants must be eligible for a ‘Secret’ security clearance and achieve a favorable security background screening.
- Applicants must meet the medical screening standards for commissioning. Applicants will complete a physical examination where the Department of Defense screens for certain conditions that may be disqualifying for military service. All applicants must meet height and weight standards to be deemed eligible for commissioning.
- Applicants must meet U.S. Army physical fitness standards. For more information, please visit: https://www.army.mil/acft/.
- ***Students incur a 90 months service obligation (30 months training + 60 months Active Duty obligation) if selected for the program. ***
- Current Service Members must obtain a Conditional Letter of Release from their current branch prior to the application deadline.
- Current military officers with greater than eight years Active Federal Commissioned Services (AFCS) by 01 November of the year the applicant is boarding are ineligible to apply. AFCS waivers may be considered on a case-by-case basis by the Army Medical Specialist Corps.
- ROTC Cadets are eligible to apply prior to graduation and do not require an approved Education Delay since the OTD is an Active Duty Program. ROTC Cadets will work with their local Army Health Care Recruiter to apply.
Minimum Technology Specifications Computer Requirements
The student is required to have a laptop computer and a mobile device that can support the technology programs and resources used by the Army-Baylor OTD program. The student is required to have the laptop computer (with a full version of Chrome browser), and mobile device in possession at the time of the Army-Baylor OTD Program Orientation.
- The minimum system requirements for a PC or Mac laptop computer are listed below.
- System performance (processing speed and available RAM) will vary based upon installed software, actively running software/applications, and internet speed.
- Laptop computer with Windows or iOS operating system, is acceptable with the minimum requirements below.
- Each student should ensure a laptop, internet speed/capacity, a working microphone, and webcam that can support the technology programs and resources used throughout the Army-Baylor OTD Program.
Additional Requirements Once Accepted into the Program
Once accepted into the Army-Baylor Occupational Therapy Program, and prior to beginning classes, the student must:
- Attend Army Medical Department (AMEDD) Direct Commissioning Course (DCC) and Basic Officer Leader Course (BOLC) prior to the OTD program start date.
- Attend the mandatory Army-Baylor OTD Program Orientation.
- Purchase all required OTD textbooks, manuals and laboratory supplies.
- Assume all responsibility for transportation to and from all facilities used for educational experiences, including clinical agencies assigned.
- Adhere to the Army-Baylor OTD Program Dress Code (i.e. military appropriate uniform, scrubs, graduate school research uniform)
Army-Baylor OTD Program Curriculum
The professional curriculum leading to the Doctor of Occupational Therapy degree requires students to complete 120 semester credit hours of coursework in 8 continuous academic semesters over a 30- month period. Students are enrolled into the Army-Baylor OTD program as a cohort and complete required courses in a prescribed, sequential manner. Course sequencing within the curriculum is designed to optimize the student’s ability to learn and integrate course material into future didactic and clinical education experiences, culminating in the doctoral capstone. The curriculum is dynamic to keep abreast with best evidence in both clinical and educational practice.
The Army-Baylor OTD faculty believe that student-centered teaching promotes discovery and clinical reasoning based client-centered service delivery characterized by ethical treatment decisions. This approach challenges students to expand their understandings of the relevance of occupational therapy to include considerations about the dynamic interaction of occupational performance, social participation and Army values. The Army-Baylor OTD curriculum design is comprised of the OTD Practice Sequence developed to prepare students for Fieldwork II and the OTD Scholarship Sequence developed for doctoral-level preparation for research and for application of in-depth knowledge required for the Doctoral Capstone. Stemming from the program’s five curricular threads the faculty have established the following curricular learning outcomes.
At the time of graduation from the program, the student will be able to:
- Utilize clinical reasoning in the occupational therapy process based on critical analysis, reflection and a dedication to excellence;
- Articulate the positive relationship between occupation and health and appreciate the occupational nature of humans as a core philosophical assumption of the profession;
- Provide client-centered care based on the principles, beliefs, and values of occupational therapy and a steadfast commitment to Army values and identity;
- Demonstrate servant-leadership roles leading to an in-depth understanding of a specialized competency in the profession that contributes to solving problems facing people and communities worldwide;
- Demonstrate a commitment to scholarly practice and research through lifelong learning and critical inquiry.
|OTD 6315||Foundations of Occupational Therapy||3|
|OTD 6213||Pathophysiology in Occupational Therapy||2|
|OTD 6214||Research Methods I||2|
|OTD 6216||Professional Practice and Ethical Formation Seminar||2|
|OTD 6515||Clinical Anatomy and Lab||5|
|OTD 6218||Evidence Based Practice Research Proposal||2|
|OTD 6224||Research Methods II||2|
|OTD 6323||Human Movement||3|
|OTD 6226||Occupational Therapy Across the Lifespan||2|
|OTD 6228||Occupational Therapy Clinical Skills||2|
|OTD 6229||OT Theory||2|
|OTD 6431||Occupational Therapy in Mental Health (OTD 6431::Occupational Therapy in Mental Health)||4|
|OTD 6235||Level IA Fieldwork (Mental Health)||2|
|OTD 6334||Physical Rehabilitation: Neurorehabilitation (OTD 6334::Physical Rehabilitation: Neurorehabilitation)||3|
|OTD 6236||Physical Rehabilitation: Lab||2|
|OTD 6233||Clinical Education Seminar||2|
|OTD 6239||Level IB Fieldwork: Adults and Older Adults||2|
|OTD 6435||Occupational Therapy with Adult and Older Adult Populations (OTD 6435::Occupational Therapy with Adult and Older Adult Populations)||4|
|OTD 6241||Doctoral Mentorship and Research I (OTD 6241::Doctoral Mentorship and Research I)||2|
|OTD 6243||Management and Program Development||2|
|OTD 6245||OT Psychosocial COSC and Wellness||2|
|OTD 6247||Level IC Fieldwork: Children and Youth||2|
|OTD 6445||Occupational Therapy with Children and Youth Populations (OTD 6445::Occupational Therapy with Children and Youth Populations)||4|
|OTD 6140||Professional Leadership and Advocacy||1|
|OTD 6451||Upper Quarter Evaluation and Intervention (OTD 6451::Upper Quarter Evaluation and Intervention)||4|
|OTD 6250||Level ID Fieldwork: Upper Quarter||2|
|OTD 6259||Doctoral Mentorship and Research II||2|
|OTD 6150||Pedagogy- Issues in Teaching and Learning in Higher Education (OTD 6150::Pedagogy)||1|
|OTD 6350||Human Performance Optimization (Human Performance Optimization)||3|
|OTD 6155||Military Healthcare Policy and Injury||1|
|OTD 6258||(OTD 6258::Professional Competency)||2|
|OTD 6V60||Level IIA Fieldwork||12|
|OTD 6167||Doctoral Mentorship and Research III (OTD 6167::Doctoral Mentorship and Research III)||1|
|OTD 6V65||Level II B Fieldwork (OTD 6V65::Level IIB Fieldwork)||12|
|OTD 6177||Doctoral Mentorship and Research IV (OTD 6177::Doctoral Mentorship and Research IV)||1|
|OTD 6V85||Doctoral Capstone Experience (OTD 6V85::Doctoral Capstone Experience)||15|
|OTD 6387||Doctoral Capstone Project (OTD 6387::Doctoral Capstone Project)||3|
Occupational Therapy (Doctorate) (OTD)
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.