Manual for OTD Student

2018 ACCREDITATION STANDARDS FOR A DOCTORAL-DEGREE-LEVEL EDUCATIONAL PROGRAM FOR THE OCCUPATIONAL THERAPIST

Effective July 31, 2020.

Accreditation Council for Occupational Therapy Education (ACOTE®) of the American Occupational Therapy Association, Inc.

 

Section B: Content Requirements

1.0    FOUNDATIONAL CONTENT REQUIREMENTS

Program content must be based on a broad foundation in the liberal arts and sciences. A strong foundation in the biological, physical, social, and behavioral sciences supports an understanding of occupation across the lifespan. If the content of the Standard is met through prerequisite coursework, the application of foundational content in the sciences must also be evident in professional coursework. The student will be able to:

1.1    Demonstrate knowledge of:

The structure and function of the human body to include the biological and physical sciences, neurosciences, kinesiology, and biomechanics.
Human development throughout the lifespan (infants, children, adolescents, adults, and older adults). Course content must include, but is not limited to, developmental psychology.
Concepts of human behavior to include the behavioral sciences, social sciences, and science of occupation.

1.2    Apply, analyze, and evaluate the role of sociocultural, socioeconomic, and diversity factors, as well as lifestyle choices in contemporary society to meet the needs of persons, groups, and populations. Course content must include, but is not limited to, introductory psychology, abnormal psychology, and introductory sociology or introductory anthropology.
1.3    Demonstrate knowledge of the social determinants of health for persons, groups, and populations with or at risk for disabilities and chronic health conditions. This must include an analysis of the epidemiological factors that impact the public health and welfare of populations.
1.4    Demonstrate the ability to use quantitative statistics and qualitative analysis to interpret tests and measurements for the purpose of establishing and delivering evidence-based practice.

2.0    OCCUPATIONAL THERAPY THEORETICAL PERSPECTIVES

Current and relevant interprofessional perspectives including rehabilitation, disability, and developmental as well as person/population-environment-occupation models, theories and frameworks of practice. The program must facilitate the development of the performance criteria listed below. The student will be able to:

2.1    Apply, analyze, and evaluate scientific evidence, theories, models of practice, and frames of reference that underlie the practice of occupational therapy to guide and inform interventions for persons, groups, and populations in a variety of practice contexts and environments.

2.2    Explain the process of theory development in occupational therapy and its desired impact and influence on society.

3.0    BASIC TENETS OF OCCUPATIONAL THERAPY

Coursework must facilitate development of the performance criteria listed below. The student will be able to:

3.1    Analyze and evaluate occupational therapy history, philosophical base, theory, and sociopolitical climate and their importance in meeting society’s current and future occupational needs as well as how these factors influence and are influenced by practice.

3.2    Apply, analyze, and evaluate the interaction of occupation and activity, including areas of occupation, performance skills, performance patterns, context(s) and environments, and client factors.

3.3    Explain to consumers, potential employers, colleagues, third-party payers, regulatory boards, policymakers, and the general public the distinct nature of occupation and the evidence that occupation supports performance, participation, health, and well-being.

3.4    Apply, analyze, and evaluate scientific evidence to explain the importance of balancing areas of occupation; the role of occupation in the promotion of health; and the prevention of disease, illness, and dysfunction for persons, groups, and populations.

3.5    Analyze and evaluate the effects of disease processes including heritable diseases, genetic conditions, mental illness, disability, trauma, and injury on occupational performance.

3.6    Demonstrate activity analysis in areas of occupation, performance skills, performance patterns, context(s) and environments, and client factors to formulate the intervention plan.

3.7    Demonstrate sound judgment in regard to safety of self and others and adhere to safety regulations throughout the occupational therapy process as appropriate to the setting and scope of practice. This must include the ability to assess and monitor vital signs (e.g., blood pressure, heart rate, respiratory status, and temperature) to ensure that the client is stable for intervention.

4.0    REFERRAL, SCREENING, EVALUATION, AND INTERVENTION PLAN

The process of referral, screening, evaluation, and diagnosis as related to occupational performance and participation must be client centered; culturally relevant; and based on theoretical perspectives, models of practice, frames of reference, and available evidence.

INTERVENTION PLAN: FORMULATION AND IMPLEMENTATION

4.1    Demonstrate therapeutic use of self, including one’s personality, insights, perceptions, and judgments, as part of the therapeutic process in both individual and group interaction.

4.2    Demonstrate clinical reasoning to evaluate, analyze, diagnose, and provide occupation-based interventions to address client factors, performance patterns, and performance skills.

4.3    Utilize clinical reasoning to facilitate occupation-based interventions that address client factors. This must include interventions focused on promotion, compensation, adaptation, and prevention.

4.4    Evaluate client(s)’ occupational performance, including occupational profile, by analyzing and selecting standardized and non-standardized screenings and assessment tools to determine the need for occupational therapy intervention(s). Assessment methods must take into consideration cultural and contextual factors of the client. 

 

Interpret evaluation findings of occupational performance and participation deficits to develop occupation-based intervention plans and strategies. 

Intervention plans and strategies must be client centered, culturally relevant, reflective of current occupational therapy practice, and based on available evidence.

4.5    Select and apply assessment tools, considering client needs, and cultural and contextual factors. 

Administer selected standardized and nonstandardized assessments using appropriate procedures and protocols.

Interpret the results based on psychometric properties of tests considering factors that might bias assessment results (e.g., culture and disability status related to the person and context).

4.6    Collect, analyze, and report data in a systematic manner for evaluation of client and practice outcomes. Report evaluation results and modify practice as needed.

4.7    Interpret criterion-referenced and norm-referenced standardized test scores on the basis of an understanding of sampling, normative data, standard and criterion scores, reliability, and validity.

4.8    Interpret the evaluation data in relation to accepted terminology of the profession and explain the findings to the interprofessional team.

4.9    Design and implement intervention strategies to remediate and/or compensate for functional cognitive deficits, visual deficits, and psychosocial and behavioral health deficits that affect occupational performance.

4.10  Recommend and provide direct interventions and procedures to persons, groups, and populations to enhance safety, health and wellness, and performance in occupations. this must include the ability to select and deliver occupations and activities, preparatory methods and tasks (including therapeutic exercise), education and training, and advocacy. 

4.11  Assess the need for and demonstrate the ability to design, fabricate, apply, fit, and train in assistive technologies and devices (e.g., electronic aids to daily living, seating and positioning systems) used to enhance occupational performance and foster participation and well-being.

4.12  Assess the need for orthotics, and design, fabricate, apply, fit, and train in orthoses and devices used to enhance occupational performance and participation.

         Train in the safe and effective use of prosthetic devices.

4.13  Provide recommendations and training in techniques to enhance functional mobility, including physical transfers, wheelchair management, and mobility devices.

4.14  Evaluate the needs of persons, groups, and populations to design programs that enhance community mobility, and implement transportation transitions, including driver rehabilitation and community access.

4.15  Demonstrate knowledge of the use of technology in practice, which must include:

Electronic documentation systems
Virtual environments
Telehealth technology

4.16  Evaluate and provide interventions for dysphagia and disorders of feeding and eating to enable performance, and train others in precautions and techniques while considering client and contextual factors.

4.17  Demonstrate knowledge and use of the safe and effective application of superficial thermal agents, deep thermal agents, electrotherapeutic agents, and mechanical devices as a preparatory measure to improve occupational performance. This must include indications, contraindications, and precautions.

4.18  Assess, grade, and modify the way persons, groups, and populations perform occupations and activities by adapting processes, modifying environments, and applying ergonomic principles to reflect the changing needs of the client, sociocultural context, and technological advances.

4.19  Demonstrate, evaluate, and plan the consultative process with persons, groups, programs, organizations, or communities in collaboration with inter- and intraprofessional colleagues.

4.20  Demonstrate, evaluate, and plan care coordination, case management, and transition services in traditional and emerging practice environments.

4.21  Demonstrate, evaluate, and utilize the principles of the teaching–learning process using educational methods and health literacy education approaches:

To design activities and clinical training for persons, groups, and populations.
To instruct and train the client, caregiver, family, significant others, and communities at the level of the audience.

4.22  Monitor and reassess, in collaboration with the client, caregiver, family, and significant others, the effect of occupational therapy intervention and the need for continued or modified intervention.

4.23  Identify occupational needs through effective communication with patients, families, communities, and members of the interprofessional team in a responsive and responsible manner that supports a team approach to the promotion of health and wellness.

4.24  Demonstrate effective intraprofessional OT/OTA collaboration to:

Identify the role of the occupational therapist and occupational therapy assistant in the screening and evaluation process.
Demonstrate and identify techniques in skills of supervision and collaboration with occupational therapy assistants.

4.25  Demonstrate knowledge of the principles of interprofessional team dynamics to perform effectively in different team roles to plan, deliver, and evaluate patient- and population-centered care as well as population health programs and policies that are safe, timely, efficient, effective, and equitable.

4.26  Evaluate and discuss mechanisms for referring clients to specialists both internal and external to the profession, including community agencies.

4.27  Evaluate access to community resources, and design community or primary care programs to support occupational performance for persons, groups, and populations.

4.28  Develop a plan for discharge from occupational therapy services in collaboration with the client and members of the interprofessional team by reviewing the needs of the client, caregiver, family, and significant others; available resources; and discharge environment.

4.29  Demonstrate knowledge of various reimbursement systems and funding mechanisms (e.g., federal, state, third party, private payer), appeals mechanisms, treatment/diagnosis codes (e.g., CPT®, ICD, DSM® codes), and coding and documentation requirements that affect consumers and the practice of occupational therapy.

         Documentation must effectively communicate the need and rationale for occupational therapy services

5.0    CONTEXT OF SERVICE DELIVERY, LEADERSHIP, AND MANAGEMENT OF OCCUPATIONAL THERAPY SERVICES

Context of service delivery includes knowledge and understanding of the various contexts, such as professional, social, cultural, political, economic, and ecological, in which occupational therapy services are provided.

Management and leadership skills of occupational therapy services include the application of principles of management and systems in the provision of occupational therapy services to persons, groups, populations, and organizations. 

The program must facilitate development of the performance criteria listed below. The student will:

5.1    Identify, analyze, and evaluate the contextual factors; current policy issues; and socioeconomic, political, geographic, and demographic factors on the delivery of occupational therapy services for persons, groups, and populations to promote policy development and social systems as they relate to the practice of occupational therapy.

5.2    Identify, analyze, and advocate for existing and future service delivery models and policies, and their potential effect on the practice of occupational therapy and opportunities to address societal needs.

5.3    Demonstrate knowledge of and evaluate the business aspects of practice including, but not limited to, the development of business plans, financial management, program evaluation models, and strategic planning.

5.4    Identify and evaluate the systems and structures that create federal and state legislation and regulations and their implications and effects on persons, groups, and populations, as well as practice and policy.

5.5    Provide care and programs that demonstrate knowledge of applicable national requirements for credentialing and requirements for licensure, certification, or registration consistent with federal and state laws.

5.6    Demonstrate leadership skills in the ability to plan, develop, organize, and market the delivery of services to include the determination of programmatic needs and service delivery options, and formulation and management of staffing for effective service provision.

5.7    Demonstrate leadership skills in the ability to design ongoing processes for quality management and improvement (e.g., outcome studies analysis and client engagement surveys) and develop program changes as needed to demonstrate quality of services and direct administrative changes.

5.8    Develop strategies for effective, competency-based legal and ethical supervision of occupational therapy and non–occupational therapy personnel. 

         Analyze staff development and professional abilities and competencies of supervised staff as they relate to job responsibilities.

6.0    SCHOLARSHIP

Promotion of science and scholarly endeavors will serve to describe and interpret the scope of the profession, build research capacity, establish new knowledge, and interpret and apply this knowledge to practice. The program must facilitate development of the performance criteria listed below. The student will be able to:

6.1    Critique quantitative and qualitative research in order to analyze and evaluate scholarly activities, which contribute to the development of a body of knowledge. This includes the:

Level of evidence
Validity of research studies
Strength of the methodology
Relevance to the profession of occupational therapy

Locate, select, analyze, and evaluate scholarly literature to make evidence-based decisions.

Design and implement a scholarly study that aligns with current research priorities and advances knowledge translation, professional practice, service delivery, or professional issues (e.g., Scholarship of Integration, Scholarship of Application, Scholarship of Teaching and Learning).

This may include a literature review that requires analysis and synthesis of data. Systematic reviews that require analysis and synthesis of data meet the requirement for this Standard.

6.2    Select, apply, and interpret quantitative and qualitative methods for data analysis to include:

Basic descriptive, correlational, and inferential quantitative statistics.
Analysis and synthesis of qualitative data.

6.3    Create scholarly reports appropriate for presentation or for publication in a peer-reviewed journal that support skills of clinical practice. The reports must be made available to professional or public audiences.

6.4    Demonstrate an understanding of the process of locating and securing grants and how grants can serve as a fiscal resource for scholarly activities and program development. Create grant proposals to support scholarly activities and program development.

6.5    Demonstrate an understanding of how to design a scholarly proposal in regards to ethical policies and procedures necessary to conduct human-subject research, educational research, or research related to population health.

6.6    Demonstrate an understanding and apply the principles of instructional design and teaching and learning in preparation for work in an academic setting.

7.0    PROFESSIONAL ETHICS, VALUES, AND RESPONSIBILITIES

Professional ethics, values, and responsibilities include an understanding and appreciation of ethics and values of the profession of occupational therapy. Professional behaviors include the ability to advocate for social responsibility and equitable services to support health equity and address social determinants of health; commit to engaging in lifelong learning; and evaluate the outcome of services, which include client engagement, judicious health care utilization, and population health. The program must facilitate development of the performance criteria listed below. The student will be able to: 

7.1    Demonstrate knowledge of the American Occupational Therapy Association (AOTA) Occupational Therapy Code of Ethics and AOTA Standards of Practice and use them as a guide for ethical decision making in professional interactions, client interventions, employment settings, and when confronted with personal and organizational ethical conflicts.

7.2    Demonstrate knowledge of how the role of a professional is enhanced by participating and engaging in local, national, and international leadership positions in organizations or agencies.

7.3    Promote occupational therapy by educating other professionals, service providers, consumers, third-party payers, regulatory bodies, and the public.

7.4    Identify and develop strategies for ongoing professional development to ensure that practice is consistent with current and accepted standards.

7.5    Demonstrate knowledge of personal and professional responsibilities related to: 

Liability issues under current models of service provision.
Varied roles of the occupational therapist providing service on a contractual basis.

 

Section C: Fieldwork Education

1.0    FIELDWORK EDUCATION

Fieldwork education is a crucial part of professional preparation and is best integrated as a component of the curriculum design. The fieldwork experience is designed to promote clinical reasoning and reflective practice, transmit the values and beliefs that enable ethical practice, and develop professionalism and competence in career responsibilities. Fieldwork experiences should be implemented and evaluated for their effectiveness by the educational institution. The experience should provide the student with the opportunity to carry out professional responsibilities under the supervision of qualified personnel serving as a role model. The academic fieldwork coordinator is responsible for the program’s compliance with fieldwork education requirements. The academic fieldwork coordinator will:

1.1    Ensure that the fieldwork program reflects the sequence and scope of content in the curriculum design, in collaboration with faculty, so that fieldwork experiences in traditional, nontraditional, and emerging settings strengthen the ties between didactic and fieldwork education.

1.2    Document the criteria and process for selecting fieldwork sites, to include maintaining memoranda of understanding, complying with all site requirements, maintaining site objectives and site data, and communicating this information to students prior to the start of the fieldwork experience.

1.3    Document that academic and fieldwork educators agree on established fieldwork objectives prior to the start of the fieldwork experience, and communicate with the student and fieldwork educator about progress and performance throughout the fieldwork experience.

         Ensure that fieldwork objectives for all experiences include a psychosocial objective.

1.4    Ensure that the ratio of fieldwork educators to students enables proper supervision, and provides protection of consumers, opportunities for appropriate role modeling of occupational therapy practice, and the ability to provide frequent assessment of student progress in achieving stated fieldwork objectives.

1.5    Ensure that fieldwork agreements are sufficient in scope and number to allow completion of graduation requirements in a timely manner, in accordance with the policy adopted by the program as required by Standard A.4.7.

1.6    The program must have evidence of valid memoranda of understanding in effect and signed by both parties from the onset to conclusion of the Level I fieldwork and the Level II fieldwork if it involves an entity outside of the academic program. (Electronic memoranda of understanding and signatures are acceptable.) Responsibilities of the sponsoring institution(s) and each fieldwork site must be clearly documented in the memorandum of understanding.

1.7    At least one fieldwork experience (either Level I or Level II) must address practice in behavioral health, or psychological and social factors influencing engagement in occupation.

The goal of Level I fieldwork is to introduce students to fieldwork, apply knowledge to practice, and develop understanding of the needs of clients. The program will: C

1.8    Ensure that personnel who supervise Level I fieldwork are informed of the curriculum and fieldwork program design and affirm their ability to support the fieldwork experience. This must occur prior to the onset of the Level I fieldwork. Examples include, but are not limited to, currently licensed or otherwise regulated occupational therapists and occupational therapy assistants, psychologists, physician assistants, teachers, social workers, physicians, speech language pathologists, nurses, and physical therapists.

1.9    Document that Level I fieldwork is provided to students and is not substituted for any part of the Level II fieldwork. Ensure that Level I fieldwork enriches didactic coursework through directed observation and participation in selected aspects of the occupational therapy process, and includes mechanisms for formal evaluation of student performance.

         The program must have clearly documented student learning objectives expected of the Level I fieldwork.

          Level I fieldwork may be met through one or more of the following instructional methods:

Simulated environments
Standardized patients
Faculty practice
Faculty-led site visits
Supervision by a fieldwork educator in a practice environment

         All Level I fieldwork must be comparable in rigor.

         The goal of Level II fieldwork is to develop competent, entry-level, generalist occupational therapists. Level II fieldwork must be integral to the program’s curriculum design and must include an in-depth experience in delivering occupational therapy services to clients, focusing on the application of purposeful and meaningful occupation and research, administration, and management of occupational therapy services. It is recommended that the student be exposed to a variety of clients across the lifespan and to a variety of settings. The program will:

1.10  Require a minimum of 24 weeks’ full-time Level II fieldwork. This may be completed on a part-time basis, as defined by the fieldwork placement in accordance with the fieldwork placement’s usual and customary personnel policies, as long as it is at least 50% of an FTE at that site.

         The student 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.

1.11  Document and verify that the student is supervised by a currently licensed or otherwise regulated occupational therapist who has a minimum of 1 year full-time (or its equivalent) of practice experience as a licensed or otherwise regulated occupational therapist prior to the onset of the Level II fieldwork. 

         Ensure that the student supervisor is adequately prepared to serve as a fieldwork educator prior to the Level II fieldwork. The supervising therapist may be engaged by the fieldwork site or by the educational program.

1.12  Document a mechanism for evaluating the effectiveness of supervision (e.g., student evaluation of fieldwork) and for providing resources for enhancing supervision (e.g., materials on supervisory skills, continuing education opportunities, articles on theory and practice).

1.13  Ensure that Level II fieldwork supervision is direct and then decreases to less direct supervision as appropriate for the setting, the severity of the client’s condition, and the ability of the student to support progression toward entry-level competence.

1.14  Document and verify that supervision provided in a setting where no occupational therapy services exist includes a documented plan for provision of occupational therapy services and supervision by a currently licensed or otherwise regulated occupational therapist with at least 3 years’ full-time or its equivalent of professional experience prior to the Level II fieldwork. Supervision must include a minimum of 8 hours of direct supervision each week of the fieldwork experience. An occupational therapy supervisor must be available, via a variety of contact measures, to the student during all working hours. An on-site supervisor designee of another profession must be assigned while the occupational therapy supervisor is off site.

1.15  Document mechanisms for requiring formal evaluation of student performance on Level II fieldwork (e.g., the AOTA Fieldwork Performance Evaluation for the Occupational Therapy Student or equivalent).

1.16  Document and verify that students attending Level II fieldwork outside the United States are supervised by an occupational therapist who graduated from a program approved by the World Federation of Occupational Therapists and has at least 1 year of experience in practice prior to the onset of Level II fieldwork.

 

Section D – Doctoral Capstone

The doctoral capstone shall be an integral part of the program’s curriculum design. The goal of the doctoral capstone is to provide an in-depth exposure to one or more of the following: clinical practice skills, research skills, administration, leadership, program and policy development, advocacy, education, and theory development. 

The doctoral capstone consists of two parts:

Capstone project
Capstone experience

The student will complete an individual capstone project to demonstrate synthesis and application of knowledge gained. 

The student will complete an individual 14-week capstone experience that must be started after completion of all coursework and Level II fieldwork, and completion of preparatory activities defined in D.1.3. 

The doctoral capstone coordinator will:

1.1    Ensure that the doctoral capstone reflects the sequence and scope of content in the curriculum design so the doctoral capstone can allow for development of in-depth knowledge in the designated area of interest.

1.2    Ensure that the doctoral capstone is designed through collaboration of the faculty and student, and provided in setting(s) consistent with the program’s curriculum design, including individualized specific objectives and plans for supervision.

1.3    Ensure that preparation for the capstone project includes a literature review, needs assessment, goals/objectives, and an evaluation plan. Preparation should align with the curriculum design and sequence and is completed prior to the commencement of the 14-week doctoral capstone experience.

1.4    Ensure that there is a valid memorandum of understanding for the doctoral capstone experience, that, at a minimum, includes individualized specific objectives, plans for supervision or mentoring, and responsibilities of all parties. The memorandum of understanding must be signed by both parties.

1.5    Require that the length of the doctoral capstone experience be a minimum of 14 weeks (560 hours). This may be completed on a part-time basis and must be consistent with the individualized specific objectives and capstone project. No more than 20% of the 560 hours can be completed off site from the mentored practice setting(s), to ensure a concentrated experience in the designated area of interest. Time spent off site may include independent study activities such as research and writing. Prior fieldwork or work experience may not be substituted for this doctoral capstone experience.

1.6    Document and verify that the student is mentored by an individual with expertise consistent with the student’s area of focus prior to the onset of the doctoral capstone experience. The mentor does not have to be an occupational therapist.

1.7    Document a formal evaluation mechanism for objective assessment of the student’s performance during and at the completion of the doctoral capstone experience.

1.8    Ensure completion and dissemination of an individual doctoral capstone project that relates to the doctoral capstone experience and demonstrates synthesis of in-depth knowledge in the focused area of study.

LEVEL II FIELDWORK ACKNOWLEDGMENT AGREEMENT

 

Student Name: ________________________________________________

 

 

Fieldwork Site:  ________________________________________________

 

Placement Date: ________________________________________________

 

           

Fieldwork Site:  ________________________________________________

 

Placement Date: ________________________________________________

 

 

Fieldwork Site:  ________________________________________________

 

Placement Date: ________________________________________________

 

 

I have reviewed and acknowledge my Level II fieldwork assignments. I verify that I am aware that I am responsible to provide my assigned fieldwork sites with a copy of my personal and medical documents including, but not limited to, Fieldwork Personal Data Sheet, Initial and Annual Health Appraisal Forms, drug screen, HIPAA certifications, Blood Borne Pathogen Training certification, First Aid/CPR/AED certification, proof of health insurance, and clearances (criminal record check, child abuse history, and fingerprint-based background checks). I also understand that my fieldwork site may have additional pre-placement requirements and it is my responsibility to complete any and all requirements prior to beginning fieldwork.

 

I understand that should the fieldwork site cancel my assignment for any reason, every effort will be made by the University to secure an alternate fieldwork site that considers the student’s interests and is similar to the original placement dates.

 

I also understand that I am not to request a change in my assigned Level II fieldwork site. If I choose to request a change for any reason, my request will be addressed only after other students have been assigned. There is no guarantee that a similar site can be secured. There is also no guarantee that any alternate site can be located in a timely manner. Hence, I may need to delay beginning my fieldwork and this delay could extend to 6 months or beyond and would delay my graduation.

 

I understand the above policies and agree to abide by them.

 

If I have questions regarding fieldwork, I will make an appointment with the Academic Fieldwork Coordinator for clarification.

 

 

_________________________________________

Signature of Student

 

_________________________________________

Date

University of Pittsburgh School of Health & Rehabilitation Sciences Department of Occupational Therapy Clinical Placement Agreement

 

I, ________________________________, a student in the Department of Occupational Therapy, School of Health & Rehabilitation Sciences, at the University of Pittsburgh (“the Department”) hereby acknowledge and agree to all of the following:

In accordance with the curriculum requirements outlined in the SHRS student
handbook, in order to complete the program in which I am enrolled, I will be required to complete clinical education placements within facilities external to the University (“Clinical Sites”).

 

While the Department will make every effort to place me in a facility to satisfy my educational requirement, it makes no guarantee to do so, and the factors that may determine their inability to do so include, but are not limited to, the results of any background check that I am required to submit to.

 

While I am participating in education at a Clinical Site, I will not be covered by worker’s compensation for any injuries sustained at the Clinical Site. Any expenses incurred related to the aforementioned injuries are my financial responsibility, to be paid directly by me or any applicable insurance policy that I own, according to the plan coverage.

 

In consideration for the clinical experience, I agree to hold the Department and the University harmless for any and all injuries sustained or expenses incurred resulting from my experience at a Clinical Site. I do this on behalf of myself and my heirs and assigns.

 

If I am placed at a Clinical Site that requires the use of a personal vehicle for transportation, I take full responsibility for ensuring that I have an appropriate driver’s license and automobile insurance. In consideration for the clinical experience, I agree to hold the Department and the University harmless for any and all injuries I sustain or financial expenses I incur traveling to or from a Clinical Site.

 

I hereby give my permission to the Department to release any and all information requested by a Clinical Site, as requested, for the purposes of placement. This consent to release does not include my Department application materials, personal references, or transcripts. I understand that under the Family Educational Rights and Privacy Act (FERPA) that I have the right not to consent to the release of my educational records and I have the right to receive a copy of such records upon request.

My signature below indicates my understanding and agreement to the terms set forth above:

 

Student name (print)__________________________________________________

Student signature________________________________________________

Date__________________________

STUDENT WAIVER FOR FACULTY/STAFF REFERENCE

FINANCIAL RESOURCES

 

Department of Occupational Therapy

University of Pittsburgh

 

The following resources were identified by the Department of Occupational Therapy.

If there is an organization not listed that you would recommend, please send the information to OTPitt@shrs.pitt.edu

 

Department of Occupational Therapy

Joan C. Rogers Occupational Therapy Award

Caroline Robinson Brayley Occupational Therapy Student Enrichment Fund

Department of Occupational Therapy Award of Professional Excellence

 

University of Pittsburgh

Financial Aid               412-624-7488

            https://oafa.pitt.edu/learn-about-aid/

Financial Aid Representatives for the School of Health and Rehabilitation Sciences

            Kellie Beach, Registrar            412-383-6554

Anne Pascasio Scholarship Fund

            School of Health and Rehabilitation Sciences, Office of Student Services

Nationality Rooms and Intercultural Exchange Program Scholarships

https://www.nationalityrooms.pitt.edu/about-nationality-rooms-intercultu...

Provost’s Office Funds for Disadvantaged Students

            Office of the Student Life, 140 William Pitt Union, 412-648-7830

PittFund$Me (scholarship opportunities that are tailored to you)

            Log into my.pitt.edu and select PittFund$Me; set up a profile; refresh your profile often (at least twice a year is recommended); apply for the scholarships that interest you     

 

Other Resources

Alpha Kappa Alpha Educational Advancement Foundation, Inc.

AMBUCS

American Occupational Therapy Association (AOTA)

American Occupational Therapy Foundation (AOTF)

Best Colleges – Adult Learners

Bold.org

College Board Scholarship Search

College Connection Scholarships

Commonwealth Workforce Development System – Pennsylvania Career Link

Daughters of the American Revolution

Department of Veterans Affairs

Education Resources for Military Spouses

F.A. Davis Scholarship

FastWEB Scholarship Search

Finaid

Free Application for Federal Student Aid (FAFSA)

Gates Millennium Scholars (The)

GoGRAD

Grad School Hub

Guaranteed Scholarships

Harry S. Truman Scholarship Foundation (The)

Health Career Scholarships

Hispanic Scholarship Fund (The)  

Hispanic and Latinx Student Scholarships

Jack Kent Cooke Foundation

Jackie Robinson Foundation

La Unidad Latina Foundation

LULAC National Educational Service Centers

Mapping Your Future

Marine Corps Scholarship Foundation

Military Dependent's Scholarships

Mometrix

Patsy Takemoto Mink Education Foundation Scholarship

Pennsylvania Occupational Therapy Association (POTA) Scholarship Fund

Pittsburgh Foundation (The)

Pittsburgh Schweitzer Fellows Program (The)

Purdue Global
Ron Brown Scholar Program (The)

Roothbert Fund Scholarships

Running of the Bulls Scholarship for Immigrants

Sallie Mae

Scholarship & Financial Aid Help

Scholarships & Resources for African Americans

Scholarships & Resources for Minority Students

Scholarships.com

Scholarships360

Sources for Students

State Farm Insurance

The Primary Health Network

Tylenol Scholarship (The)

United Negro College Fund

U.S. Department of Education

U.S. Department of Health and Human Services, Bureau of Health Profession

U.S. Federal Government Student Financial Aid Programs

Zonta International

Required Documents

All required documents are maintained with the Department of Occupational Therapy. OT students will receive detailed information from the Department regarding completion and submission of required documents.

Document Year 1 Year 2 Year 3
Initial Health Appraisal X

Annual Health Appraisal
X X
10 Panel Drug Screen X X X
Health Insurance X X X
First Aid Training/Certification X
X
CPR/AED (Adult/Child) Training/Certification  X
X
Recognizing and Reporting Child Abuse: Mandated and Permissive Reporting in Pennsylvania X

Module: Bloodborne Pathogen Training X X X
Module: 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 (HIPAA Certification) X

Module (CITI): Biomedical Course X

Module (CITI): Responsible Conduct of Research X

Module (CITI): Conflicts of Interest X

Module (CITI): GCP – Social and Behavioral Research Best Practice for Clinical Research X

Module (CITI): Privacy and Information Security X
 

PA Background Check (Criminal Abuse Clearance)

X X X
PA Child Abuse Clearance X X X

PA DHS Fingerprint-based Background Check

X X X
Academic Integrity Module X

Influenza Vaccination X X X
COVID-19 Vaccination Card (or exemption documentation) X X X
Sexual Misconduct & Title IX Overview X

COVID-19 Introduction Education Module (Wolff Module) X X X
SHRS New Student Survey, Orientation Acknowledgement and Photo Permission Form X
 

Note: Required documents are subject to change. OTD students are responsible for any and all costs incurred to complete and maintain required documents. 

OT Manual Acknowledgement and Photo/Video and Academic Products Permission Form

I have read the Manual for the Doctor of Occupational Therapy (OTD) Student in its entirety. I understand all the policies and procedures included in this manual and agree to abide by them at all times while enrolled as an OTD student in the Department of Occupational Therapy, School of Health and Rehabilitation Sciences, at the University of Pittsburgh. If I have questions at any time regarding the content of the Manual, I will make an appointment with my Academic Advisor for clarification.

 

                        □ Yes       □ No

 

I agree that any photos and videos taken during education related activities (curricular and extracurricular) may be used by the Department of Occupational Therapy, with or without my name attached to the photo or video, for recruitment, educational, and promotional materials.

 

                        □ Yes       □ No

 

I give permission to the faculty of the Department of Occupational Therapy to share samples of my academic products for future educational purposes (e.g., accreditation, curriculum review, models for future students).

 

                        □ Yes       □ No

 

I understand that the authorization for photos and videos and samples of my academic products is indefinite; however, I may revoke authorization by sending a signed, written revocation of the authorization to:

 

Department of Occupational Therapy

University of Pittsburgh

Bridgeside Point I

100 Technology Drive, Suite 350

Pittsburgh, PA 15219

 

Revocation of authorization will only be effective upon the date of receipt going forward and will not impact prior disclosures. I further understand that: 1) I am not required to consent to the disclosure, and 2) I am doing so knowingly and voluntarily.

 

_____________________________________

Name of Student – PLEASE PRINT

 

______________________________________         _________________________
Signature of Student                                                       Date