This is the first of two courses designed to introduce students to the history of the occupational therapy profession and the evolution of occupation. Students will learn the use of theory and evidence, the important and function of professional organization, the Occupational Therapy Practice Framework, the use of health care terminology, and the application of critical reasoning within various models of practice and therapuetic settings. (3 credit hrs.)
This course is focused on gross human anatomy and is presented in a regional approach. Students learn anatomical terminology and correlate structure with function through lectures, laboratory dissection, and demonstrations. (5 credit hrs.)
Total Semester Credit Hours: 8
Year One - Fall
This is the second of two courses designed to introduce students to the history of the occupational therapy profession and the evolution of occupation. Students will continue learning the use of theory and evidence, the importance and function of professional organizations, the Occupational Therapy Practice Framework, the use of health care terminology, and the application of critical reasoning within various models of practice and therapeutic settings. (2 credit hrs.)
This course will explore clinical reasoning as a basis of practice. Students will learn the evolution of clinical reasoning and compare and contrast clinical reasoning across different healthcare professions. Students will have the opportunity to reflect on their assumptions and how they may effect clinical reasoning. Exploration of mental processes fundamental to reasoning will also be covered. (1 credit hr.)
This course includes an introduction and study of methods of scientific inquiry and research pertaining to human-service professions. An overview of quantitative and qualitative research methodologies and design will be introduced with emphasis placed on understanding the research process and how to use research to evaluate and guide models of clinical decision-making using Internet, library and other resources. The fundamentals of scholarly activities and their contributions to a professional knowledge base will be highlighted. This course advances students’ knowledge and understanding of quantitative and qualitative research designs. Students will develop and apply quantitative statistical analysis as well as qualitative data analysis to understand processes used in scholarly research. This course also prepares students for the planning and implementation of the OTD clinical doctoral project. It will offer review and discussion of statistical analyses as it relates to health sciences research. Students will design a comprehensive research proposal and develop independent research skills to plan, evaluate, and critique clinical studies in professional practice. (3 credit hrs.)
This course will give students an overview of the clinical conditions that are commonly seen in populations in rural Appalachia. Students will learn disease epidemiology, signs, symptoms, pathophysiology, psychopathology, and disease course/prognosis. Functional deficits that result from each condition and the role of health promotion and prevention will also be studied. (2 credit hrs.)
This course will develop clinical reasoning throughout the OT process for client and family centered care. Documentation and plan of care justifying care within treatment settings across the lifespan will be highlighted. (1 credit hr.)
This course will introduce the learner to basic theories of adult teaching and learning. A focus on teaching and learning in a higher education setting, as well as, client settings will be explored. Multiple learning theories will be studied with an emphasis on how these affect one's decisions in selecting teaching strategies. Students will analyze selected theories and their use in a variety of educational settings. (2 credit hrs.)
This is the first of two courses designed to expose, orient, and introduce students to interprofessional practice through the acquisition and demonstration of skills related to the collaborative examination and management of clients in different practice settings. Students of various healthcare disciplines will work closely to learn and practice client care skills. This course will emphasize the overall assessment, assessment of vital signs and appraisal of lab values, standard precautions and infection control, client positioning and draping, bed mobility, and will introduce transfers, and body mechanics awareness. Students will also begin to develop problem-solving and clinical reasoning skills related to client care within in the context of the interprofessional healthcare team. Through lecture and lab sessions, students will interact, engage, and collaborate with students from other healthcare disciplines to evaluate simulated clients representative of the Appalachian region. (2 credit hrs.)
This course allows students to study of neuroanatomy, neurophysiology and applied neuroscience principles in the promotion of health and wellness and the recovery of illness and/or injury. This course, Neuroscience includes the physical and electrical properties of cells, synapses and synaptic transmission, the somatosensory system, motor neurons, neuroplasticity, basal ganglia, cerebellum, nervous system support systems. The spine, cranial nerves, and peripheral nervous system will also be explored. (3 credit hrs.)
Total Semester Credit Hours: 16
Year One - Spring
This course continues to build on Clinical Reasoning I. Students will learn the aspects of reasoning as they relate to occupational therapy practice. The continuum of clinical reasoning will be explored, including characteristics of each phase. (1 credit hr.)
The second in a series of research based courses, this course allows students to continue to the implementation phase of their scholarly/research projects. Students will need to begin obtaining IRB approval (if applicable) and begin collecting, managing, and analyzing data in their chosen research area. Faculty assistance and prearranged peer seminars for review, critique, evaluation and discussion of research projects will take place. Grant writing to secure funding for research will also be introduced. (3 credit hrs.)
Continuing from Health Conditions: Epidemiology & Pathophysiology I, this course will resume teaching students an overview of the clinical conditions that are commonly seen in populations in rural Appalachia. Students will learn disease epidemiology, signs, symptoms, pathophysiology, psychopathology, and disease course / prognosis. Functional deficits that result from each condition and the role of health promotion and prevention will also be studied. (2 credit hrs.)
Level I fieldwork courses run concurrently with a specific evaluation and intervention course. Students will be afforded the opportunity to apply knowledge and skills obtained during the didactic course to simulated scenarios and experiences led and facilitated by course faculty and the clinical education department. Professional development and appropriate behaviors are a key focus during Level I fieldwork. (1 credit hr.)
The first of four courses in the capstone series. Students will explore capstone possibilities, and where available, examples of doctoral capstone projects completed by other OTD students. This course is the introduction to the capstone process where students will learn how the project progresses through the curriculum and the timeframe for completion of specific components. As students begin to identify an area of focus for their capstone project, they will be assigned a faculty advisor and start to conduct their literature review. (1 credit hr.)
This course will introduce the occupational therapy practice for mental health populations, with a primary focus on populations of rural Appalachia. Theoretical foundations of mental health rehabilitation including assessment and evidenced-based treatment in various rehabilitation settings will be taught. Utilizing clinical reasoning, students will apply various theories and frames of reference associated with mental health practice. Family and client centered care and collaborative consultation across a range of settings will be emphasized. This course contains a laboratory component. (4 credit hrs.)
This is the second of two courses designed to expose, orient, and introduce students to interprofessional practice through the acquisition and demonstration of skills related to the collaborative examination and management of clients in different practice settings. Students of various healthcare disciplines will work closely to learn and practice client care skills. This course will emphasize the overall assessment, assessment of vital signs and appraisal of lab values, standard precautions and infection control, client positioning and draping, bed mobility, and will introduce transfers, and body mechanics awareness. Students will also begin to develop problem-solving and clinical reasoning skills related to client care within in the context of the interprofessional healthcare team. Through lab sessions, students will interact, engage, and collaborate with students from other healthcare disciplines to evaluate simulated clients representative of the Appalachian region. (1 credit hr.)
This course will teach students the study of movement. Students will use clinical reasoning to determine appropriate evidenced-based biomechanical evaluation and assessment of musculoskeletal structures to identify normal and abnormal movement patterns. Students will learn to evaluate joint range of motion, strength, and sensation to better allow client centered care, thus improving client outcomes. This course contains a laboratory component. (3 credit hrs.)
Total Semester Credit Hours: 16
Year Two - Summer
Level I fieldwork courses run concurrently with a specific evaluation and intervention course. Students will be afforded the opportunity to apply knowledge and skills obtained during the didactic course to simulated scenarios and experiences led and facilitated by course faculty and the clinical education department. Professional development and appropriate behaviors are a key focus during Level I fieldwork. (1 credit hr.)
This course introduces a variety of assistive technology devices with application throughout the lifespan. Universal design and environmental modifications are explored in depth. Considering a client’s occupational profile, students use technology to assist and prepare the client for independence in occupational engagement and purposeful, meaningful activity. This course contains a laboratory component. (3 credit hrs.)
This course is an introduction to occupational therapy practice for clients with physical dysfunction, with a primary focus on populations of rural Appalachia. Theoretical foundations of physical rehabilitation and assessment and evidenced-based treatment in different physical rehabilitation settings will be taught. Using clinical reasoning, students will learn to choose, grade and adapt treatment for clients with diverse rehabilitation diagnoses. Family and client centered care including collaborative consultation across a range of settings will be emphasized. This course contains a laboratory component. (4 credit hrs.)
Health disparities, such as access to care and disability status, and their relevance to occupational therapy will be discussed. Health disparities prevalent in rural Appalachia will be the primary focus. The overall intention of this course is to provide students an introduction to social factors that may impact individual, population, and community health. This course will evidenced-based study intervention approaches to improve population health outcomes. (2 credit hrs.)
Total Semester Credit Hours: 10
Year Two - Fall
This course allows students the opportunity to recognize and analyze a problem prevalent to individuals or populations within rural Appalachia, develop possible resolutions, and determine the efficacy of the resolution in community based settings. Students will assess the needs, then design and implement a community, evidenced based program. Afterwards, students are responsible to examine and report the results of their program. (2 credit hrs.)
Continuing to build on the prior two clinical reasoning courses, this course allows students the opportunity to examine clinical reasoning in different contexts. Students will explore clinical reasoning in a variety of clinical settings, included but not limited to, acute care, neonatal ICU, mental health, and school-based practice. (1 credit hr.)
The third in a series of research based courses, this course allows students to continue carrying out their scholarly/research projects. Students will continue collecting, managing, and analyzing data in their chosen research area. (2 credit hrs.)
This course provides an evidenced based, systematic method to the selection, design, application and fabrication of splints and orthotic/prosthetic devices. The upper extremity will be the primary focus during this course with select lower extremity devices being introduced. Physical agent modalities, electrical and thermal, will be presented and applied. Participation will be both lecture and laboratory activities to allow students the ability to gain the knowledge and clinical reasoning skills essential for fabrication and modification of various devices used in clinical practice. (3 credit hrs.)
Level I fieldwork courses run concurrently with a specific evaluation and intervention course. Students will be afforded the opportunity to apply knowledge and skills obtained during the didactic course to simulated scenarios and experiences led and facilitated by course faculty and the clinical education department. Professional development and appropriate behaviors are a key focus during Level I fieldwork. (1 credit hr.)
The second course in the doctoral capstone series where students will work in collaboration with their faculty advisor, in either individual or small group sessions, to complete their literature review followed by their needs assessment. (1 credit hr.)
This course will introduce the occupational therapy practice for pediatric populations, with a primary focus on populations of rural Appalachia. The activities of infants, children and youth will be studied along with developmental milestones and how they relate to ADL, play, school, leisure, and social and family interactions. Using clinical reasoning, students will apply various evidenced-based theories and frames of reference associated with pediatric practice. Family centered care and collaborative consultation across a range of settings will be emphasized. This course contains a laboratory component. (4 credit hrs.)
This course explores a variety of ethical dilemmas and decisions that students may face as an occupational therapy practitioner. The course will utilize the AOTA Occupational Therapy Code of Ethics and the AOTA Standards of Practice as a guide for addressing occupational deprivation and inequality in receiving of health care services, with an emphasis on populations in rural Appalachia. Professional responsibilities associated with liability issues and strategies for examining issues and making resolutions to resolve ethical conflicts. (2 credit hrs.)
Total Semester Credit Hours: 16
Year Two - Spring
This course will provide advanced studies of occupational therapy within school based settings. Activities of daily living of school-aged children will be studied along with the development, assessment, and evaluation of individualized education plans (IEP). Using clinical reasoning, students will apply various evidenced-based theories and frames of reference associated with occupational therapy within school settings. Family centered care and collaborative consultation appropriate to school settings will be emphasized. (2 credit hrs.)
This is the fourth in a series of research-based courses where students will continue progression of their scholarly/research projects. At the completion of this course, students are expected to disseminate their scholarly/research projects prior to beginning level II fieldwork. (2 credit hrs.)
This course gives students the fundamentals of leadership and management applicable to health and rehabilitation settings. Students will develop an understanding of the healthcare system and the social forces that affect care delivery, effective leadership, quality assurance, project management, accounting rules and entrepreneurship. (3 credit hrs.)
Level I fieldwork courses run concurrently with a specific evaluation and intervention course. Students will be afforded the opportunity to apply knowledge and skills obtained during the didactic course to simulated scenarios and experiences led and facilitated by course faculty and the clinical education department. Professional development and appropriate behaviors are a key focus during Level I fieldwork. (1 credit hr.)
The third course in the doctoral capstone series, students will finalize their area of interest and secure a site mentor allow for successful completion of their capstone experience. Students will work closely with their faculty advisor and site mentor to develop individualized learning objectives and plans for supervision. Students will propose the ‘Methods’ section of their project, submit for IRB approval (if applicable), and present their capstone proposal for committee approval. (2 credit hrs.)
This course will introduce the occupational therapy practice for the older adult population, with a primary focus on populations of rural Appalachia. Evidence-based theories of aging are studied and students use clinical reasoning to evaluate and assess the dimensions of function that influence participation and positive aging. Important community resources, public policies and safety issues effecting the older population are examined. Family centered care and collaborative consultation across a range of settings will be emphasized. This course contains a laboratory component. (4 credit hrs.)
This course will ask students to analyze findings related to individual and population health from professional associations, national and international literature, and other sources. Current and emerging treatment areas related to service delivery in medical, education, and community settings will be explored. (2 credit hrs.)
Total Semester Credit Hours: 16
Year Three - Summer
The last course in the series related to clinical reasoning, this course allows students to help understand how to best foster ongoing development of clinical reasoning within practice.(1 credit hr.)
This is the first of two 12-week fieldwork experiences designed to continue the development of the student to become a competent, entry-level, generalist occupational therapist. Students will be assigned to a fieldwork experience based on the program’s curricular design. The Level II fieldwork experience provides the student the opportunity to apply the occupational therapy skills and theory they learned during the didactic phase of the curriculum in a clinical or community setting where, by the conclusion of the experiences, they will demonstrate entry-level competency in occupational therapy standards of practice. In support of the University mission, one of the two fieldwork experiences, Fieldwork Level IIA or IIB, will take place in a setting located in the Appalachian region. (6 credit hrs.)
Total Semester Credit Hours: 7
Year Three - Fall
This course explores skills, knowledge, and attributes that are specifically valued by AOTA and other professional associations, organizations, and bodies connected to the profession of occupational therapy, both current and future. Student will research criteria required to be an entry level occupational therapy practitioner, including national certification, state licensure, and professional duties. (1 credit hr.)
This is the second of two 12-week fieldwork experiences designed to continue the development of the student to become a competent, entry-level, generalist occupational therapist. Students will be assigned to a fieldwork experience based on the program’s curricular design. The Level II fieldwork experience provides the student the opportunity to apply the occupational therapy skills and theory they learned during the didactic phase of the curriculum in a clinical or community setting where, by the conclusion of the experiences, they will demonstrate entry-level competency in occupational therapy standards of practice. In support of the University mission, one of the two fieldwork experiences, Fieldwork Level IIA or IIB, will take place in a setting located in the Appalachian region. (6 credit hrs.)
Total Semester Credit Hours: 7
Year Three - Spring
This course affords students the opportunity to explore and integrate leadership approaches required to influence the role of occupational therapy in local, state, and national health care systems. Students will utilize reflection, assessment and self-guided learning as a means to enrich their leadership skills. The importance of professional advocacy is presented as an essential element for growth of the individual and for the occupational therapy profession. (2 credit hrs.)
The 14-week capstone experience fosters student’s growth and enriches professional skills and abilities enabling the student to obtain an innovative perspective in at least one area of the profession. The capstone experience is a critical component of the capstone process with a primary goal being to collect data for the capstone project. Examples are: legislation and policy, clinical practice, advocacy, leadership, research, program development, administration, education, or theory development (ACOTE, 2018). (8 credit hrs.)
The last in a series of doctoral capstone courses leads to the completion of the capstone project. The student will finalize the ‘Results,’ ‘Discussion,’ and ‘Conclusion’ of the capstone project. At the completion, the student is required to disseminate the capstone project to their committee and invited guests, at a Scholarship Symposium, just prior to graduation. (2 credit hrs.)
