The program is accredited by the Accreditation Council for Occupational Therapy Education (ACOTE) of the American Occupational Therapy Association (AOTA).

4720 Montgomery Lane, Suite 200
Bethesda MD, 20814-3449
(301) 652-AOTA
www.acoteonline.org

Program Description

During the program, students are required to adhere to all program, departmental, and school policies as outlined in the student catalog, student handbooks, fieldwork manual, and course syllabi. Students typically complete Level II Fieldwork within 12 months following completion of the didactic portion of the program. Successful completion of the program leads to a Master of Occupational Therapy (MOT) degree. Graduates of the program will be eligible to sit for the National Certification Examination for the Occupational Therapist administered by the National Board for Certification in Occupational Therapy (NBCOT). After successful completion of this exam, the individual will be an Occupational Therapist, Registered (OTR). Licensure requirements for occupational therapists vary by state according to practice act and state regulations that govern the practice of occupational therapy. A felony conviction may affect a graduate’s eligibility to take the NBCOT Certification Examination or attain state licensure.

Program Mission

The mission of the TTUHSC Master of Occupational Therapy program is to provide students with a strong foundation in clinical reasoning, knowledge, and skills to become competent occupational therapists who improve the health of individuals and communities. Academic and professional citizenship of students is cultivated through mentorship in scholarly activities.

Philosophy Statement

G Grounded in Bloom’s Taxonomy

O Occupation-based approaches 

T Teamwork in scholarship and practice

E Education of future professionals

C Clinical Reasoning/Case Mapping

H Hands on learning

Beliefs about Humans

Human beings possess a unique array of interests, values, skills, abilities, and experiences which influence the way each perceives, chooses, and engages in various, meaningful activities (also called occupations). Occupations are the ordinary and familiar things that people do every day. The selection of and engagement in these meaningful activities contributes to one’s identity, sense of purpose, health, and well-being.

Beliefs about the Nature of Occupational Therapy

Occupational therapy is the art and science of helping people do the day to day activities that are important and meaningful to them. Engagement in valued occupations is used in treatment to facilitate health and well-being. Valued occupations include the following areas: self-care, learning, work, play, leisure, social participation, and rest.

Occupational therapists work collaboratively with individuals, families, caregivers, and other groups whose life patterns and abilities to engage in valued occupations have been altered as a result of various circumstances (e.g. cognitive or developmental problems, injury or illness, social or emotional deficits, or the aging process). Occupational therapists apply clinical reasoning as they plan, facilitate, and reflect on client care. The focus of occupational therapy is to facilitate the individual’s ability to participate in meaningful, purposeful activities (occupations) at home, school, the workplace, community, and other various settings.

Occupational Therapy Practice Areas & Settings:

• Acute care
• Assistive technology
• Burn centers
• Case management
• Community health practice
• Driver rehabilitation
• Early intervention services
• Ergonomics consultation
• Hand rehabilitation
• Health and wellness consultation
• Home health
• Home modifications access
• Hospice services
• Hospitals
• Low vision services
• Nursing homes
• Private practice
• Psychiatric Hospitals
• Psychosocial needs of youth
• Rehabilitation centers (inpatient and outpatient)
• Schools
• State-Supported Living Centers

Beliefs about the Nature of Learning

Human beings learn through and are shaped by experiences throughout their lives. Opportunities for learning occur in many ways, such as acquiring knowledge, skill development, and personal growth. Through these varied experiences, changes in a person’s knowledge, abilities, behavior, and attitudes occur.

The curriculum of the occupational therapy program is shaped by two guiding frameworks. Bloom’s levels of learning serve as framework that faculty utilize to inform and guide the student learning process. Students develop critical thinking skills as concepts are introduced and reintroduced in increasing complexity. The other framework consists of the following six curriculum threads: Fundamental Concepts, Theoretical Foundations, Clinical Reasoning, Research Methods, Occupational Therapy Processes, and Professional Practice. These curriculum threads further focus the development of the students’ knowledge, skills, attitudes, and behaviors with respect to the profession of occupational therapy. The program fosters the development of each student’s clinical reasoning and professionalism through a combination of didactic and experiential processes.

Fieldwork

Fieldwork education is an integral aspect of our program. Students must pass a Criminal Background Check, maintain CPR certification, maintain immunizations, and complete annual tuberculosis testing and influenza vaccination in order to participate in fieldwork experiences. The student is responsible for fees related to Criminal Background Checks, Drug Screenings, and Immunizations. Students must be approved for fieldwork placement by the Program Director and the Academic Fieldwork Coordinator. Considerations in this recommendation include student’s academic performance, completion of program requirements, and demonstration of adequate professionalism and behaviors indicative of the ability to be effective and productive during clinical training. This includes problem solving ability and critical thinking. Students on fieldwork are expected to follow safety procedures of the clinical site, plus any other requirements deemed important by the Academic Fieldwork Coordinator and/or Fieldwork Educator for a specific clinical site. Behaviors observed during the professional curriculum are taken to be a measure of a student’s readiness for Clinical Fieldwork. Students are responsible for all costs associated with fieldwork including transportation, housing, meals, uniforms, Criminal Background Checks, and other incidental expenses.

Students will be involved in Level I Fieldwork experiences during the second year in the program. Students complete 24 weeks of full-time Level II Fieldwork during the third year of the program. No part of Fieldwork Level I may be substituted for any part of Fieldwork Level II. The length of the entire program is two and a half years. Level II Fieldwork is typically completed within 12 months following the completion of academic preparation.

Fieldwork education consists of five experiences designed to prepare and expose the student to a variety of applied settings in occupational therapy:

• Fieldwork I: Pediatric Process in Fieldwork AND Fieldwork I: Psychosocial Group Process occur in the summer semester of the second year. The student will actively participate in active learning experiences within the community to develop professional and therapeutic skills.
• Fieldwork I: Adult Physical Dysfunction occurs prior to beginning classes in the spring semester of the second year. The student actively participates in occupational therapy as it is practiced in an adult physical disabilities setting for a total of 80 hours.
• Fieldwork II 1: This full-time fieldwork experience typically begins in May of the third year. The student integrates client evaluation and intervention planning/implementation skills and develops entry-level competency in essential skills. The student has the opportunity to develop advanced competencies beyond entry-level where applicable.
• Fieldwork II 2: This full-time fieldwork experience typically begins in September of the third year. The student integrates client evaluation and intervention planning/implementation skills and develops entry-level competency in essential skills. The student has the opportunity to develop advanced competencies beyond entry-level where applicable.

Clinical facilities that have occupational therapy clinical education agreements with TTUHSC may be used for Fieldwork sites. The MOT Academic Fieldwork Coordinator provides detailed information for selection procedures. The student’s selection of a Fieldwork site must be approved by the MOT Academic Fieldwork Coordinator and/or the Program Director prior to the student enrolling in the applicable Fieldwork courses. The MOT Academic Fieldwork Coordinator reserves the right not to approve a student’s selection of any clinical education site. The MOT Academic Fieldwork Coordinator may consult with MOT faculty and the MOT Program Director in order to determine a Fieldwork placement for any student.

As such, the MOT Academic Fieldwork Coordinator further reserves the right to place the student at any clinical site determined necessary for successful completion of a student clinical fieldwork experience, or to not allow a student to enroll in a clinical fieldwork experience, for the following reasons:

• The student is on Academic Probation.
• The student has previously displayed behavior resulting in counseling using the Generic Abilities.

Essential Functions/Technical Standards

The occupational therapy program at Texas Tech University Health Sciences Center (TTUHSC) is a rigorous and intense program that places specific professional, intellectual, physical and social requirements and demands on the students enrolled in the program. An objective of this program is to prepare graduates to enter a variety of employment settings and to render care to a wide spectrum of individuals with physical and psychosocial impairments. The essential functions set forth by the occupational therapy program establish the essential qualities considered necessary for students admitted to this program to achieve the knowledge, skill and behavioral competencies for entry-level practice. These standards are subject to amendment based on changes in health care and the scope of occupational therapy practice.

Ability to meet these essential functions is required for admission to the occupational therapy program and must be maintained throughout the time a student is enrolled in the program. Applicants to (or accepted applicants for) the occupational therapy program will be required to verify that they understand and meet these essential functions, or that they believe that with reasonable accommodations they can meet the essential functions.

In keeping with applicable federal and state law regarding disabilities, we are committed to making reasonable accommodations for students with disabilities to enable them to perform successfully in our program. Any student with a disability who is accepted to the occupational therapy program must contact the 504 coordinator in the TTUHSC Office of Student Services as soon as possible. The coordinator will evaluate the student, confirm that the stated condition qualifies as a disability under applicable laws and work with the program to determine reasonable accommodations.

There are two separate and distinct components in the curriculum for the occupational therapy program: 1) an academic didactic component; and 2) a clinical/fieldwork component.  Accommodations in place for the didactic component may not be available for the clinical component in the curriculum. The essential functions listed below are necessary functions and skills for the development of the knowledge, skills, and behaviors to provide safe and effective occupational therapy services.  

1. Cognition:
   
   a. Applicants and students must be able to skillfully conceptualize, apply, analyze, synthesize, and evaluate information from a broad range of sources. Use of these learning domains must produce effective critical thinking skills to be used during observations of patient behavior, task performance, and the environment. To produce the required didactic and clinical learning, students must have:
   
   
   • Sufficient perception and attention (sustained, shifting, and divided) to perform components, such as: discernment and discrimination of relevant information (e.g., attention to safety concerns during laboratory and clinical/fieldwork experiences; sustained attention for actively learning during lecture and taking tests lasting up to 4 hours); accurate perception and interpretation of spatial relationships (e.g., surface anatomy; analysis of movement); and acquisition and use of knowledge within rigorous time constraints (e.g., assignment due dates, semester schedules, allotted treatment time).  
   • Sufficient memory skills (immediate, short term/working, and long term) to perform components such as the transfer of immediate memories (from sensations) to short term memories, which are then developed into long term memories through various learning strategies. All forms of memory should be accessible/retrievable for use in working memory as evidenced by effective didactic and safe and effective clinical experiences (e.g., assignment completion; examination preparation; occupational therapy evaluation; treatment planning; reassessment; outcomes review).
   • Sufficient higher-level cognitive skills to perform components, such as: concept formation (e.g. development of theoretical concepts in occupational therapy); cognitive flexibility (e.g. understanding of various contexts and patient situations); problem solving and decision making (e.g., searching and evaluating published literature; selection of appropriate assessments and treatment strategies); and accurate self-assessment of clinical/fieldwork skills, professionalism, and academic performance (e.g. monitor one’s own actions; learn from peer, instructor, client and environmental feedback).
     
     
2. Communication:
   
   a. Applicants and students must be able to effectively communicate with a broad range of individuals, such as: peers, faculty, patients, caregivers, family members, other professionals, supervisors, and payers. Such communication requires that students can effectively engage in receptive and expressive forms of communication (e.g., written, spoken, non-verbal). Students must have:
   
   
   • Sufficient proficiency with the English language to perform components, such as: acquisition of information and knowledge through written and spoken language (e.g., classroom instruction, textbooks, journal articles, websites, videos); production of written assignments with accurate spelling, grammar, and writing mechanics (e.g., essays, documentation); completion of examinations that require reading and comprehension; and professional presentation of information (e.g., class presentations; interdisciplinary team discussions; patient status reports).
     
   • Sufficient proficiency with use of technology to perform components, such as: utilization of computer resources for didactic, laboratory, and clinical/fieldwork courses (e.g., internet, email, electronic health records, and computer software for word processing, spreadsheet, and presentation); accessing content using a variety of electronic media (e.g., videos, pdf, forums, electronic library databases); and utilization of technology resources used for standardized testing (e.g., electronic modalities).
   
   
3. Motor Skills:
   
   a. Applicants and students must be physically capable to perform a range of motor skills. Such motor skills require functional movement to effectively performance various physical components of patient assessment and intervention. Students must have:  
   
   
   • Sufficient muscular and cardiovascular endurance to perform components such as: positioning and stabilization of patient; and sustaining physical activity levels necessary to meet academic and clinical/fieldwork productivity (e.g., classroom and clinical/fieldwork activities)
   • Sufficient fine motor coordination, range of motion, and strength to safely perform components, such as: grasp and manipulation of therapy supplies, tools, and equipment (e.g., cut and form materials to fabricate splints and assistive devices; positioning of supplies or equipment in accordance with standardized testing procedures); demonstration of dexterous movements for various activities of daily living (e.g., write, button, open containers); and application and calibration of pressure to soft tissue (e.g., massage, facilitation, inhibition, and handling techniques).
   • Sufficient gross motor coordination, range of motion, and strength to safely perform components, such as: stabilization, positioning, and moving of patient (or patient’s body parts); maneuvering patient in wheelchair; application of physical resistance to assess muscle strength and tone; and accommodation and/or demonstration of desired positioning or movement patterns for patient (e.g., crouch, kneel, squat, bend, reach, sit).
     
   
   
4. Observation:
   
   a. Applicants and students must be able to effectively observe behavior, task performance, and the environment. Such observation requires the functional use of their senses. Students must have:
   
   
   • Sufficient vision acuity and perception to perform components such as: visual observation of educators and/or peers demonstrating techniques, procedures, and equipment use; seeing and reading text and images( e.g., equipment gauges/dials, medical records); observation of patient behaviors, skills, and impairments; visual inspection of signs of distress, trauma, or impairment; visual monitoring of tools and equipment for safe, effective operation; and identification of environmental barriers and supports.
   • Sufficient auditory function to perform components, such as: hearing patient’s verbalizations and utterances; monitoring of tools and equipment for safe, effective operation; and accurately hearing sounds from the pulmonary, cardiovascular, gastrointestinal, and musculoskeletal systems.
   • Sufficient tactile sensation to perform components, such as: accurate discernment, palpation, and mobilization of muscles, bones, joints, and other subcutaneous structures; monitoring of temperature or tension through touch; and manipulation of supplies, tools, and equipment.
   
   
5. Social Behavioral Skills:
   
   a. Applicants and students must be able to establish and regulate behaviors to meet performance demands of occupational therapy practice. Such social behavioral skills require motivation, self-awareness, emotional regulation, and interpersonal skills. Students must have:
   
   
   • Sufficient motivation to achieve academic or clinical/fieldwork performance expectations that includes components, such as: self-direction and autonomy (e.g., utilize organization and time management skills; utilize resources for self-directed learning; access transportation to attend academic courses and clinical/fieldwork placements); compliance with academic and professional standards of conduct (adhere to safety guidelines and procedures; conduct oneself in an ethical and legal manner); and portrayal of honesty, integrity and professionalism in all circumstances.
   • Sufficient interpersonal skills to perform components, such as: respect for individual, social and cultural diversity; building and maintaining healthy relationships with a broad range of individuals (e.g., peers, faculty, patients, caregivers, family members, other professionals, and supervisors); facilitation of therapeutic interaction (e.g., attending, clarifying, coaching, facilitating, and touching as part of therapeutic process); professional interactions (e.g., provide constructive feedback; timely and appropriate response to feedback);
   • Sufficient awareness of emotional and behavioral states to perform components, such as: self-reflection, self-appraisal, and adjustment of actions when necessary (e.g., align behaviors to meet performance expectations; self-identify areas for improvement); and regulation of emotional and behavioral responses (e.g., manage uncertainty in academic and clinical/fieldwork situations; adapt thinking and behavior to changing situations).
     
     
6. Participation:
   
   a. Applicants and students must be able to participate in various experiential learning opportunities to develop the knowledge, skills, and behaviors for occupational therapy practice. Such experiential learning occurs in the classroom, laboratories, and clinical/fieldwork experiences. Students must be able to:
   
   
   • Complete the interprofessional core curriculum that involves completion of online modules as well as face to face interactions that involve teaching, learning, and collaborating with students from various professions.  
   • Complete a gross anatomy course, which includes extensive hands-on dissection of human cadavers.
   • Participate in classroom and laboratory activities in a co-educational environment where students are required to practice observation and intervention skills on individuals of all body types and genders. Students are often required to dress in shorts and t-shirts/sports bras to allow appropriate visualization or palpation when engaged in simulation of patient assessment and intervention.
   • Participate in small group activities and projects that require students to coordinate schedules and work collaboratively to meet assignment expectations and deadlines.
     
     
     

Admission to the Program

The MOT Program begins in late May each year. The application for the admissions cycle opens in July. A bachelor’s degree is required prior to beginning the program. The GRE is not required for admission into the program.

The Application Process

Applicants must complete both an application through the Occupational Therapy Centralized Application Service (OTCAS) and a supplemental application. The OTCAS application and the supplemental application can be accessed through the following link: http://www.ttuhsc.edu/health-professions/admissions/application.aspx.

Applications are considered on a rolling basis for acceptance into the MOT program.  The deadline  for the receipt of the applications, supporting documentation, and application fee is November 15th. The application must be verified by OTCAS and the TTUHSC SHP supplemental application must   be completed by the application deadline. Individual applications are only reviewed after the OTCAS verification process is completed, and the TTUHSC SHP supplemental application is submitted; therefore, it is in the applicant’s best interest to complete the application process, including submission of required documentation, as early as possible. Documentation that is required to be submitted includes: transcripts, verification of observation/experience hours in occupational therapy settings, two recommendation letters, verification of required immunizations, verification of CPR certification, and a personal essay.

Please note: There is a time lag in submitting your application to OTCAS and the application being verified. Applicants will need to plan accordingly. It is the applicant’s responsibility to ensure all application materials have been received by OTCAS and the SHP Office of Admissions prior to the application deadline.

The selection process for the TTUHSC MOT Program is highly competitive; therefore, it is in the applicant’s best interest to complete the entire application process as early as possible. Applicants must meet the admission criteria and complete the application process prior to the deadline to be considered an eligible applicant. Many factors are considered in admissions decisions, and acceptance is offered to candidates that appear to be most highly qualified to meet the mission and goals of the MOT program. Invitations to interview with the MOT program faculty in Lubbock, Texas are extended to the most competitive applicants. Completion of prerequisite coursework, strength of the academic record, essays, letters of recommendation, and interviews are all strongly considered in the admissions process.

GPA Requirements

A minimum cumulative GPA of 3.0 on a 4.0 scale and a minimum Science GPA of 3.0 on a 4.0 scale are required. A competitive overall GPA and science prerequisite GPA are a consideration for admissions.

Transcripts and Coursework

Applicants must submit transcripts of all institutions attended. At the time of application, the student must demonstrate the ability to complete all pre-professional coursework prior to enrollment in the first semester of the professional curriculum.

Experience

Applicants are expected to have some knowledge of the occupational therapy profession. This can be acquired in several ways: volunteer work, paid work and/or observation in occupational therapy settings/services. It is in the best interest of the applicant to complete a substantial number of experiential hours (a minimum of 40 hours, preferably in a variety of different settings) prior to the application deadline for the program. Verification of observation/experience hours in occupational therapy practice must be submitted as a part of the application. Applicants are also encouraged to become familiar with the occupational therapy profession through exploring the professional literature and online resources.

Letters of Recommendation

Three letters of recommendation are required. One letter must be completed by an occupational therapist. Letters should be completed by professional personnel who have: (a) observed the applicant during any related volunteer, observation, or paid work, (b) been previous or present instructors and/or counselors, or (c) been previous or present employers.

Immunizations and CPR

Verification of required immunizations and CPR for the Healthcare Provider certification must be submitted prior to enrollment in professional curriculum, or preferably by the application deadline. CPR certification must be maintained throughout the professional program. Immunizations will be maintained by a national database which requires an annual fee to be paid by the student.

Personal Essay

The personal essays should be submitted with the application.

Personal Interview

Competitive candidates are invited for an on-site interview during the Fall or Spring semesters. Submitting an application does not guarantee an interview.

Prerequisite Courses

The completion of the Pre-Professional Curriculum is required prior to starting the program. Courses may be completed in any regionally accredited community college, or university. All prerequisite courses must be complete prior to matriculation. It is recommended that prerequisite courses be taken within the last seven years. For the file to be reviewed, no more than 9 prerequisite hours can be in progress, and at least two science prerequisites must be completed. AP and CLEP credit will not be accepted for any science prerequisite course. There is no advanced placement, transfer of credit or experiential learning credit within the TTUHSC MOT Program.

Below is the list of the courses that comprise the Pre-Professional Curriculum.