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OTD clinical doctorate courses
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SAR-HP151 Introduction to the Health and Rehabilitation Professions Freshmen and sophomores only. Survey of the
roles and functions of the health and rehabilitation disciplines, including
athletic training; speech, language and hearing sciences; human physiology;
nutrition; occupational therapy; physical therapy; and health science.
Examination of the relationships within interdisciplinary teams and between
health care providers and consumers. Frequent writing assignments of varying
lengths. |
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SAR-OT501
Integrative Seminar II and LIFW This is the second in a four-seminar sequence
designed to develop and enhance clinical reasoning processes by integrating
knowledge and skills from previous educational and work experiences and from
concurrent OT courses with weekly fieldwork experiences. This seminar focuses
on reasoning related to therapeutic rapport and communication; theories of
learning and behavior change; the assessment, intervention, and documentation
process; use of theory and research evidence in practice; and other
professional topics and issues as they relate to working with persons and
populations of all ages in a variety of OT practice contexts. Self-directed
and collaborative learning, class participation, reflective journaling, problem-based
case studies, and ongoing development of a professional portfolio are
essential aspects of this seminar. |
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SAR-OT530
Occupation-Based Practice with Groups This is a capstone course in the integrative
seminar sequence. Students engage in an intensive group leadership practicum
by co-leading an occupational therapy group in a community setting. Students
practice documentation of assessments, plans, interventions, and outcomes of
their co-led group. Current group theories, intervention methods, and
leadership considerations for occupational therapy practice are examined.
Small group supervision sections provide a forum for integrating occupational
therapy philosophy, theory, and practice with various client populations in a
variety of service delivery settings. |
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SAR-OT562 Learning
and Behavior Change This first course in a five-course sequence examines theories of skill learning and behavior change that underlie current practice and the impact of specific clinical conditions on learning. |
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SAR-OT563 Context
and Occupational Performance This course is the second of the core courses in the PAC series. It is designed to be taken concurrently with two complementary courses: OT564 Skills-1 and OT502 Integrative Seminar/LIFW III. OT563 provides students the knowledge and resources needed for effective clinical reasoning about occupation-based assessment and intervention for individuals living with long-term conditions. Content focuses on enhancing performance of meaningful occupations (e.g., ADL/IADLs, work, education, play, leisure, and social participation) through compensatory and adaptive approaches. Topics include models and theories of practice, practice environments, clinical conditions and disorders, healthcare regulations and policies, research evidence, community resources supporting practice, and interdisciplinary practitioner roles. Classes consist primarily of lectures, group discussions, audiovisual presentations, and case study discussions. Considerable self-directed learning is expected. |
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SAR-OT570-H1
Special Topics: Homelessness This is a seminar course that will address issues related to homelessness and explore subgroups of the homeless population. Students will complete readings and investigate issues related to people functioning with mental illness who are homeless through hands on data analysis using the instructor’s ongoing work with this population. The ethics, practicalities and policies related to providing services and conducting research will be explored. For the final project students will have the opportunity to complete in depth study of a specific aspect or subpopulation of homelessness (e.g., children, women experiencing domestic violence, people with physical disabilities). |
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Online OTD clinical doctorate program at |
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SAR-OT930-OL
Doctoral Project: The purpose of the doctoral project is to actualize the program's mission
by engaging the student in the preparation of a detailed plan for clinical
practice improvement. The process begins at application with the student
identifying a short-coming, gap, or specific need in his or her area of
practice that the project will address. Subsequent tasks provide the
rationale, design, and methods for the proposed response to this need. The
project outcomes include: 1. Description of a short-coming, gap or specific need in the student's
area of practice and the impact of this short-coming for the relevant client
population. 2. Implementation of a thorough literature review of existing methods and
programs to address the identified gap. The literature review forms the
justification for and foundation of the development of a new program or
approach. 3. Description of the proposed program, including the population for whom
it is appropriate and criteria for identifying appropriate clients. The
program must be congruent with the Occupational Therapy Practice Framework
and Scope of Practice. 4. Analysis of relevant policy and systems factors (e.g., payment methods;
regulations) that must be considered in the design of the proposed
innovation. The student must identify the specific factors that are relevant
and describe how these will be addressed or adhered to in the program. 5. Theoretical basis of the proposed program. The student will articulate
the theoretical basis of the proposed program along with evidence to support
its relevance and scientific soundness. 6. Evaluation Plan for the program. The proposal must include methods to
evaluate outcomes at the individual and group level. These methods must be
suited to regular implementation in the practice environment. In addition,
the proposal must describe how the outcomes data gathered would be analyzed
to guide future program revision and decision-making. |
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Dept of Occupational Therapy Boston
University | Sargent
College | OT Programs
| BU Info Center|
Directory |
June 8, 2009