Independent project within the DScOT Program. Course objectives will be identified through fellow and faculty consultation. Each independent study will involve a scholarly project that includes an extensive literature review that relates to military clinical and/or research goals.

Independent project within the DScOT Program. Course objectives will be identified through fellow and faculty consultation. Each independent study will involve a scholarly project that includes an extensive literature review that relates to military clinical and/or research goals.

Clinical practicum with student-identified specialization in occupational therapy emphasizing advanced upper quarter orthopedic evaluation and treatment procedures, human performance optimization strategies, and occupational therapy in behavioral health.

Clinical practicum with student-identified specialization in occupational therapy emphasizing advanced upper quarter orthopedic evaluation and treatment procedures, human performance optimization strategies, and occupational therapy in behavioral health.

Clinical practicum with student-identified specialization in occupational therapy emphasizing advanced upper quarter orthopedic evaluation and treatment procedures, human performance optimization strategies, and occupational therapy in behavioral health.

Clinical practicum with student-identified specialization in occupational therapy emphasizing advanced upper quarter orthopedic evaluation and treatment procedures, human performance optimization strategies, and occupational therapy in behavioral health.

Clinical practicum with student-identified specialization in occupational therapy emphasizing advanced upper quarter orthopedic evaluation and treatment procedures, human performance optimization strategies, and occupational therapy in behavioral health.

At least 48 hours of advanced special topics course customized to support program participant and military directed goals. This may include seminars in burn rehabilitation, military ergonomics, upper extremity neuromuscular direct access evaluation, brigade provider courses, human performance optimization programming, and combat stress control. Professional publication and presentation readiness will also be addressed through seminar.

At least 48 hours of advanced special topics course customized to support program participant and military directed goals. This may include seminars in burn rehabilitation, military ergonomics, upper extremity neuromuscular direct access evaluation, brigade provider courses, human performance optimization programming, and combat stress control. Professional publication and presentation readiness will also be addressed through seminar.

At least 48 hours of advanced special topics course customized to support program participant and military directed goals. This may include seminars in burn rehabilitation, military ergonomics, upper extremity neuromuscular direct access evaluation, brigade provider courses, human performance optimization programming, and combat stress control. Professional publication and presentation readiness will also be addressed through seminar.

At least 48 hours of advanced special topics course customized to support program participant and military directed goals. This may include seminars in burn rehabilitation, military ergonomics, upper extremity neuromuscular direct access evaluation, brigade provider courses, human performance optimization programming, and combat stress control. Professional publication and presentation readiness will also be addressed through seminar.

At least 48 hours of advanced special topics course customized to support program participant and military directed goals. This may include seminars in burn rehabilitation, military ergonomics, upper extremity neuromuscular direct access evaluation, brigade provider courses, human performance optimization programming, and combat stress control. Professional publication and presentation readiness will also be addressed through seminar.

Emphasizes the advanced evaluation and treatment of behavioral health conditions, introducing the student to the behavioral health knowledge base and evidence-based practice to integrate critical reasoning and evidence-based practice into occupational therapy behavioral health treatment settings.

The purpose of this course is to prepare students to use professional/scientific literature to make sound, evidence-based patient care and collaboration decisions and respond to research questions with a formal professional product. The course focuses learning and implementing the skills needed to gain access to, critically read and appraise professional literature, understanding the strengths/limitations and appropriateness of research methodologies and commonly faced obstacles in clinical research. The course will foster fellow’s critical thinking skills to communicate research plans and findings effectively and efficiently to professional colleagues in the form of scholarly paper and presentation.

Examines qualitative research methods used to enhance evidence-based research for occupational therapists through the analysis of published healthcare research and the employment of qualitative research methodology. Student will also select an appropriate qualitative research method to collect and analyze data associated with his or her research project.

This Differential Diagnosis for Occupational Therapy course poses discussion of the medical history and occupational therapy examination findings of somatic and visceral disorders with reference to their influence on occupational therapy evaluation and intervention. Emphasis is placed on systems review and screening for medical diseases to identify serious pathology presenting as musculoskeletal and/or mental health symptoms resulting in occupational performance deficits. The student will learn to integrate skills in the determination of differential diagnosis during occupational therapy assessments and intervention. Methods of instruction include lecture, readings, case studies, journal article reviews, patient evaluations, and discussion groups.

This course is designed to introduce fellows to concepts, techniques, and technologies used in the scientific inquiry of clinical research. Research development, design, methodology, measurement, scholarly writing preparation, and introductory literature analysis are covered as a means of investigating health status and outcomes of occupational therapy intervention. This course is designed to be the initial guide the fellows in conducting and completing original clinical research as they develop a research question to facilitate literature review and data collection and analysis in subsequent courses.

Specific goals during this course include the completion of a literature review and the beginning of pilot testing and data collection. Also included is material in statistics, which develops the student's use of advanced statistical analysis techniques, including the use of SPSS.

Focuses on the role and relationship of nutrition, pharmacology, and complementary/alternative medicine in the treatment of specific populations by occupational therapists where emphasis is placed on medical indications and potential effects of drugs and alternative/complementary medicine as well as nutrition on occupational therapy interventions.

Builds upon the student's familiarity with the occupational therapy knowledge base, quantitative and qualitative research methodologies, and critical/clinical reasoning and includes the development of a clinical research question, completion of a comprehensive literature review/systematic review, and writing a research protocol that includes informed consent documents.

The purpose of this course is to understand the range of responsibilities and challenges of running an adult classroom, and to have adequate opportunities to practice skills and engage in didactic and clinical instruction, coaching/mentoring, evaluation development and grading, remedial teaching for struggling students, and laboratory skills (if appropriate) alongside a cooperating mentor faculty member who is either the teacher of record for their classroom or an agreed upon SME. Course learning objectives and strategies will be developed collaborative between the teacher of record, faculty mentor, and the fellow, but are scaffolded to promote enhanced teaching/learning throughout the DScOT program.

This course provides a supervised experience in teaching in occupational therapy graduate education through direct participation in a classroom situation. Each student will work closely with a program faculty mentor and will be actively engaged in instructional practices, such as the development of activities and assignments or other relevant experiences.

This course will focus on organizing collected data and interpreting data to achieve a stated educational goal through mentored, but self-directed, work that enables fellows to further explore research interests, by collection and analysis of data, and communicating the results. Student will apply concepts learned in previous coursework under the guidance of the course director.

This course builds upon the student’s familiarity with the occupational therapy knowledge base, quantitative and qualitative research methodologies, systematic review development, and critical/clinical reasoning. This course completes the development of a full research proposal including clinical research question, completion of a comprehensive literature review/systematic review, research methodology and data analysis as well as preparation of an IRB application with all necessary informed consent documents (Institutional Review Board standards). All students will have the opportunity to participate in ongoing clinical research (after IRB approval) in all phases of implementation to include project procedure development, participant enrollment, interventions, fidelity checks, data collection, project coordination, data analysis and other related tasks. This course is primarily taught in a seminar format with involvement in the ongoing research activities to be a major course activity.

Focuses on the completion of the manuscript from the clinical research project with the goal of publication in a peer-reviewed journal and presentation to the occupational therapy community.

This course provides a supervised experience in teaching in occupational therapy graduate education through direct participation in a classroom situation. Each student will work closely with a program faculty mentor and will be actively engaged in instructional practices, such as the development of activities and assignments or other relevant experiences.

This course expands the doctoral fellow’s knowledge on the responsibilities and demands faced by military officers in a variety of clinical, educational, and operational leadership positions.

This overview of the hand surgeon's model of evaluation and treatment of musculoskeletal disease and trauma and review of outcomes in advanced surgical techniques requires the development and application of a post-operative occupational therapy protocol for treatment of a specialized case.