A content analysis of the curricula of 7 post professional clinical OTD programs was conducted using public domain materials to identify similarities and differences in curricular content, programs of study, and capstone requirements. The skills and knowledge emphasized among the programs were examined with regard to alignment with the AOTA Centennial Vision, Strategic Goals and Objectives 2006--2009, and the 2006 ACOTE standards for entry level doctoral-degree-level programs. Four program of study models emerged from the analysis. Discrepancies were noted in terms of the number of courses required for graduation and program length. Similarities in curricula included evidence-based decision-making, research, leadership, theoretical knowledge, and program development and evaluation. Curricular differences related to role development in areas such as administration, education, and advanced clinical skills, as well as differences in theoretical perspectives (e.g., occupational science). There were also differences in the breadth and depth of instruction. All 7 OTD programs addressed 57% of the need areas identified within the Centennial Vision Statement and 33% of the objectives in the AOTA strategic plan. More than two-thirds of the programs appeared to meet 73% of the standards. Capstone requirements were similar in 6 programs, promoting innovative practice, leadership, and outcomes measurement. A total of 8 participants, 5 educators and 3 OTD graduates from 6 programs were interviewed regarding their perceptions of program alignment with AOTA and ACOTE documents. The majority of educators (60%) reported alignment with AOTA documents while some expressed reservations, stating the vision and plan were ambiguous. All of the OTD graduates reported program alignment with the vision statement. Several educators reported that program alignment with the 2006 ACOTE standards had not been evaluated because the standards did not apply to post professional programs. Other noteworthy themes emerged, including qmaking an impact locallyq. The results of the study indicate that while there are many similarities in programs of study and curricular content, differences also exist. A voluntary rating system is recommended to allow program comparison based on outcomes and to promote program accountability. A curricular model of best-practice education is offered to promote curricular consistency and serve to justify differences.The entry level clinical OTD is designed to provide advanced skills over the mastera#39; s degree to the student prior to entering practice. ... level doctoral education accreditation standards by the Accreditation Council for Occupational Therapy Education (ACOTE) (AOTA, 2007). ... University, Tufts University, University of Illinois at Chicago, University of Southern California, Virginia Commonwealth University, anbsp;...
|Title||:||The Post Professional Clinical Doctorate in Occupational Therapy: Implications for Education and the Profession|
|Publisher||:||ProQuest - 2008|