Master in Occupational Therapy

MOT Program 

 https://hscweb.ttuhsc.edu/health-professions/current/policies.aspx

Accreditation and Program Overview

Beliefs about Humans

Belief about the Nature of Learning

Beliefs about the Nature of Occupational Therapy

• 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
• Mental health
• Nursing homes
• Private practice
• Psychosocial needs of youth
• Rehabilitation centers (inpatient and outpatient)
• Schools
• State Supported Living Centers

Student Learning Goals

• Students will be able to identify, describe, and summarize the biological, physical, social, and behavioral factors that affect a person's engagement in occupation across the lifespan.
• Students will be able to demonstrate clear, effective written and verbal communication.
• Students will be able to analyze the effects of physical and mental health, disability, disease processes, and traumatic injury to the individual within the cultural context of family and society on occupational performance.

• Students will be able to describe and discuss history, theories, practice models, and frames of reference that are used in occupational therapy.

• Students will be able to apply theoretical constructs to evaluation and intervention with various types of clients and practice contexts.
• Students will be able to analyze historical, theoretical, and sociopolitical influences on practice.
• Students will be able to integrate occupation-based theories, practice models, and frames of reference to guide occupational therapy processes.

• Students will be able to describe clinical reasoning concepts in relation to occupational processes.

• Students will apply active learning, concept mapping, case mapping, clinical problem solving, and documentation exercises to develop clinical reasoning strategies.
• Students will be able to distinguish the importance of therapeutic use of self, the environment, and occupation/activity to identify the needs of the client and facilitate relationships with others.
• Students will be able to integrate clinical reasoning skills to work collaboratively to meet the occupational needs of individuals or groups.

• Students will be able to understand quantitative and qualitative research methods and describe the importance of research to the profession of occupational therapy.

• Students will apply active learning, concept mapping, case mapping, clinical problem solving, and documentation exercises to develop clinical reasoning strategies.
• Students will be able to plan, conduct, and analyze entry-level research that is relevant to occupational therapy practice.
• Students will be able to synthesize, evaluate, and disseminate findings of research to inform occupational therapy practice.

• Students will be able to explain the meaning and dynamics of occupation and activity including areas of occupation, performance skills, performance patterns, activity demands, context(s), and client factors.

• Students will be able to select and administer relevant occupational therapy screenings, assessments, and intervention methods based on client needs and contextual factors.
• Students will be able to interpret results of occupational therapy screenings and assessments to formulate the therapeutic intervention plan and method of service delivery.
• Students will be able to synthesize the occupational therapy process (from referral to discharge), client needs, and contextual factors to support the client's participation in valued occupations.

• Students will be able to discuss the importance of advocacy, safety, professional ethics, values, and responsibilities.
• Students will adhere to ethical standards and safety regulations.
• Students will be able to analyze supervisory, ethical, and organizational issues and responsibilities to support professionalism in practice.
• Students will be able to synthesize and evaluate their professional role in varied settings to foster the process of reflective practice and a spirit of life-long learning.

1. TTUHSC MOT students will possess clinical reasoning, knowledge, and skills required for competent occupational therapy practice.
2. TTUHSC MOT students and faculty will improve the health and well-being of people through the provision of occupational therapy services and healthcare education.
3. TTUHSC MOT students and faculty will practice professional citizenship through community outreach.

1. Students will be able to plan and apply occupational therapy evaluations and interventions to address the physical, cognitive, psychosocial, sensory, and other aspects of performance in a variety of contexts and environments to support engagement in everyday life activities.
2. Students will be prepared to articulate and apply occupational therapy evidence-based interventions.
3. Students will develop and implement a population-based service that addresses occupational needs of a community organization.
4. Graduates achieve entry-level competence through a combination of academic and fieldwork education that provides broad exposure to delivery models and occupational therapy practice settings.

• 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:
  • i) 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). 
  • ii) 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).
  • iii) 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).

• 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:
  • i) 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).
  • ii) 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).

• Applicants and students must be physically capable to perform a range of motor skills. Such motor skills require functional movement to effectively perform various physical components of patient assessment and intervention. Students must have: 
  • i) 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).
  • ii) 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).
  • iii) 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).

• 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
  • i) 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.
  • ii) 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.
  • iii) 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.

• 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:
  • i) Sufficient motivation to achieve academic or clinical/fieldwork performance expectations that include 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.
  • ii) 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).
  • iii) 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).

• 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:
  • i) 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. 
  • ii) Complete a gross anatomy course, which includes extensive hands-on dissection of human cadavers.
  • iii) 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.
  • iv) Participate in small group activities and projects that require students to coordinate schedules and work collaboratively to meet assignment expectations and deadlines. 

Professional Expectations and Opportunities

1. It provides aspirational Core Values that guide occupational therapy personnel toward ethical courses of action in professional and volunteer roles, and
2. It delineates ethical Principles and enforceable Standards of Conduct that apply to AOTA members.

Fieldwork Education

1. Fieldwork I: Pediatric Process in Fieldwork and Fieldwork I: Psychosocial Group Process occur in the summer semester of the second year. The student's Fieldwork experiences will be ongoing throughout the summer semester and will include clinical experiences throughout the community. The student will actively participate in occupational therapy clinical situations to develop professional and clinical skills as well as an understanding of clinical settings.
2. 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 a physical disabilities setting for a total of 80 hours.
3. Fieldwork II:1 Full-time Fieldwork experience that typically begins in June of the student's 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.
4. Fieldwork II:2 Full-time Fieldwork experience that typically begins in September of the student's 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.

1. The student is on Academic Probation.
2. The student has previously displayed behavior resulting in counseling using the General Abilities

1. Failure to maintain and present all of the appropriate documentation to the Fieldwork education facility as required by that facility. The documentation required varies from facility to facility, but typically includes:
   1. Evidence of current immunizations for Hepatitis B, Tdap (Tetanus, Diptheria, Pertussis), and MMR (Measles, Mumps, Rubella/Rubeola).
   2. TB (tuberculosis) test results
   3. Personal medical/health insurance
   4. Current CPR (cardiopulmonary resuscitation) certification.
2. Failure to meet all requirements set forth by a Fieldwork education facility for students receiving Fieldwork education at their site (e.g., failure of a facility required drug test, failure to adhere to dress code, etc.)
3. Failure to complete course objectives as specified in the Fieldwork course syllabus.
4. Unsafe or unprofessional behavior at a Fieldwork site. 

1. Failure to maintain the academic standard of a cumulative GPA of 2.70 or higher for two consecutive semesters.
2. Failure to maintain the academic standard of a cumulative GPA of 2.70 or higher for any three semesters of the curriculum.
3. After receiving a course grade of "D" or "F" in one course, refusal to sign a "Recycling Requirements Document" or refusal to recycle/audit courses specified in "Recycling Requirements Document" (see section on "Recycling").
4. Failure to meet all requirements specified in the "Recycling Requirements Document."
5. Receiving a course grade of "D" or "F" in two or more courses or the same course twice.
6. Failure to maintain the academic standard of a cumulative GPA of 2.70 or higher in any subsequent semester after successfully recycling a course.
7. Failure of a Fieldwork course due to unsafe practices and/or unprofessional behavior as documented by the Fieldwork clinical instructor.
8. Based upon a complaint of misconduct as set forth in the TTUHSC Student Handbook.