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Master of Science in Occupational Therapy

Master of Science in Occupational Therapy

Entry-Level Degree Program

Occupational therapy is the use of occupation-purposeful activity or interventions to promote health and achieve functional outcomes. Achieving functional outcomes means to develop, improve, or restore the highest possible level of independence of any individual who is limited by a physical injury or illness, a cognitive impairment, a psychosocial dysfunction, a developmental or learning disability, or adverse environmental condition. Occupational therapists work cooperatively with other members of the healthcare team.

The Occupational Therapy Entry Level Master’s Curriculum (MS) at ATSU-ASHS is a 27-month, full-time residential program.

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The mission of the Occupational Therapy program is to prepare highly-competent entry-level occupational therapy practitioners committed to holistic, client-centered, science-informed practice who value health equity, diversity, team-based healthcare and community-based practice designed to enhance the life participation and social inclusion of individuals, families, groups and vulnerable populations across the lifespan.

The Occupational Therapy Program provides a strong foundation of critical inquiry applied to the practice, education, and administration of healthcare. The program is committed to integrating technology in instructional processes and occupational therapy treatment. Inherent to this mission is the commitment to prepare graduates to work with individuals who have differing healthcare needs and diverse cultural backgrounds.

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  • A.T. Still University | Ann Lee Burch, Dean
  • Jillian Masciola | Advanced Master of Occupational Therapy Graduate, A.T. Still University
  • Accreditation +

    • A.T. Still University is accredited by the Higher Learning Commission

      230 S. LaSalle Street, Suite 7-500,
      Chicago, IL 60604

      Phone: 800.621.7440 | Fax: 312.263.7462

      The MSOT program is accredited by the Accreditation Council for Occupational Therapy Education (ACOTE) of the American Occupational Therapy Association (AOTA), c/o Accreditation Department, 6116 Executive Boulevard, Suite 200, North Bethesda, MD 20852-4929, Telephone: (301) 652-6611 ext. 2914,, Accreditation e-mail:

      ACOTEInformation about ACOTE including upcoming events, advocacy & policy, publications, and how to file a complaint can be found at

      Graduates of the program will be eligible to sit for the national certification examination for occupational therapists administered by the National Board for Certification in Occupational Therapy (NBCOT) following the completion of their academic coursework and fieldwork experiences. NBCOT is located at One Bank Street, Suite 300, Gaithersburg, MD 20878, phone: 301.990.7979, fax: 301.869.8492, web After successful completion of this exam, the individual will be an Occupational Therapist, Registered (OTR). All states within the United States require licensure in order to practice occupational therapy. Note that a felony conviction may affect a graduate’s ability to sit for the NBCOT certification examination or attain state licensure.

  • Graduation Rates +

    • Cohort Entering Year Graduation Year Cohort size Graduation Rate*
      2018-A* 2015 2018 34 97%
      2018-B 2015 2018 35 97%
      2019 2017 2019 39 89%
      2020 2018 2020 37 97%
      2021 2019 2021 33 97%
      Total 178

      * University change from Quarter system to Semester and a new curriculum design, aligned with OTD program, is the reason for two cohorts of students officially graduating same year.

  • FAQs+

      2. How long is the program? The OT program is 27 months, full-time, continuous, in length.
      4. Will I be able to work while I am in school? Some students manage to work part-time while enrolled in the program. Job flexibility is extremely desirable.
      6. When do I need to complete my prerequisite courses? Prerequisite courses must be completed prior to beginning classes at ATSU.
      8. Can I take prereqs at a community college? Is there a preference? You may take your prerequisite courses at the community college, and there is no preference.
      10. Can I take prereqs at your institution? No, prerequisites are to be taken at a community college and/or four year university. Our courses are only open to students enrolled in our programs.
      12. What undergraduate majors do you recommend to be a more competitive applicant? A student may have any degree, as long as all admissions requirements and prerequisite courses are fulfilled. There is no preference for any particular major.
      14. Do you offer financial aid? Where can I find scholarship information? Yes, we offer financial aid to our students. Learn more about financial aid.
      16. Does ASHS have on campus housing? We do not have on campus housing, however we do assist students in finding housing and roommate matching. Learn more about housing.
      18. How many hours of experience do I need? How do I document hours? You are required to have 20 hours of observation with an OT. Observation hours in multiple settings are recommended. This will be documented on your application.
      20. What are the clinical opportunities in the program? We have over 250 clinical sites throughout the US, in a variety of both rural and urban settings.
      22. I’d like to visit campus, who should I contact? Contact the admissions office at to set up a visit to campus.
      24. Why do you require contact hours with an occupational therapist as part of the admission requirements? Exposure to various settings provides students with an enriched understanding of the role of OT with different age groups, different healthcare systems and different diagnoses. In addition, this experience is advantageous to students to reinforce their selection of this profession prior to commencing the program and making the financial commitment.
      26. When do you start accepting applications for the upcoming fall admission class? Applications are accepted beginning in mid-July and continue until the class is filled.
      28. How many students do you usually admit each year? Each year we target accepting 38 students. Our goal is to keep class size small to enable us to give the individual attention to each student. An alternate list is maintained to fill any last minute open slots.

Master of Science in Occupational Therapy Degree Faculty

  • Dean +

      • Ann Lee Burch, PT, MPH, EdD Ann Lee Burch, PT, MPH, EdD
        Ann Lee Burch, PT, MPH, EdD  LinkedIn

        Dr. Ann Lee Burch is the dean of A.T. Still University’s Arizona School of Health Sciences (ATSU-ASHS). Dr. Burch received her doctor of education from Columbia University, Teachers College in 2005. She received her masters of public health from Columbia University, Mailman School of Public Health in 2002 and her masters of physical therapy from Columbia University, College of Physicians and Surgeons in 1989. She was a postdoctoral fellow with the Research Group on Health Disparities at Teachers College, Columbia University. Her BA is in psychology from the University of Rochester.

        Prior to her appointment as dean, Dr. Burch served as vice dean for ATSU-ASHS. She served as the chair of the Physical Therapy Department from 2008-January 2012. Prior to ATSU, Dr. Burch was the director of physical therapy at the University of Puerto Rico, Medical Sciences Campus in San Juan, Puerto Rico. She has held administrative and/or faculty positions at the International Center for the Disabled in NY, NY, Mercy College in NY, and Long Island University in Brooklyn, NY.

        Dr. Burch’s area of scholarly interest and application of that interest is in knowledge, attitudes, and self-efficacy of health care providers and healthcare professional students towards underrepresented patient/client groups.

        Dr. Burch is the author of a Guide to Physical Therapy (Vault Publishers) which was written to increase information access about physical therapy to both high school graduates and re-entry adults. She was a co-investigator on an NIH grant at the University of Puerto Rico exploring the feasibility of an exercise program for breast cancer survivors living in San Juan.  Dr. Burch has lived in Symi, Greece, Taipei, Taiwan, Ahmdebad, India and San Juan, Puerto Rico, and is committed to research, teaching and service that further the understanding of the impact of socioeconomic and cultural variables on health.

        She was a member of the class of 2014 cohort of Women in Educational Leadership at Harvard Graduate School of Education. In 2017 she was the co-PI on a Centers for Disease Control, Association for Prevention and Teaching grant exploring a population health case study format for teaching and communicating the impact of social determinants of health on health disparities. She was recently appointed a peer reviewer for the Higher Learning Commission.  

  • Vice Dean +

      • Marlene Salas-Provance, PhD, MHA, CCC-SLP Marlene Salas-Provance, PhD, MHA, CCC-SLP

        Dr. Salas-Provance, is professor and vice dean of A.T. Still University’s Arizona School of Health Sciences (ATSU-ASHS). Dr. Salas-Provance received her doctorate in speech science from the University of Illinois Urbana-Champaign. She received her masters of health administration from the University of Missouri School of Medicine-Columbia. She holds both a bachelors and masters in Speech Pathology from New Mexico State University.

        Prior to her appointment as vice dean, Dr. Salas-Provance served as associate dean of academic and student affairs for the School of Health Professions at the University of Texas Medical Branch Galveston. She served as assistant dean and chair in the College of Education, Department of Special Education and Communication Disorders at New Mexico State University in Las Cruces, New Mexico and department chair in the Department of Communication Sciences and Disorders at the University of Montevallo (AL). She held faculty positions at Fontbonne College and St. Louis University, in St. Louis, MO.

        She has made extensive professional contributions to the American, Speech, Language & Hearing Association (ASHA), serving on the Speech-Language Pathology Advisory Council, member of the Financial Planning Board, and the Multicultural Issues Board. She served as coordinator of ASHA’s Special Interest Group (SIG) 14, Communication Disorders and Sciences in Culturally and Linguistically Diverse populations and was a founding member and coordinator of SIG 17, Global Issues in Communication Sciences and Disorders. She is an ASHA Fellow and received ASHA’s highest awards for “Special Recognition in Multicultural Affairs” and “Outstanding Contributions in International Achievement.”

        Dr.Salas-Provance has served as a clinical educator throughout her academic career, especially related to children with cleft lip and palate. She is a member of an international medical team with Rotaplast International and has traveled worldwide for over 15 years to provide clinical services to children with cleft palate. She implemented a program for graduate students in speech pathology to provide clinical services in Spanish to children with cleft palate in Lima, Peru. In addition to Lima, Peru she has provided clinical services in China, Bangladesh, Philippines, El Salvador, Dominican Republic, Guatemala and Venezuela.

        Dr. Salas-Provance is coauthor of the textbook Culturally Responsive Practices in Speech-Language and Hearing Science (Plural Publishing, 2019) which meets the needs for training students in healthcare professions regarding practice with individuals from culturally and linguistically diverse populations. Her research is focused on attitudes towards disability by diverse populations and addressing the use of language interpreters during healthcare and educational encounters.

        Over the past ten years she has lectured extensively to international audiences, both in English and Spanish, including as invited speaker for the Congreso Internacional en Trastornos de la Comunicacion at Escuela de Fonoaudiologia (Speech Language Pathology / Audiology) de la Universidad de Talca, Chile and for the Department of Otolaryngology, Hospital Nacional Arzobispo Loayza, Lima, Peru, Endoscopic Evaluation of Velopharyngeal Dysfunction. She was invited keynote speaker for the First International Congress in Speech-Language Pathology and Orthodontics in the area of cleft lip and palate in Lima, Peru.


        Dr. Salas-Provance was selected for the American Council on Education (ACE) Women’s Leadership Program and attended the National Women’s Leadership Forum in Washington DC (2017) for advancing female executives in higher education.

  • Chair +

      • Rebecca L. Wolf, JD, MPH, OTR/L</strong><br><strong>Chair</strong><br><strong>Assistant Professor Rebecca L. Wolf, JD, MPH, OTR/L
        Assistant Professor

        Rebecca Wolf, JD, MPH, OTR/L, joined ATSU’s Occupational Therapy department faculty in 2017. She has extensive experience working to improve the lives of vulnerable populations. Early in her career, she developed educational and health promotion programs for immigrants, elderly individuals, and at-risk youth in Israel. She also worked as a youth advocate in a homeless shelter for women and low-income housing for families in Washington, D.C. Prior to attending graduate school, she founded and directed the Helping Hands Medical Fellowship, which brought Israeli medical volunteers to Uganda to improve the health of vulnerable individuals and communities. Professpr Wolf has conducted policy research at the World Health Organization, Unite for Sight, and the Harvard Law School Project on Disability. Her academic research has primarily focused on health behavior and promotion, human rights, bioethics, genomics, and occupational justice.

        Professor Wolf served as a consultant, research assistant, and part-time faculty for the Occupational Therapy doctoral program at Northern Arizona University. Her clinical occupational therapy work includes veterans’ mental health, skilled nursing, and pediatrics. She has served on the legislative committee with the Arizona Occupational Therapy Association, as a member of the Circle of Advisors with the American Occupational Therapy Political Action Committee, and as a board member for Gesher Disability Resources. Professor Wolf earned a bachelor of arts degree in psychology, with an emphasis in law, medicine, and health policy from Brandeis University, a juris doctorate and master of arts in international affairs from American University, a master of public health degree from Harvard T.H. Chan School of Public Health, and a master of occupational therapy degree from Midwestern University.

  • Program Director +

      • Rachel B. Diamant, PhD, OTR/L, BCP<br><strong>Interim Director Rachel B. Diamant, PhD, OTR/L, BCP
        Interim Director

        Dr. Diamant has been part of the occupational therapy program faculty at ATSU since 1998. She graduated with a bachelor of fine arts degree from Pennsylvania State University in 1975. She completed her master of science in occupational therapy degree from Boston University in 1978, and her PhD in health psychology/behavioral medicine through Northcentral University in 2011. The focus of her dissertation was an exploration of the relationships between temperament and sensory processing behaviors in children. Prior to her role as faculty at ATSU, Dr. Diamant was an occupational therapy practitioner for over 25 years with a work focus on children with disabilities and their families. Most recently, Dr. Diamant has provided consultation and developmental programming for abused and neglected children. She is Board Certified in Pediatrics as recognized by the American Occupational Therapy Association. Dr. Diamant is pediatric Neurodevelopmental Treatment (NDT) certified. She is the co-author of Positioning for Play: Interactive Activities to Enhance Movement and Sensory Exploration, an activity text for therapists working with young children and their families.

        During her tenure at ATSU, Dr. Diamant developed and taught courses related to kinesiology and occupational therapy practice in pediatrics. She has mentored numerous MSOT and OTD students in their research and capstone projects. Dr. Diamant has completed research projects in the areas of sensory processing, temperament, autism, and movement disorders in children with cerebral palsy and adults with stroke, and also worked with an AOTA Scholarship of Teaching and Learning Team to identify competencies related to the OT-OTA intra-professional relationship. Currently at ATSU, Dr. Diamant’s focus has been upon ensuring a strong clinical program for the professional development of OT students. Although she loves working with children of all ages, Dr. Diamant reports that working with OT students at ATSU has been the highlight of her professional career.

  • Administration and Faculty +

      • Tania Shearon, MOT, CHT, C-IAYT Tania Shearon, MOT, CHT, C-IAYT
        Assistant Professor
        Director of Curriculum
        Read Bio Tania Shearon, MOT, CHT, C-IAYT LinkedIn
      • Jennifer Radziak, OTD, OTR/L, CHT Jennifer Radziak, OTD, OTR/L, CHT
        Assistant Professor
        Director of Clinical Education
        Academic Fieldwork Coordinator
        Read Bio
      • Brandi Fulwider, PhD, OTR/L Brandi Fulwider, PhD, OTR/L
        Assistant Professor
        Read Bio
      • Katherine Jones, MA, OTR/L, CLT-LANA Katherine Jones, MA, OTR/L, CLT-LANA
        Assistant Professor
        Director of Progression and Retention
        Read Bio Katherine Jones, MA, OTR/L, CLT-LANA LinkedIn
      • Kellie C. Huxel Bliven, PhD, ATC Kellie C. Huxel Bliven, PhD, ATC
        Associate Faculty
        Read Bio
      • Briana Bonner OTD, OTR/L Briana Bonner OTD, OTR/L
        Assistant Professor
        Read Bio
      • Adam Story, PT, DPT, OTR/L, OTD, MTC Adam Story, PT, DPT, OTR/L, OTD, MTC
        Academic Fieldwork Coordinator
        Read Bio
      • Melinda Delbridge, MS, OTR/L, CBIS Melinda Delbridge, MS, OTR/L, CBIS
        Read Bio
      • Lacee Andrews, OTR/L, CNS Lacee Andrews, OTR/L, CNS
        Read Bio
      • Meryl Meryl "Abbey" Glenn, OTD, OTR/L, CBIS
        Assistant Professor
        Doctoral Capstone Coordinator
        Read Bio
      • Kelsey Picha, PhD, AT Kelsey Picha, PhD, AT
        Associate Faculty
        Read Bio
      • Benjamin Gross MOT, OTR/L Benjamin Gross MOT, OTR/L
        Read Bio
  • Staff +

      • Tami Lofland Tami Lofland
        Administrative Assistant

      • Amber Kuamo'o Amber Kuamo'o
        Senior Administrative Assistant to Chair, OT department

      • Heather Cruz Heather Cruz
        OT Program Manager

Master of Science in Occupational Therapy Admissions

  • Requirements +

    • Admission Requirements

      1. Candidates accepted for admission will have earned a baccalaureate degree from an U.S. regionally accredited institution prior to matriculation.
      3. a. Applicants must have achieved a minimum 2.75 cumulative grade point average overall or
        b. minimum of 2.75 cumulative grade point average for the last 60 credits or
        c. if under a minimum of 2.75 cumulative grade point average for the last 60 credits there may be special considerations for a holistic approach.
      5. Applicants are required to submit all official college or academic transcripts.
      7. Applicants are required to obtain a minimum of 20 contact/observation hours in the occupational therapy field. More than one setting is recommended.
      9. Applicants must secure three (3) letters of reference. One of these letters must be written by: a present or former science professor, academic advisor or pre-OT advisor; One reference letter should come from a professional from the occupational therapy field or clinic supervisor. The final letter must be from a faculty or supervisor who has known you for a year or more and can comment on your suitability for an intense graduate program. Letters from an educational consulting service will not be accepted. New letters of reference must be submitted for each application year.
      11. Applicants who are considered potential candidates will be invited to participate in an applicant interview process.
      13. Applicants must complete all prerequisite courses by the end of the academic term prior to matriculation at ATSU.
      15. Applicants are expected to be computer literate and experienced in word processing. All curricula require extensive computer usage. Accepted applicants are required to have a laptop computer prior to the first day of class.
      17. Students must obtain and maintain Health Care Provider level of CPR certification from either the American Heart Association (Basic Life Support, CPR and AED for Healthcare Professionals) or the American Red Cross (CPR/AED for the Professional Rescuer & Health Care Provider). Verification must be submitted to the Occupational Therapy department prior to enrollment.
      19. Applicants are required to submit to a criminal background check at their own expense. Applicants need to be aware that having a felony conviction might impact a graduate’s future ability to sit for the National Board for Certification in Occupational Therapy Exam and/or ability to obtain state licensure to practice
      21. All students are required to demonstrate proficiency in English when applying to the Arizona School of Health Sciences, A.T Still University. You can find information on the methods by which you can demonstrate your English Proficiency in the General Admissions section International Admissions Requirements
      23. Applicants who wish to be considered for more than one ATSU-ASHS program, including both Occupational Therapy programs, MSOT and OTD-entry level (and including Physical Therapy, Physician Assistant, Audiology), must submit separate application fees, transcripts and references. Acceptance to ATSU-ASHS is to a specific program and is not transferable to any other program. Application materials are not transferable from one application year to another.
      25. Applications for the Master of Science in Occupational Therapy-entry level program are processed on a rolling admissions basis, which means that seats are offered to qualified applicants beginning in October and ending when all seats are filled. For that reason, applicants are encouraged to apply early as seats fill quickly. Point of entry into the program is only once each academic year with classes beginning in mid-July.

      Prerequisite Courses

      • Prerequisite course work or approved equivalent coursework MUST be taken for a grade. CLEP, AP, and high school courses may not be used to fulfill a prerequisite course. Any coursework with a grade of C- or below will not be considered toward fulfillment of the occupational therapy prerequisites. Preference will be given to applicants who have letter grades for courses and prerequisites.
      • Prerequisites over six years old will not be accepted unless the course is part of the degree major. Prerequisites older than six years will be considered on a case-by-case basis.
      • Applicants must complete all prerequisite courses from a regionally accredited institution prior to the start of school. Applicants with four or more outstanding prerequisites will not be considered for admission. Applicants must show proof of enrollment in any pending prerequisite courses by the beginning of the spring semester and the prerequisites must be completed by the start of July. ATSU’s fall semester starts mid-July.
      • For questions, please contact residential admissions at 480.219.6000 or email
      1. Human Anatomy: one course with lab, minimum of 4 semester/6 quarter hours.
      3. Human Physiology: one course with lab, minimum of 4 semester/6 quarter hours (Note: Human Anatomy/Physiology I and II may be substituted for the above courses).
      5. Science: In addition to numbers one and two above, two courses for a minimum 3 semester/4 quarter hours each from one of the following: General Biology I & II, Microbiology, Chemistry (Physical, Organic, Biochemistry) or Physics. Preference for courses with lab.
      7. Statistics: one course for a minimum 3 semester/4 quarter hours. Course must be behavioral, education, psychological or mathematical statistics.
      9. Lifespan Human Development: This requirement can be met by having one course, for a minimum 3 semester/4 quarter hours that covers human development from birth through gerontology. It can also be met by having a child development or child psychology course, for a minimum 3 semester/4 quarter hours, in addition to a gerontology or psychology of aging course, for a minimum 3 semester/4 quarter hours.
      11. Introduction or General Psychology: one course for a minimum 3 semester/4 quarter hours
      13. Abnormal Psychology: one course for a minimum 3 semester/4 quarter hours.
      15. Introduction to Sociology OR Cultural Anthropology: One course either in Introduction to Sociology, Introduction to Anthropology or Cultural Anthropology for a minimum 3 semester/4 quarter hours.
      17. English: Two courses of composition, grammar/literature, for a minimum 6 semester/8 quarter hours. AP credits will be accepted for English requirements.
      19. Humanities: Two courses (e.g., philosophy, religion, literature, art, dance, music, logic, ethics, or foreign language), for a minimum 6 semester/8 quarter hours. AP credits will be accepted for Humanities requirements.
      21. Medical Terminology: one course for a minimum 1 semester hour/1 quarter hour.

      Review minimum technology requirements

      For questions, please contact Residential Admissions office at 480.219.6000 or email

      Graduation Requirements

      To earn a Master of Science in Occupational Therapy degree, all students in the residential program must:

      1. Completion with a passing grade (“C” or better) of all didactic coursework and maintaining a minimum cumulative GPA of 2.50.
      3. Complete a minimum of 6 hours of volunteer work per semester for the first three semesters of your curriculum (total=18 hours).
      5. Completion with a passing score of all Level II fieldwork, within 24 months of completion of didactic coursework.
      7. Participation in the NBCOT preparation workshop.
      9. Discharge of all financial obligations to ATSU-ASHS.
      11. Attendance at commencement activities and graduation.
      13. Filing of all necessary graduation forms with the ATSU Registrar-Enrollment Services Office at the below address:
        800 West Jefferson Street
        Kirksville, MO 63501
        Telephone: (800) 626-5266 Ext. 2356
  • Application +

    • tablet

      Applicants will apply online via the Occupational Therapy Centralized Application Service (OTCAS). Applications for the entry-level Master of Science in Occupational Therapy program are processed on a rolling admissions basis, which means that seats are offered to qualified applicants beginning in October and ending when all seats are filled. Applicants are encouraged to apply early as seats fill quickly. Applications can be submitted to OTCAS beginning in July. Point of entry into the program is only once each academic year with classes beginning in mid-July.

      Once ATSU-ASHS receives a completed OTCAS application and determines that minimum requirements are met, the applicant is notified by email to submit a secondary application fee of $70 for final processing. Upon receipt of this fee, the application then receives full consideration by the Occupational Therapy department.

      For additional information contact an Enrollment Counselor: 480.219.6000 or

  • Tuition+

    • Review tuition and fees for the Occupational Therapy Degree program. Please note tuition and fees are subject to change.

  • Request Information+

    • stethoscope

      Have a question for ATSU?

      Connect with ATSU regarding any question you may have regarding our schools or curriculum and a representative will respond to you quickly.

      For more information on programs at ATSU/Occupational Therapy, please contact a representative at 866.626.2878 x2237 (toll free), 660.626.2237 (direct dial), or via email at


  • Financial Aid+

    • Investing in your future as a student is one of the most important steps you will take in your life. ATSU can help you put together a financially sound aid package that will let you focus on your education instead of worrying about how you will finance it.

      Learn more about your Financial Aid options.

      Enrollment Services helps with your finances so you can concentrate on your academics. We are here to serve you. Email us at or call 660.626.2019.

The Family and Culture


Master of Science in Occupational Therapy Curriculum Overview

First Year Fall Semester

  • Conditions Impacting Occupational Performance +

    • Credits: 2
      This course will address common medical conditions, across the life span, that occupational therapists encounter in practice. Students will learn about the changes to body structure and body function associated with orthopedic and neurological conditions and to apply the OT practice framework to analyze the impact of these conditions on daily occupations.
  • Pathophysiology +

    • Credits: 3
      This course will discuss the etiology, pathogenesis, and disease manifestation in body structures/body functions with emphasis on the signs and symptoms of disease and their subsequent impairments. Conditions typically seen by occupational therapists will be discussed to form connections between impairment, activity limitations, occupational and performance issues.
  • Foundations I: History & Philosophy of Occupational Therapy +

    • Credits: 2
      This course examines the historical development of occupational therapy as a health profession. The philosophical, social, political and economic influences, the rise of American medicine, and the paradigm of rehabilitation, in particular, will be examined.
  • Foundations II: Occupation Based Activity Analysis & Synthesis +

    • Credits: 2
      This course will introduce students to activity analysis for the therapeutic use of everyday occupation in health development, healing, recovery and enhancing quality of life. Historical and contemporary use of creative activities will be discussed. Students will experience and gain insight into the person factors (physical, affective, and cognitive) and contextual demands of various tasks, activities, and occupations.
  • Fundamentals of Service Provision: Across the Continua of Care +

    • Credits: 3
      This course takes a health development and life course perspective to address occupational transitions and disruptions. The occupational therapy practice contexts will span from neonatal care, school, and work to aging-in-place and end of life and hospice care. Students will learn the impact of occupational loss and gains on health, well-being, and quality of life. The fundamental role of context to access and opportunities for occupational engagement and occupational therapy services will be addressed.
  • Professional Development I: Professionalism +

    • Credits: 2
      This course will focus on bridging theoretical concepts and practice in working with individuals in their everyday contexts. Students will learn the basics of clinical reasoning; critically examine client-centered practice and ethical decision making, cultural humility, and the therapeutic use of self in the creation of the reflective practitioner.
  • Human Anatomy I +

    • Credits: 4
      This blended lecture and lab course is designed to prepare health professions students with appropriate knowledge of the structure, function, and clinical application of human anatomy. Prosected human cadaver laboratory is a required and essential component of the course. Following this course, students should be able to identify and discuss the clinical correlation of specific structures of the head, neck, back, thorax and abdomen. Prerequisites: None
  • Human Anatomy II +

    • Credits: 4
      This blended lecture and lab course is designed to prepare health professions students with appropriate knowledge of the structure, function, and clinical application of human anatomy. Prosected human cadaver laboratory is a required and essential component of the course. Following this course, students should be able to identify and discuss the clinical correlation of specific structures of the pelvis, perineum, lower extremity and upper extremity.

First Year Spring Semester

  • Neuroscience: Foundations for Human Behavior +

    • Credits: 4
      This course introduces students to the development, structure, and function of the central and peripheral nervous systems. A systems approach will be used to describe neuroscience as a basis of human behavior. Implications of neurological dysfunction to performance of daily occupations will demonstrate relevance to practice. This course will adopt a case-based approach to analyze neurological conditions commonly encountered in rehabilitation.
  • Analysis of Human Movement +

    • Credits: 4
      Students will understand theoretical concepts and principles of kinesiology and biomechanics as it relates to occupational performance. Relevant clinical conditions will be used to apply biomechanical concepts to disorder of movement in osteoarthritis, spinal cord injury, hip fracture, connective tissue injury, peripheral nerve injury, and work related musculoskeletal injury. ASHS6100, ASHS6200
  • Foundations III: Evidence Based Practice +

    • Credits: 3
      This course is designed to enable the occupational therapy clinical decision-making process from the evidence-based practice perspective. The course will cover topics related to the EBP process, framing clinical questions to enhance clinical decision-making, searching literature, critical appraisal, integration and evaluation of evidence, grading levels of evidence and strength of recommendations, and statistical terminology related to EBP.
  • Basic Patient Care Skills +

    • Credits: 2
      This course will include the performance of basic patient care skills required by rehabilitation personnel. Course includes blood borne pathogens, universal safety precautions, vital signs, positioning, draping, transfers, lifting, an introduction to sterile procedure and isolation techniques, wheelchair handling, ambulation with assistive devices, environmental barriers, and basic patient care equipment. Professional issues of documentation and role differentiations are also introduced.
  • Practice Immersion I: Mental Health & Psychosocial Practice +

    • Credits: 6
      The overall purpose of this course is to prepare the student to assess and provide occupation-based interventions that address the psychosocial needs of clients across the lifespan. Students will be able to design and deliver occupational therapy services based upon appropriate theoretical models and frames of reference that can be used across a variety of systems and settings, including but not limited to behavioral health/psychiatric, community and education based settings. Students will develop an understanding of group dynamics, phases of group development, group roles, conflict resolution, problem solving, and therapeutic groups are discussed. Students will develop intervention group protocols typically used in mental health, lead groups, and process the outcomes.
  • Fieldwork Level I A +

    • Credits: 1
      Each Level I Fieldwork is a one-week full-time experience. The purpose of the Level I Fieldwork experiences are to expose students to experiences so that they get comfortable working with clients in a variety of settings, apply and enhance their didactic learning through observation and participation in some aspects of the occupational therapy process.

Second Year Fall Semester

  • Fieldwork Level I B +

    • Credits: 1
      Each Level I Fieldwork is a one-week full-time experience. The purpose of the Level I Fieldwork experiences are to expose students to experiences so that they get comfortable working with clients in a variety of settings, apply and enhance their didactic learning through observation and participation in some aspects of the occupational therapy process.
  • Fieldwork Level I C +

    • Credits: 1
      Each Level I Fieldwork is a one-week full-time experience. The purpose of the Level I Fieldwork experiences are to expose students to experiences so that they get comfortable working with clients in a variety of settings, apply and enhance their didactic learning through observation and participation in some aspects of the occupational therapy process.
  • Professional Development II: Health Promotion and Prevention +

    • Credits: 1
      This course is designed to stimulate critical thinking about occupation as a health determinant, and its relationship to well-being, participation, and social inclusion. The relevance of contextual factors and social determinants of health on occupational access and opportunities will be the central theme of this course. Concepts of social justice, occupational justice, and health justice will be the key constructs introduced in this course.
  • Practice Immersion II: Children & Youth +

    • Credits: 6
      The course will introduce students to aspects of the occupational therapy process in a variety of pediatric settings with special attention to family-centered care and collaborations with other professionals. Typical and atypical development will be discussed within the context of community, family, and school environments. Students will explore occupational therapy process with children and youth, relevant theories, models and frames of reference, and learn evidence-based practice and clinical guidelines. This practice course will help students with client-centered, evidence-based, and ethical decision making with children and youth. OCTH5310, OCTH5140
  • Practice Immersion III: Adult Physical Rehabilitation +

    • Credits: 6
      This course will introduce students to the occupational therapy process for adults with physical dysfunction who experience difficulties with everyday occupations. Students will be prepared as generalists in physical rehabilitation for adults with different conditions, in a variety of current practice settings [e.g. hospital (acute, sub-acute), community (outpatient, home and long-term care)], and service delivery models. Students will learn relevant evidence-supported theoretical perspectives, models and frames of references, evidence-based practice literature, and clinical guidelines in physical rehabilitation. This practice course will help students with client-centered, evidence-based, and ethical decision making with adults. OCTH5130, OCTH5140, OCTH5220, OCTH5320
  • Modalities +

    • Credits: 2
      This course provides instruction on preparatory therapeutic interventions for occupational engagement. Course content will include the instruction, application and assessment of the use of physical agent modalities, splinting, and taping techniques. Indications and contraindications will be discussed for each technique or modality presented. Reimbursement and documentation for use of modalities will be discussed.
  • Evidence Based Practitioner I +

    • Credits: 2
      Students will identify a specific practice question and search for evidence both within and outside of the profession. In this course, evidence collection from systematic database search and identifying articles that meet the inclusion criteria is the outcome of the course.

Second Year Spring Semester

  • Evidence Based Practitioner II +

    • Credits: 2
      Students will effectively analyze and synthesize professional literature to answer specific focused question(s) in a practice area. They will then identify how they can translate evidence to practice.
  • Maintaining Health & Wellbeing: Chronic Disease Management +

    • Credits: 3
      Students will learn how as occupational therapists they can enhance the quality of life for those who experience age-related changes and/or chronic disease conditions. Students will examine topics within public health and epidemiology and expand their knowledge of the OT’s capacity to prevent disability and activity limitations and to promote health, participation, and social inclusion.
  • Professional Development III: Administration & Management +

    • Credits: 3
      This class focuses on the principles of organization and management in the health care system today. Administration and management in occupational therapy across practice settings with focus on an overview of payment systems, departmental organization, marketing, supervision, quality improvement and program evaluation. Models covered include nonprofit, proprietary, entrepreneurial, and corporate facilities. Systems of managed care and changes in health care delivery are examined.
  • Professional Development IV: Health Education +

    • Credits: 2
      This course will focus on the purpose, goals and benefits of client education using a client-centered approach. Relevant teaching and learning theories will be introduced and applied to practice. Students will examine fully the major components of the teaching process as well as issues related to improving adherence, motivation and health behaviors of the learner. Students also examine multiple issues and testing related to literacy skills including the use of technology to enhance client education.
  • Fieldwork Level II A +

    • Credits: 6
      Each Level II Fieldwork is 12 weeks of full-time work under the supervision of a full-time OT Fieldwork educator.
  • Practice Competency: Certification Exam Prep Course +

    • Credits: 1
      Students will attend a two-day course that will provide information, learning activities, practice questions, and study strategies to use in preparation for taking the National Board for Certification in Occupational Therapy. This course is a programmatic requirement to establish competency for entry-level practice prior to graduation.

Third Year Fall Semester

  • Fieldwork Level II B +

    • Credits: 6
      Each Level II Fieldwork is 12 weeks of full-time work under the supervision of a full-time OT Fieldwork educator.

Optional Certificate in Public Health

All MSOT students will have the option to obtain the Certificate in Public Health through the College of Graduate Health Studies at A.T. Still University unless a Master’s in Public Health has been previously awarded. The additional courses for the certificate are not included in the MSOT tuition fee.
  • Introduction to Public Health Concepts +

    • Credits: 3
      This course is a comprehensive introduction to public health within the context of the U.S. healthcare system. Contents include the concept of public health, its problems in the context of social and community factors, its development from a historical perspective, the role and mission of public health organizations, and an overview of current public health concepts, models, and policy.
  • Identifying Community Health Needs +

    • Credits: 3
      Needs and capacity assessment strategies are designed for people planning to practice within the fields of public health, health promotion, or health education. Students take an in-depth look at individual, group, and self-directed assessment strategies. This course gives students an opportunity to practice learned skills, decipher what assessments are best for a given situation, and learn how to implement their new skills within their professional environments.
  • Public Health Emergency Preparedness and Disaster Response +

    • Credits: 3
      For years public health has played a critical role in responding to emergencies and disasters of all kinds. This course examines the roles and responsibilities of public health during a disaster and emergency. You will examine the various types of disasters and emergencies, including bioterrorism, infections disease outbreaks, and natural disasters, and learn how a response is planned, initiated and coordinated. This course will also introduce you to emergency preparedness planning and common concepts, principles, terminology, and organizational processes used including the National Response Framework (NRF), Incident Command System (ICS) and the National Incident Management System (NIMS).