Doctor of Occupational Therapy Program

The Doctor of Occupational Therapy (OTD) program is accredited by the Accreditation Council for Occupational Therapy Education (ACOTE) of the American Occupational Therapy Association (AOTA), located at 7501 Wisconsin Avenue, Suite 510E, Bethesda, MD 20814. ACOTE's telephone number c/o AOTA is 301-652-AOTA and the web address is www.acoteonline.org. Graduates of the OTD program are eligible to sit for the national certification examination for the occupational therapist administered by the National Board for Certification in Occupational Therapy (NBCOT®). After successful completion of this exam, the graduate will be an Occupational Therapist, Registered (OTR). In addition, all states require licensure to practice; however, state licenses are usually based on the results of the NBCOT certification examination. A felony conviction may affect a graduate’s ability to sit for the NBCOT certification examination or attain state licensure. Additionally, certification and licensure requirements include inquires as to whether the applicant has been convicted of a misdemeanor, felony, or felonious or illegal act including those associated with alcohol and/or substance use. 

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The design for the OTD curriculum is based on the interaction of concepts from the International Classification of Functioning, Disability and Health (ICF) (World Health Organization (WHO), 2001), and three primary roles expected of entry-level occupational therapists as delineated in the ACOTE Standards – practitioner, manager, contributor. The matrix formed by ICF concepts and the primary roles serves as an organizer for the relationship between the courses in our curriculum and the content within courses. See Appendix A for accreditation standards for a Doctoral-Degree-Level Educational program for the Occupational Therapist – Section B: Content Requirements and Section C: Fieldwork Education and Experiential Component.

World Health Organization. (2001). International classification of functioning, disability and health. Geneva: Author.

The ICF is a required textbook for courses in the OTD curriculum.

The vertical axis of our curriculum matrix is formed by the following ICF concepts (WHO, 2001, pp. 8, 10):

• Environmental factors make up the physical, social and attitudinal environment in which people live and conduct their lives.
• Participation is involvement in a life situation.
• Participation restrictions are problems an individual may experience in involvement in life situations.
• Activity is the execution of a task or action by an individual.
• Activity limitations are difficulties an individual may have in executing activities.
• Body functions are the physiological functions of body systems (including psychological functions).
• Body structures are anatomical parts of the body such as organs, limbs and their components.
• Impairments are problems in body function or structure such as significant deviation or loss.
• Functioning indicates non-problematic aspects of health and health-related states.
• Disability indicates impairment, activity limitations or participation restrictions.

The horizontal axis of our curriculum matrix is formed by the three primary roles expected of an entry-level occupational therapist.

Role of Practitioner:                                                            

The occupational therapy practitioner, based on outcomes that are meaningful to clients, uses evaluation data to formulate and implement interventions to establish, restore, maintain, or enhance functional and structural integrity, activity, and participation in lifestyles that are optimally independent, productive, and satisfying to clients. Graduates will demonstrate the ability to:

• Establish therapeutic relationships with clients and caregivers, and professional relationships with colleagues consistent with the Occupational Therapy Code of Ethics (AOTA, 2015);
• Screen and evaluate client’s participation and participation restrictions, activity and activity limitations, functional and structural integrity and impairments, psychosocial factors, and occupational environment; document the findings and accurately interpret the results;
• Formulate, implement, and document occupation-based intervention, using current best evidence, to enhance functioning and reduce or prevent disability; and,
• Develop and implement a transition plan in collaboration with clients in preparation for the discontinuation of occupational therapy services when appropriate.

Role of Manager: 

The occupational therapy manager plans, organizes, implements, staffs, directs, and evaluates occupational therapy services; coordinates these functions with other health, education, and work-related services; and promotes understanding of occupational therapy services. Graduates will demonstrate the ability to:

• Use data when making resource and program management decisions and apply management principles and strategies to direct occupational therapy services; and,
• Relate the roles and functions of occupational therapy to other health care services and describe the influence of external factors, such as demographic trends, public laws, health care policies, and reimbursement policies on health care services and implement methods to effect change..

Role of Contributor:

The occupational therapy contributor has a professional responsibility to recognize and influence health care within the context of world, national, state, community, and work environments. Contributors participate in the development and application of a scholarly body of knowledge within occupational therapy practice. A graduate will demonstrate the ability to:

• Recognize, integrate, and discuss issues pertaining to public health and occupational therapy practices, and articulate and implement methods to effect change; 
• Find, analyze, and integrate scholarly works from both occupational therapy and other appropriate sources; and,
• Design, implement, and disseminate beginning level research/program development projects as well as articulate the basics of grant writing.

Curriculum Matrix: ICF x Primary Roles. Table 1 demonstrates how the roles of practitioner, manager, and contributor interact with the ICF concepts to create the framework used by the University of Pittsburgh Occupational Therapy program to plan, implement, and evaluate the program.

Table 1. ICF concepts and professional roles

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OTD Course Descriptions:

Fall Term – Term 1

OT 2200 Foundations of Occupation

Examines the history, philosophy, theory and science of the profession of occupational therapy. The focus is on the meaning of occupation and its role in health, wellness, and participation. Occupational performance theories of practice are introduced.

OT 2201 Body Functions and Structures: Anatomy**

Emphasizes the understanding and application of knowledge of human anatomy in diagnostics of clinical conditions commonly encountered by an occupational therapist. The practical component includes the use of prosected cadavers, skeletal models, and palpation of surface anatomical features in live models.

OT 2202 Therapeutic Approaches 1**

Examines how occupational therapists develop and manage their therapeutic relationships with clients using a model of intentional relationships, focusing on the use of narrative reasoning, emotional intelligence and empathy, and a client-centered collaborative approach. Formal interview techniques and casual conversation approaches used to obtain information are introduced and practiced.

OT 2203 Clinical Seminar 1

Addresses professional issues and the professional development of the occupational therapist.

OT 2207 Principles of Assessment**

Examines the principles associated with the evaluation process, including the selection and administration of assessment tools, and the scoring and interpretation of assessment data. Psychometrics are explored and data collection and analysis are practiced using a range of assessment methods.

OT 2208 Critical Appraisal of Evidence

Occupational therapy and rehabilitation research and its application to practice, management, and education is explored. Scientific method, hierarchies of evidence, levels of measurement, and interpretation of findings are examined.

OT 2234 Human Performance Analysis**

Examines human performance in-depth using the approaches of occupational analysis and activity analysis.

Spring Term – Term 2

OT 2205 Neurobehavioral Science**

Examines neuroscientific concepts underlying normal somatosensory, special sensory, motor, cognition, and emotion functional systems, and explores the manifestation of dysfunction of major neural elements.

OT 2209 Clinical Seminar 2

Addresses professional issues and the professional development of the occupational therapist. Builds on content in Clinical Seminar 1.

OT 2210 Psychosocial / Cognitive Theory and Practice**

The occupational therapy process for clients with psychosocial and/or cognitive dysfunction is studied in-depth. Theories, principles, assessments, and interventions focus on performance of activities and routines of daily living and participation in society.

OT 2213 Occupational Therapy and the Health System

Examines health care trends, reimbursement regulations, legislative policies, and current issues affecting occupational therapy. Strategies for maintaining continued competence and supervisory roles are interpreted and applied to practice.

OT 2214 Therapeutic Approaches 2**

Examines the dynamic process used by occupational therapists to facilitate a client’s or group of clients’ engagement in occupations to promote health and participation. Focuses on education and training, self-advocacy, and health literacy for clients, those involved in the care of the clients, and groups.

OT 2215 Fieldwork Education A (FW I) **

This course applies knowledge to practice and develops understanding of the needs of clients.

OT 2235 Clinical Conditions 1

Defines and describes neuromuscular, orthopedic, psychiatric, and clinical medicine diagnoses that are leading causes of disability in children, adolescents, adults, and older adults. Etiology, signs and symptoms, clinical course, medical management, morbidity, and prognosis are reviewed, and the influence of pathology on occupational performance is examined.

 OT 2236 Activity / Context Theory and Practice**

The interface between functional impairment, activity, and societal participation is studied in-depth. Emphasis is on adaptation to compensate for dysfunction in performance of occupations for life activities (self-care, home and community management, rest/sleep, education/work, and play/leisure, and social participation).

Summer Term – Term 3

OT 2216 Clinical Seminar 3

Addresses professional issues and the professional development of the occupational therapist. Builds on content in Clinical Seminar 2.

OT 2217 Neurorehabilitation Theory and Practice**

The occupational therapy process for clients with neurological and neurobehavioral dysfunction is studied in-depth. Theories, principles, assessments, and interventions focus on performance of activities and routines of daily living and participation in society.

OT 2218 Biomechanical Theory and Practice**

The occupational therapy process for clients with physical dysfunction involving biomechanical impairments is studied in-depth. Theories, principles, assessments, and interventions focus on performance of activities and routines of daily living and participation in society.

OT 2219 Fieldwork Education B (FW I) **

This course applies knowledge to practice and develops understanding of the needs of clients. Builds on Fieldwork Education A.

OT 2237 Clinical Conditions 2

Defines and describes neuromuscular, orthopedic, psychiatric, and clinical medicine diagnoses that are leading causes of disability in children, adolescents, adults, and older adults. Etiology, signs and symptoms, clinical course, medical management, morbidity, and prognosis are reviewed, and the influence of pathology on occupational performance is examined. Builds on content in Clinical Conditions 1.

OT 2238 Adaptation / Technology Theory and Practice**

Addresses assistive technologies and devices used to enhance occupational performance and foster participation and well-being.

Fall Term – Term 4

OT 2220 Clinical Seminar 4

Addresses professional issues and the professional development of the occupational therapist. Builds on content in Clinical Seminar 3.

OT 2221 Developmental Theory and Practice**

The occupational therapy process for children and youth is studied in-depth. Theories, principles, assessments, and interventions focus on performance of activities and routines of daily living and participation in society.

OT 2222 Productive Aging Theory and Practice**

The role of occupational therapy in productive aging and the promotion of successful aging in older adults is studied in-depth. Theories, principles, assessments, and interventions focus on performance of activities and routines of daily living and participation in society.

OT 2224 Management of Occupational Therapy Practice

Examines the role of the occupational therapist as a manager of occupational therapy services. Focuses on the application of principles and practices of administration and supervision in diverse practice environments.

OT 2226 Fieldwork Education C (FW I)**

This course applies knowledge to practice and develops understanding of the needs of clients. Builds on Fieldwork Education B.

OT 2239 Project Development 1

Focuses on the development of the skills needed to plan, implement and evaluate a project that addresses an important question related to professional practice.

OT 2244 Clinical Conditions 3

Defines and describes neuromuscular, orthopedic, psychiatric, and clinical medicine diagnoses that are leading causes of disability in children, adolescents, adults, and older adults. Etiology, signs and symptoms, clinical course, medical management, morbidity, and prognosis are reviewed, and the influence of pathology on occupational performance is examined. Builds on content in Clinical Conditions 2.

Spring & Summer Terms – Terms 5 & 6

OT 2228 Fieldwork Education D (FW II)**

Provides an in-depth learning experience in delivering occupational therapy services. The learning experience occurs at an approved clinical education site that offers the opportunity to develop competence in the professional responsibilities of an entry-level occupational therapist.

OT 2229 Fieldwork Education E (FW II)**

Provides an in-depth learning experience in delivering occupational therapy services. The learning experience occurs at an approved clinical education site that offers the opportunity to develop competence in the professional responsibilities of an entry-level occupational therapist.

Fall Term – Term 7

OT 3206 Advanced Theory and Practice**

Examines select theoretical perspectives, practice areas, evaluation procedures, intervention protocols, and/or professional issues in-depth.

OT 3207 Project Development 2

Focuses on the construction of the protocol of a capstone project, including collaboration with and mentorship by faculty and content experts in developing plans for implementation, evaluation and sustainability of the program.

OT 3210 Advanced Concepts in Professional and Clinical Reasoning

Uses case-based methods, evidence synthesis, and critical thinking to derive evidence-based and sustainable solutions to real-world complex clinical challenges in evaluation and intervention.

OT 3211 Advanced Concepts in Health Policy and Advocacy

Focuses on the development and analysis of policy issues, and the engagement in advocacy to address issues affecting occupational therapy and that support health, well-being, and societal participation at the individual and/or systems levels. Addresses strategies for promoting occupational justice and empowering individuals to seek and obtain resources to fully participate in daily life occupations.

OT 3212 Leadership Development

Focuses on leadership skills for promoting the distinct value of occupational therapy, implementing evidence-based occupational therapy services, and advocating for occupational therapy services at the consumer, work environment, and policy levels.

Spring Term – Term 8

OT 3208 Experiential Preceptorship **

Provides an in–depth learning experience in clinical practice, research, administration, leadership, program and/or policy development, advocacy, or education at an approved clinical education site that offers the opportunity to develop advanced skills that are beyond the professional responsibilities of an entry-level occupational therapist and collaboration and mentorship with faculty and site experts. Includes development of a capstone project and implementation of a capstone project.

OT 3213 Professional Development Seminar

Addresses professional issues and the professional development of the occupational therapist related to collaborative practice, ethics, professional entry requirements and responsibilities, and professional sustainability. Includes dissemination of capstone project.

** Lab based courses.

Students in the OTD/MS in OT program at the University of Pittsburgh must possess essential skills (sensorimotor, process, social interaction) to perform all educational (classroom, laboratory and clinical) and fieldwork, and experiential preceptorship tasks in an accurate, safe and efficient manner, to the satisfaction of the faculty, with or without reasonable accommodation. These essential skills include, but are not limited to, the ability to:

Sensorimotor Skills

1. Complete comprehensive OT evaluations and conduct intervention sessions which may include measuring range of motion, strength, endurance, muscle tone, pain level, activities of daily living skills, instrumental activities of daily living skills, fine motor skills, transfer skills, functional mobility, balance, response to sensation, cognitive status, and home management skills.
2. Assume a variety of body postures (i.e., sitting, standing, walking, bending, squatting, kneeling, stair climbing, reaching forward, reaching overhead, twisting of the trunk and neck in all directions).
3. Execute appropriate psychomotor movements required for manual handling and manipulation of various object/person sizes and weights including lifting and transferring clients, guarding clients during functional ambulation on level surfaces/uneven surfaces/ramps/stairs, pushing and pulling to provide resistance and to assist in maneuvering and transitioning clients (i.e., dressing, toileting, bed mobility).
4. Demonstrate postural control, neuromuscular control, eye/hand coordination, strength and integrated function of the senses of vision, hearing, tactile sense, vestibular and proprioception to manipulate and use common occupational therapy equipment, devices, materials and supplies, and demonstrate competency in the use of these objects.
5. Demonstrate sufficient endurance to prepare the educational and clinical environment, effectively manage client care, and complete an episode of care within a reasonable time and adhering to best practice guidelines.
6. Demonstrate a high degree of coordination of motor skills and vigilance to respond to emergency situations quickly and appropriately to provide clients a safe environment, including performance of CPR.
7. Attend and actively participate in all lecture and application sessions.
8. Tolerate sitting for up to 2 hours at a time, over an 8-10 hour period.
9. Tolerate periods of physical activity for up to 8-10 hours per day.
10. Access transportation to didactic and clinical education sites.

Process Skills

1. Acquire, retain and apply knowledge through instructional methods (i.e., written material, oral delivery, visual demonstration, laboratory experience, clinical experience, and independent learning).
2. Comprehend, retain, assimilate, analyze, synthesize, integrate, and problem solve complex concepts.
3. Apply knowledge and judgment required to administer, interpret, modify, and prioritize evaluation, intervention, and outcome methods to meet the specific needs of the client.
4. Formulate written and verbal evaluations (reports) using sound therapeutic judgment to meet didactic, laboratory, and clinical demands in a reasonable time frame.
5. Apply knowledge and judgment required to demonstrate ethical reasoning.
6. Apply knowledge and judgment required to demonstrate safe performance.

Social Interaction Skills

1. Demonstrate positive interpersonal skills such as collaboration, cooperation, flexibility, tact, empathy, and confidence.
2. Demonstrate respect for individuals with disabilities and those from diverse cultural and linguistic backgrounds, races, religions, and/or sexual orientations.
3. Engage successfully in supervisory and instructor-student relationships, in particular, accepting feedback positively and adjusting performance in a timely manner.
4. Communicate in the English language effectively in oral and written forms with all stakeholders (i.e. instructors, clients, classmates, fieldwork educator) using proper grammar, spelling and punctuation.
5. Exhibit professional demeanor, that is, language, dress, level of assertiveness and respect appropriate to the situation
6. Demonstrate effective organization, prioritization, time management and stress management.
7. Demonstrate consistent professional behaviors such as initiative, preparedness, dependability and punctuality.

Students should review the essential skills for the OTD/MS in OT program carefully and identify if additional supports are needed for any portion (didactic and clinical) of the OTD/MS in OT program. Students are encouraged to contact the University’s Disability Resources and Services Office (412-648-7890) to arrange an individualized consultation to discuss any support services or accommodations they may need.

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Fieldwork education and the Doctoral Capstone are essential components of professional preparation for the doctoral-degree-level occupational therapy student and are integrated in the curriculum design. They are an extension of the OTD program within the clinical/community setting. Fieldwork experiences provide you with the opportunity to learn professional responsibilities through modeling by qualified and experienced personnel and to practice these responsibilities in a supervised setting. The Doctoral Capstone provides an in-depth capstone experience and includes the completion of a capstone project. Fieldwork education and the Doctoral Capstone are only conducted in sites that have a signed agreement (Memorandum of Understanding) with SHRS. This agreement formally identifies the responsibilities of the University and the site.

Fieldwork education includes Level I and Level II experiences. Level I fieldwork is integrated with coursework during Term 2 (OT 2215 Fieldwork Education A), Term 3 (OT 2219 Fieldwork Education B), and Term 4 (OT 2226 Fieldwork Education C). Level I fieldwork is designed to enrich didactic coursework through direct observation and participation. The goal of Level I fieldwork is to introduce you to the fieldwork experience, apply knowledge to practice, and develop understanding of the needs of clients. For Level I fieldwork A (OT 2215) and C (OT 2226), you are assigned to sites in the Greater Pittsburgh Area by our Academic Fieldwork Coordinator in collaboration with the course instructor. These Level I fieldwork experiences are supervised by qualified personnel (e.g., currently licensed or otherwise regulated occupational therapy practitioners, psychologists, physician assistants, teachers, social workers, nurses, and other health or education professionals Level I fieldwork B (OT 2219) focuses on the development of your professional identity. This Level I fieldwork experience occurs internally within the Department and is supervised by faculty (course instructors).

Level II fieldwork is completed in Terms 5 and 6 (OT 2228 Fieldwork Education D; OT 2229 Fieldwork Education E). Level II fieldwork is distinct from Level I fieldwork. You must successfully complete Level I fieldwork experiences prior to enrolling in Level II fieldwork. Level II fieldwork is an in-depth experience in delivering occupational therapy services to clients in traditional and/or emerging settings consistent with our OTD program’s curriculum design. The goal of Level II fieldwork is to develop competent, entry-level, generalist occupational therapists. You are assigned to specific Level II fieldwork sites to ensure exposure to a variety of clients across the life span and to a variety of settings. Students can complete Level II fieldwork in a minimum of one setting if it is reflective of more than one practice area, or in a maximum of four different settings. The OTD program only uses sites within the United States that allow for supervision by an occupational therapist who meets state regulations and has a minimum of one year of practice experience following initial certification. Level II fieldwork is a minimum of the equivalent of 24 full-time work weeks. Level II fieldwork may be completed on a part-time basis providing it is at least 50% of a full-time equivalent at the site. You are assigned to Level II fieldwork sites by the Academic Fieldwork Coordinator in collaboration with faculty and students sign the Level II Fieldwork Acknowledgement Agreement (see Appendix B). The performance of a student who does not successfully complete Level II fieldwork is critically reviewed by the Academic Fieldwork Coordinator and occupational therapy faculty. Satisfactory completion of targeted interventions by the student may be required prior to enrolling in a subsequent Level II fieldwork. The faculty reserves the right to place a student at a site in the Greater Pittsburgh Area based on the student’s academic performance and/or professional behavior.

In Term 7, after successful completion of Level II fieldwork (OT 2228; OT 2229), you engage in didactic coursework and training of advanced skills beyond the generalist level of an occupational therapist and complete a competency examination. In Term 8, the final term of the OTD program, you enroll in the Doctoral Capstone (OT 3208 Experiential Preceptorship; OT 3213 Professional Development Seminar).  The Doctoral Capstone is a 14- week (560 hours) in-depth experience in clinical practice skills, research skills, administration, leadership, program and policy development, advocacy, and/or education and includes the completion of a capstone project. The focus of the capstone experience is on development of skills for increased autonomy as a contributor to advancing occupational therapy practice. The capstone experience is completed in a novel practice setting or a traditional setting with a novel program and has a connection with community issues or needs. Your capstone site is confirmed by the Doctoral Capstone Coordinator. You are assigned a faculty mentor who oversees your capstone experience, including the development of individual learning objectives and plans for supervision. The capstone experience is distinct from Level I and Level II fieldwork and is the final step in the preparation of the OTD student for entry-level practice. These learning experiences (Fieldwork and Doctoral Capstone) prepare you to assume the roles of practitioner, manager, and contributor upon graduation from the OTD program. Prior fieldwork, volunteer, and/or work experience hours cannot be applied towards the capstone experience hours, and a student’s current work setting cannot serve as a site for the student's capstone experience. The capstone experience may be completed on a part-time basis.

The capstone project is a multi-faceted investigative assignment that students begin associated preparatory coursework for in Term 1. It is designed to encourage you to think critically, solve challenging problems, collaborate with professionals, and develop advanced skills in communication, research, teamwork, planning, leadership, self-reliance, professionalism, and advocacy – skills that will prepare you to respond positively and confidently to the many opportunities and challenges in today’s evolving and increasing complex practice settings. Although, the learning objectives for the Doctoral Capstone and capstone project address all three roles of the occupational therapist – practitioner, manager, and contributor – the focus is on the development of skills for increased autonomy as a contributor to advancing occupational therapy practice.

Level II fieldwork (OT 2228; OT 2229) and the Doctoral Capstone (OT 3208; OT 3213) must be completed within 24 months following completion of the didactic portion of the OTD Program (Term 4). You are responsible for securing all required resources in preparation for and during Level I and Level II fieldwork and the capstone experience including but not limited to transportation, physical examinations and associated testing (i.e., drug screen, vaccinations), health insurance, liability insurance, background clearances, CPR/AED training, first aid training, parking, housing, food, and clothing. To participate in fieldwork and other clinical education activities, students e-sign the Student Agreement to Participate in Clinical Education Release of Information Form (see Appendix C).

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The University Notice of Non-Discrimination (https://www.diversity.pitt.edu/about/notice-non-discrimination). 

The University of Pittsburgh, as an educational institution and as an employer, does not discriminate on the basis of disability, race, color, religion, national origin, ancestry, genetic information, marital status, familial status, sex, age, sexual orientation, veteran status or gender identify and expression in its programs and activities.

The University does not tolerate discrimination, harassment, or retaliation on these bases and takes steps to ensure that students, employees, and third parties are not subject to a hostile environment in University programs or activities.

The University responds promptly and equitably to allegations of discrimination, harassment, and retaliation. It promptly conducts investigations and takes appropriate action, including disciplinary action, against individuals found to have violated its policies, as well as provides appropriate remedies to complainants and the campus community. The University is committed to taking prompt action to end a hostile environment if one has been created, prevent its recurrence, and remedy the effects of any hostile environment on affected members of the campus community.

For complete details on the University’s Nondiscrimination, Equal Opportunity, and Affirmative Action Policy (07-01-03) and Sexual Misconduct Policy (06-05-01), visit https://www.diversity.pitt.edu/policies-procedures-and-practices

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Students are expected to comply with the University of Pittsburgh’s Academic Integrity Code, SHRS Academic Integrity Policy, and the canons of ethics of the student’s discipline (*Occupational Therapy Code of Ethics, AOTA, 2020).

The American Occupational Therapy Association (AOTA) has developed its own code of ethics to assist OT students, OT faculty, and occupational therapists in making ethical decisions. It is the expectation of the Department that all University of Pittsburgh OT students will understand and abide by these principles throughout the curriculum including during fieldwork and preceptorship education.

For the complete University of Pittsburgh Academic Integrity Policy visit www.provost.pitt.edu/faculty/academic-integrity-freedom/academic-integri.... Visit http://www.shrs.pitt.edu/current-students/student-handbooks for the SHRS Graduate Student Handbook; www.shrs.pitt.edu/academic-integrity for the SHRS Guidelines on Academic Integrity; and http://www.aota.org/en/Practice/Ethics.aspx for the AOTA Occupational Therapy Code of Ethics (2020).

Grievances and Complaints Regarding Faculty Obligations and Student Rights: The Department of Occupational Therapy adheres to the University and SHRS policies and procedures regarding grievances and complaints. Visit www.studentaffairs.pitt.edu/conduct/guidelines/ for the University’s Guidelines on Academic Integrity, and Student and Faculty Obligations and Hearing Procedures; and www.provost.pitt.edu/faculty/academic-integrity-freedom/academic-integri... (see Grad Students, Post Docs, & Research Associates; Academic Integrity; Faculty Obligations and Students Rights – page 11).

Grievances and Complaints Regarding the Program: The Department of Occupational Therapy strives to maintain good working relationships and a supportive learning environment and encourages open and honest dialogue about concerns. Pending the nature of the concern, students may discuss the matter with their Class Liaison, Academic Advisor/Program Director or another appropriate faculty member. The Class Liaison serves as the communication link between students and faculty in representing issues common to the OT student body. The Academic Advisor/Program Director’s and/or faculty member’s responsibility is to meet in a timely and professional manner with the student to discuss the concern and consider reasonable solutions that would remedy the situation consistent with Department, school, and University policies. Students who feel they are not able to direct the particular concern to their Academic Advisor/Program Director or to a faculty member, may discuss the matter with the Program Director and/or Department Chair. If such discussion does not prevent or solve a problem, additional actions may be taken, and the concern can be expressed in writing to the SHRS Associate Dean of Graduate Studies or the SHRS Dean.

Students who wish to bring a complaint regarding the OTD program’s compliance with the AOTA’s Accreditation Council for Occupational Therapy Education (ACOTE) standards should submit a complaint in writing to the Department Chair (see Appendix A for the standards related to the content requirements, fieldwork education, and experiential component for an OT doctoral-degree-level program and/or visit www.acoteonline.org for a complete list of the standards for an OT doctoral-degree-level program). The written complaint must be signed by the student(s). The Department Chair will acknowledge receipt of the complaint within 3 business days and will meet with the student or respond to the complaint in writing within 3 weeks of receipt of the complaint. The student will be informed of the Chair’s response to the complaint, the steps being taken to address the complaint, or the steps being taken to investigate it. Any investigation will be time limited.

If the student is dissatisfied with the response to the complaint, a written appeal may be made to the SHRS Associate Dean of Graduate Studies or the SHRS Dean; the appeal must be made within 3 weeks of receipt of the Chair’s response. The Associate Dean’s/Dean’s response to the complaint will be communicated to the student within 3 weeks of the appeal. The Associate Dean/Dean’s decision is final.

The Chair/Dean will maintain a written record of a complaint, including the nature of the complaint, the steps taken to resolve the complaint, the final decision, and any external actions initiated by the student. This record will be confidential and will be held for 8 years.

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The University Academic Regulations and Registration information can be found in the Graduate & Professional Studies Catalog at https://catalog.upp.pitt.edu/index.php.

Registering for Classes:

OTD and MS in OT students are “block” registered each term by the SHRS Registrar with the approval of their Academic Advisor. OTD and MS in OT students meet with their Academic Advisor or Program Director each term to address registration for the subsequent term. Students receive written notification of the classes their Academic Advisor/Program Director has approved for registration. Registration follows the OTD curriculum (see page 14). Note: Term 5 registration is OT 2228, 10 credits and OT 2229, 3 credits (total credits = 13); Term 6 registration is OT 2229, 7 credits (total credits = 7). [TJ1] This last sentence will be on OTD page only.

Once students are registered, they may view their course schedule at http://my.pitt.edu. Students receive access to their class schedule (Outlook calendar) each term from the Department of Occupational Therapy. Students should follow the Outlook calendar as it is the most up-to-date schedule.

Students must be officially admitted to the University to be eligible to register for classes. Graduate students who are registered for 9 to 15 credits in the fall or spring term are full-time students and are assessed the SHRS full-time tuition rate. Students who are registered for fewer than 9 credits are considered part-time students and are billed on a per-credit basis. During the summer sessions, OTD students and MS in OT students (applicable to Research and Scholarly Project plan) are billed the SHRS per-credit rate. Visit http://www.ir.pitt.edu/tuition/index.php for the University’s current tuition and mandatory fee rates. OTD/MS in OT students are assessed a major fee of $150 per term (amount subject to change).

Statute of Limitations / Leaves of Absence: The purpose of the statute of limitations is to ensure that a graduate degree from the University of Pittsburgh represents mastery of current knowledge in the field of study. All requirements for the OTD/MS in OT degree must be completed within a period of five (OTD) or four (MS in OT) consecutive calendar years from the student's initial registration for graduate study. Under special conditions, graduate students may be granted one leave of absence. A maximum leave of two years may be granted to doctoral students. A maximum leave of one year to master’s students. The length and rationale for the leave of absence must be stated in advance, recommended to the Associate Dean for Graduate Studies by the department (Program Director), and approved by the Associate Dean for Graduate Studies. If approved, the time of the leave shall not count against the total time allowed for the degree being sought by the student. Readmission following an approved leave of absence is a formality.

Visit https://catalog.upp.pitt.edu/index.php (Graduate & Professional Studies Catalog) for the University policy and www.shrs.pitt.edu/current-students/student-handbooks for the SHRS Graduate Student Handbook.

Service Restrictions: Restrictions can be placed by a variety of university offices. If a student has a restriction, he or she will be referred to the appropriate office to resolve the matter before registration can be completed. Types of restrictions include academic, missing data, disciplinary, and financial.

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Policy: Students are expected to attend all regularly scheduled classes in which they are enrolled (including assigned fieldwork experiences), to arrive at class/fieldwork prior to the scheduled start time, and to be prepared to begin class/fieldwork on time.

Purpose: A class, like any workplace, depends on instructors and students being present. Class sessions are the primary opportunity for instructors and students to create knowledge together and practice skills. Regular attendance and promptness are professional behaviors that facilitate learning and teaching. As with any job, failure to show up for work or being late for work reflects poorly on one’s performance. In the professional workplace, employees who miss work or who are late too often are terminated. At the same time, exceptional circumstances do sometimes arise, and employers understand this.  For that reason, the OT program permits a reasonable number of excused absences and late arrivals.

Procedure: Class: Attendance will be taken at each class session. Attendance and punctuality (unexcused absences, excused absences, lateness) are considered in the final course grade. If you are unable to attend a class, you need to complete the Absence Notification Survey to notify your instructor(s) of your absence and the reason for your absence. You need to complete the Absence Notification Survey as early as possible but no later than prior to the start of class on the day of your absence for your absence to be considered an excused absence. Proactive communication with your Academic Advisor and Program Director/Assistant Program Director is strongly encouraged for any anticipated personal events that may or will result in a possible absence. The reasonable number of excused absences and late arrivals is based on the number of class sessions and not the number of credit hours for a course (for example, for a course that meets weekly during a 16 week term, two excused absences or two late arrivals may be reasonable whereas for a course that meets twice weekly, three excused absences or three late arrivals may be reasonable). Not completing the Absence Notification Survey for an absence is considered an unexcused absence. Unexcused absences or exceeding the number of reasonable excused absences or late arrivals may result in a deduction of percentage points from the professional behavior component of the final course grade. The reason for excused absences is taken into consideration. A deduction of percentage points is determined on a case-by-case basis by the instructor in consultation with the Program Director/Assistant Program Director.

Fieldwork and Doctoral Capstone Experience: Attendance during Level I and II fieldwork is monitored by the Fieldwork Educator and the Academic Fieldwork Coordinator. The student’s Level I fieldwork hours are determined by the Academic Fieldwork Coordinator in collaboration with the Fieldwork Educator. The student’s Level II fieldwork hours are determined by the Fieldwork Educator and may include daylight, evening and/or weekend work hours. The student’s Doctoral Capstone Experience hours are determined by the designated Faculty Mentor and Site Mentor for the experience and approved by the Doctoral Capstone Coordinator. There are no designated holidays, vacation days, or sick days/leave during Level II fieldwork and the Doctoral Capstone Experience. Any anticipated absences due to an extreme circumstance (e.g., illness, funeral, etc.) must be approved – absences during Level I or Level II fieldwork must be approved by the Academic Fieldwork Coordinator and Fieldwork Educator; absences during the Doctoral Capstone Experience must be approved by the Faculty Mentor, Site Mentor, and Doctoral Capstone Coordinator. Students on Level I and Level II fieldwork are to contact the Academic Fieldwork Coordinator to discuss any anticipated absences prior to discussing the situation with their Fieldwork Educator. Students during the Doctoral Capstone Experience are to contact their Faculty Mentor and the Doctoral Capstone Coordinator prior to discussing the situation with their Site Mentor.

University Holidays: University offices are closed in observance of the following holidays: New Year’s Day, Martin Luther King’s Birthday, Spring Holiday, Memorial Day, Juneteenth, Independence Day, Labor Day, Thanksgiving, the day after Thanksgiving, the day before Christmas, and Christmas Day. The University attempts to recognize   religious observances of members of the University community in instances where those observances may conflict with University activities.  Examples of such occasions are Rosh Hashanah, Yom Kippur, Muharram, Diwali, and Good Friday, but other days of religious observance may also conflict with scheduled academic activities. On such dates, course instructors will work with students to allow for missed class for reasons of religious observations. It is the student’s responsibility to notify the course instructor of an absence due to a religious observance by completing the Absence Notification Survey well in advance of the known religious observance (e.g., at the start of the term).

University-wide Closure and Class Cancellation: Only by authorization of the Chancellor shall the University be officially closed. Students are urged to use their own discretion in deciding whether they can safely commute to class. If personal health or safety is an issue in that decision, responsible judgment should be used. For the full policy see Closure and Class Cancellation Policy

Disaster Preparedness: In the event of a disaster, such as flooding, fire, or health pandemic, the University of Pittsburgh will post information for faculty, staff and students on the University’s website home page (www.pitt.edu). The Department of Occupational Therapy will distribute information and instructions for occupational therapy students through recorded messages on the Department voicemail (412-383-6620) and through email (University of Pittsburgh accounts only). Students will be responsible for maintaining open lines of communication with course instructors/liaisons, and completing all required work as instructed.

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Policy: Students are required to document professional development in a Portfolio.

Purpose: A Portfolio facilitates the process of assessing individual learning needs and interests, establishing a professional development plan, and documenting professional development activities. Students begin this life-long learning endeavor during their academic education with the hope that they will continue the process throughout their career as an occupational therapist.

Procedure: The student is introduced to the components of the Portfolio in Term 1 for OTD students (OT 2203 – Clinical Seminar 1) or Term 2 for MS in OT students (OT 2249 – Special Topics in Occupational Therapy: Clinical) and presents their Portfolio for peer and/or faculty for review and feedback at designated times during the program. The Portfolio includes the student’s career goals, strengths, plan for professional development, resume, reference contact information, and exemplars of academic accomplishment that individualizes the student’s professional development.

Policy:  Students must submit a signed waiver to each faculty/staff member who is requested to provide a written or oral reference for application for scholarships or fellowships or admission to academic programs or professional employment.

Purpose: Under the Buckley Amendment, records or information pertaining to students’ academic performance are confidential. By submitting a signed waiver, students will notify the faculty member that they are requesting a written or oral reference and permit the faculty member to share information with the academic or professional entity identified by the student.

Procedure: The student requesting written or oral references will complete and submit a signed waiver to each faculty/staff member the student wishes to provide a reference. A waiver form is provided in the Manual for the Doctor of Occupational Therapy Student (see Appendix D) or in the Manual for the Master of Science Student (see Appendix #). The waiver is necessary for all written and oral references requested from faculty/staff.

Additionally, students are to provide the faculty/staff member with the following as applicable to the request: a copy of their resume; list of other experiences and skills that may not be on their resume but are directly related to the scholarship/fellowship/employment; a link to the scholarship requirements or a print copy of the scholarship details, including the timeline for submission of the letter and application; a drafted letter of recommendation written by the student in letter format in a Word document written as if the student was writing it as the faculty/staff member; and a copy of the essay if required for a scholarship/fellowship. (NOTE: If you are requesting references from more than one faculty make sure to tailor the letters specific for each faculty member – that is, make them different. Faculty will use what you provide as a starting point and can edit it as appropriate.)

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Policy:  Students must be certified by the University of Pittsburgh in the Health Insurance Portability and Accountability Act (HIPAA).

Purpose: HIPAA certification documents training in the guidelines for the conduct of ethical and regulation-compliant clinical practice and research. Confidentiality of patient/client information is a critical component of HIPAA. Confidentiality is the guaranteed trust that all patient/client information will remain private. This includes both information shared and not shared in written reports and the confidentiality of professional consultation. Patients/clients should not be identified by name, other Personal Health Information (PHI) or image in public areas such as the hallways, elevators, lounges, cafeterias, or waiting rooms, or in any form of social media. Confidentiality extends to patient/client records which should NOT be photocopied or printed without the approval of the Fieldwork/Preceptorship Educator.

Procedures: The student will complete the web-based HIPAA training modules for clinical practice (Information Privacy and Security Awareness Training for Physicians, Mid-level Providers, Dentists, Staff and Students Who Are NOT employed by UPMC but Who Encounter Protected Health Information in UPMC Facilities) and for research (Privacy and Information Security; Biomedical Course; Responsible Conduct of Research; Conflicts of Interest; GCP - Social and Behavioral Research Best Practices for Clinical Research). A copy of the certificates earned upon completion of each module is filed with the Department of Occupational Therapy. The student should also place a copy of the certificates in their Portfolio. Students receive detailed instructions, including the due dates, for required documents. All required documents must be filed with the Department of Occupational Therapy (see Appendix F).

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Policy:  Students must be certified in the Occupational Safety and Health Administration (OSHA) Bloodborne Pathogen Standard.

Purpose: Bloodborne Pathogens Training is intended for all users of human blood, blood products, biohazardous agents, and other potentially infectious materials. The intent of these regulations is to teach healthcare professionals how to control infectious diseases so that they can protect themselves and their patients/clients. The OSHA Bloodborne Pathogen Standard and the University of Pittsburgh’s Exposure Control Plan require annual training for individuals with potential occupational exposure to bloodborne pathogens.

Procedure: The student will complete the web based Bloodborne Pathogen Training module. Students complete the module annually. A copy of the certificate earned upon completion of the module is filed with the Department of Occupational Therapy. The student should also place a copy of the certificates in their Portfolio. Students receive detailed instructions, including the due dates, for required documents. All required documents must be filed with the Department of Occupational Therapy (see Appendix F).

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Policy: Students must be certified and maintain certification in adult and pediatric First Aid, Cardiopulmonary Resuscitation (CPR), and Automated External Defibrillator (AED).

Purpose: First Aid/CPR/AED certification gives students the fundamental knowledge and skills for responding to breathing and cardiac emergencies to help individuals of any age (adults and children) and to recognize and care for a variety of first aid emergencies.

Procedure: The student will complete the training as scheduled by the Department of Occupational Therapy during Year 1 (OTD and MS in OT) and Year 3 (OTD only). A copy of the certificate is filed with the Department of Occupational Therapy. The student should also place a copy of the certificates in their Portfolio. Students receive detailed instructions, including the due dates, for required documents. All required documents must be filed with the Department of Occupational Therapy (see Appendix F).

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Policy:  Students must complete training in Recognizing and Reporting Child Abuse: Mandated and Permissive Reporting in Pennsylvania.

Purpose: Protecting children from abuse and neglect is a shared responsibility. It requires collaboration from the formal child protective services system, community partners and citizens to provide local safety nets for children and families that are facing challenges within their communities and neighborhoods. In Pennsylvania there is legislation that impacts the reporting, investigation, assessment, prosecution and judicial handling of child abuse and neglect cases. The website, KeepKids.Safe.pa.gov, is designed to serve as the hub for information related to critical components impacting child protection including a link for mandated reporters to make reports of suspected child abuse electronically, training on child abuse recognition and reporting, information related to clearances and general information related to child protection.

Procedure: A copy of the student’s certificate of completion for the Recognizing and Reporting Child Abuse: Mandated and Permissive Reporting in Pennsylvania online training module must be filed with the Department of Occupational Therapy. The student should also place a copy of the certificates in their Portfolio. Students receive detailed instructions, including the due dates, for required documents. All required documents must be filed with the Department of Occupational Therapy (see Appendix F).

Visit the following websites for information regarding Recognizing and Reporting Child Abuse: www.hr.pitt.edu/protecting-children-abuse/report-abuse, and http://keepkidssafe.pa.gov/.

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Policy: All students are required to complete the UPMC COVID-19 Introduction Education Module (Wolff Module) annually.

Purpose: The UPMC COVID-19 Introduction Education Module (Wolff Module) provides basic COVID-19 education and expectations for students. All students must complete the education module annually in its entirety to ensure safety on UPMC campuses in the presence of COVID-19.

Procedure:  A copy of the student’s certificate of completion of the UPMC COVID-19 Introduction Education Module (Wolff Module) must be filed with the Department of Occupational Therapy. The student should also place a copy of the certificate in their Portfolio. Students receive detailed instructions, including the due dates, for required documents. All required documents must be filed with the Department of Occupational Therapy (see Appendix F).

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The Department of Occupational Therapy (OT) maintains materials to serve the mission of education, research, and service. Materials may be borrowed by OT students, faculty, and staff. Contact Avital Isenberg asi14@pitt.edu for questions or problems with any OT materials.

BORROWING OT Materials

• Information on what materials the OT Department has available for borrowing can be found here: OT Materials for Borrowing.
• Questions about where materials are location can be directed to asi14@pitt.edu. 
• In order to borrow (sign out) materials, scan the QR code or click on the link located below or posted in all rooms where materials are located or use the following link: Borrowing OT Materials.

• Complete the form filling in all required information.
• Materials should typically be returned within one week of the date they are borrowed unless they are used throughout the term for a specific course. 

RETURNING OT Materials

• The individual who borrowed (signed out) the materials is responsible for returning all OT materials listed on the form. Materials are to be returned in the condition they were received.
• All materials are to be returned to the bottom shelf of the shelving unit located in the student lounge (under the faculty mailboxes).
• To return the materials, scan the QR code located below or posted on the shelving unit in the student lounge or use the following link: Returning OT Materials. Please do not return the items from where you located them within the department.
• Complete the form filling in all required information.
• If there are any issues with the condition of the materials you are returning, please make sure to note this on the form.

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Joan C. Rogers Occupational Therapy Award. The award was established by the faculty of the Department of Occupational Therapy in 2012 in honor of Dr. Joan Rogers, Chair of the Department of Occupational Therapy, 1998-2015. The award recognizes a third year OTD student who has demonstrated high-level scholastics, exemplary professionalism, and commitment to advancing the profession.

Caroline Robinson Brayley Student Enrichment Award in Occupational Therapy. The award was established by Dr. Caroline Robinson Brayley, founding Chair of the Department of Occupational Therapy in 2015. The award enriches the educational experiences of OTD students inside and outside the classroom and promotes their success in the program and in the profession.

Department of Occupational Therapy Award of Professional Excellence. The award was established by the faculty of the Department of Occupational Therapy in 2002. The award recognizes a third year OTD student who has demonstrated exceptional ability to promote occupational therapy through their professional activities.

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PTE is a specialized honor society for occupational therapy students and alumni. This society recognizes and encourages superior scholarship among students enrolled in professional entry-level programs at accredited schools across the United States. Initiation of new members includes those OTD students who have demonstrated superior scholarship: those who are eligible shall rank not lower than the highest 35% of their class in scholarship and have a GPA of at least 3.5 on a scale of 4.0 since entering the occupational therapy program; and shall have completed the equivalent of nine semester hours in a professional graduate program in occupational therapy. Visit https://www.shrs.pitt.edu/ot/students/pi-theta-epsilon, and http://www.aotf.org/pithetaepsilon.aspx for more information.

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OT program graduates are eligible to sit for the national certification examination for the occupational therapist administered by the National Board for Certification in Occupational Therapy (NBCOT®). If a student did not earn an entry-level master’s/doctoral degree in occupational therapy from a U.S.-accredited college/university, after successful completion of the MS program, students will complete the Occupational Therapist Eligibility Determination (OTED®) process through the NBCOT®. After successful completion of this examination, the individual will be an occupational therapist, registered (OTR). Candidates applying for the NBCOT® Certification Examination must answer questions regarding good moral character (e.g., whether they have ever been charged or convicted of a felony; had any professional license, registration, or certification revoked, suspended, or subject to probationary conditions; been found to have committed negligence, malpractice, reckless, or willful misconduct; been suspended and/or expelled from a college/university). A candidate may be barred from becoming certified by NBCOT® if an incident has a direct relationship to a potential violation of the Code of Conduct (i.e., a felony conviction may prevent a graduate from taking this examination). Visit http://www.nbcot.org for more information.

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Occupational therapy is regulated in all 50 states, the District of Columbia, Puerto Rico and Guam. Different states have various types of regulation, including but not limited to licensure. The major purpose of regulation is to protect consumers in a state or jurisdiction from unqualified or unscrupulous practitioners.

The student should contact the relevant state licensing agency to obtain the necessary information and/or an application. Each state differs in its procedures; however, state licenses are usually based on the results of the NBCOT® Certification Examination (or pending results). Many states offer a Limited Permit or Temporary License to practice prior to successful completion of the certification examination or while a licensure application is being processed. Many states also inquire as to whether the applicant has been convicted of or pled guilty or nolo contendere to a crime (e.g., misdemeanor, felony, or illegal act associated with alcohol/substance abuse) or have charges pending and unresolved. A felony conviction may prevent a graduate from obtaining state licensure.

Students planning to apply for a license in the Pennsylvania should obtain information from the Pennsylvania State Board of Occupational Therapy Education and License. Visit www.dos.pa.gov/professionallicensing/boardscommissions/occupationalthera... for more information.

Note: OT program students/graduates requesting completion of forms verifying education status, graduation, fieldwork, etc. must make the request in writing and include all relevant information (e.g., full name, including maiden name if applicable; year of graduation; fieldwork sites and dates of affiliation; etc.). If the form requires the University seal there is no charge for completion, however, if the form requires notarization there is a fee of $10 for completion of the form (amount subject to change). Check or money order made payable to the University of Pittsburgh must be submitted with the request. If the student/graduate requests expedited mail service, the student/graduate is responsible for the associated costs.

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