National Status of the Entry-Level Doctorate in Occupational Therapy (OTD)

Griffiths, Yolanda; Padilla, René

doi:10.5014/ajot.60.5.540

Cited by 20 publications

(32 citation statements)

References 18 publications

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“…19 Additional perspectives can be gained from exploring the literature on clinical doctorates in nursing and occupational therapy; although there is an overall support for a clinical doctorate within these professions, professionals in these fields have concerns regarding the cost of hiring doctoral level practitioners. [20][21][22] Similarly, respondents in our study expressed concerns about increased costs to the health care system with the implementation of a doctorate in PT. Although many respondents had positive attitudes toward implementing a PPCD, we did not see overall agreement that it would result in a more defined scope of practice.…”

Section: Attitudes Toward Doctoral Degrees In Ptmentioning

confidence: 98%

“…These same beliefs have been echoed in other health care professions arguing in favour of transitioning to a doctoral degree. 21 Finally, the impact of a doctorate on internationally educated PTs coming to Canada with a bachelor's degree was not explored in this study but requires attention, as it would result in further widening the gap between immigrant physical therapists and those who are locally trained.…”

Section: Attitudes Toward Doctoral Degrees In Ptmentioning

confidence: 99%

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Attitudes toward Master's and Clinical Doctorate Degrees in Physical Therapy

Mistry

Francis

Haldane

et al. 2014

Physiotherapy Canada

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Purpose: To examine the attitudes of a self-selected sample of Canadian physical therapists toward the transition from bachelor's to master's degrees and the implementation of clinical doctorate degrees in physical therapy (PT). Methods: A cross-sectional survey was conducted using a modified Dillman tailored approach. All eligible members of the Canadian Physiotherapy Association (CPA) were invited to participate. Results: Of 1,397 Canadian physical therapists who responded to the survey, 45% favoured the transition from bachelor's to master's degrees, 21% did not, and 34% were neutral; 27% favoured a transition from a master's to a doctoral degree for entry into practice in PT, 53% did not favour this transition, and 20% were neutral. Finally, 56% favoured the implementation of a post-professional clinical doctorate (PPCD) in PT, 23% did not, and 21% were neutral. Conclusions: Overall, a selfselected sample of Canadian physical therapists supported the future implementation of a post-professional clinical doctorate degree in PT but did not support an entry-to-practice doctoral degree. However, these results must be interpreted with caution because of the study's small sample size.Key Words: career choice; education; research; universities. RÉ SUMÉObjectif : Analyser les attitudes d'un é chantillon autochoisi de physiothé rapeutes au sujet du passage du baccalauré at à la maîtrise et de l'application de doctorats cliniques en physiothé rapie (PT). Mé thodes : On a procé dé à une é tude transversale basé e sur une straté gie Dillman personnalisé e modifié e. Tous les membres admissibles de l'Association canadienne de physiothé rapie (ACP) ont é té invité s à participer. Ré sultats : Sur 1 397 physiothé rapeutes qui ont ré pondu au questionnaire, 45% é taient pour la transition du baccalauré at à la maîtrise, 21% é taient contre et 34% é taient neutres; 27% é taient pour une transition de la maîtrise au doctorat au niveau dé butant en physiothé rapie, 53% é taient contre et 20% é taient neutres. Enfin 56% é taient pour la mise en oeuvre d'un doctorat clinique postprofessionnel (DCPP) en PT, 23% é taient contre et 21% é taient neutres. Conclusions : Dans l'ensemble, un é chantillon autosé lectionné de physiothé rapeutes a appuyé la mise en oeuvre future d'un doctorat clinique postprofessionnel en PT mais n'appuyait pas le doctorat au niveau dé butant. Il faut toutefois interpré ter ces ré sultats avec prudence à cause de la petite taille de l'é chantillon qui a servi à l'é tude.

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Section: Attitudes Toward Doctoral Degrees In Ptmentioning

confidence: 98%

Section: Attitudes Toward Doctoral Degrees In Ptmentioning

confidence: 99%

Attitudes toward Master's and Clinical Doctorate Degrees in Physical Therapy

Mistry

Francis

Haldane

et al. 2014

Physiotherapy Canada

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“…As noted by Griffiths and Padilla (2006), "there has been debate in both academic and clinical/practice circles about the relative value of the OTD over the master's degree" (p. 540). However, to date, this deliberation has largely been limited to US professional contexts and peer-reviewed literature.…”

Section: Resultsmentioning

confidence: 96%

“…In a survey of all the directors of occupational therapy education programs in the United States (N = 150; response rate of 76%/N = 111), Griffiths and Padilla (2006) identified factors that academic programs considered in making decisions as to whether the entry-level OTD was a viable option at their university. Supporting factors for the development of an OTD identified by Griffith and Padilla's survey were the coexistence of a physical therapy doctorate program (e.g., DPT), enhanced preparation of graduates to meet current practice demands, and improved student recruitment (e.g., increased applicant pool and marketing).…”

Section: Surveys Of Education Program Directorsmentioning

confidence: 99%

“…For example, the Commission on Accreditation in Physical Therapy Education has mandated that all entry-to-practice physical therapy education programs in the United States only offer the Doctor of Physical Therapy (DPT) degree to all new enrolling students starting in 2016 (American Physical Therapy Association, 2015). Griffiths and Padilla (2006) stated that "occupational therapy education is in the midst of an evolution in regard to the clinical doctorate" (p. 548). Given that the OTD has started in the United States and the DPT is quickly gaining momentum, discussions about the need for this educational repositioning have been largely confined to US academic and professional occupational therapy circles and published literature.…”

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confidence: 98%

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The Entry-Level Occupational Therapy Clinical Doctorate: Advantages, Challenges, and International Issues to Consider

Brown

Crabtree

et al. 2015

Occupational Therapy In Health Care

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Internationally, occupational therapy education has gone through several paradigm shifts during the last few decades, moving from certificate to diploma to bachelors to masters and now in some instances to clinical doctorate as the entry-level professional credential to practice. In the United States there is a recommendation under consideration by the American Occupational Therapy Association (AOTA) that by 2025, all occupational therapy university programs will move to the clinical doctorate level. It should be noted, however, that the AOTA Board can only make recommendations and it is the Accreditation Council for Occupational Therapy Education (ACOTE) who has regulatory authority to approve such a change. What are the potential implications for the profession, our clients, and funders of occupational therapy services? What are the primary drivers for the move towards the clinical doctorate being the educational entry point? Is the next step in the evolution of occupational therapy education globally a shift to the entry-level clinical doctorate? This article reviews current literature and discusses issues about the occupational therapy entry-level clinical doctorate. The published evidence available about the occupational therapy entry-level clinical doctorate is summarized and the perceived or frequently cited pros and cons of moving to the clinical doctorate as the singular entry point to occupational therapy practice are considered. The potential impacts of the introduction of the clinical doctorate as the entry-to-practice qualification across the United States on the occupational therapy community internationally will be briefly discussed. If the United States moves toward the entry-level clinical doctorate as the only educational starting point for the profession, will other jurisdictions follow suit? Further discourse and investigation of this issue both inside and outside of the United States is needed so that informed decisions can be made.

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How human anatomy is being taught in entry‐level occupational therapy programs in the United States

Veazey

Robertson

2022

Anatomical Sciences Ed

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There has been a lack of empirical information regarding anatomy education for occupational therapists (OTs). Insufficient anatomy education can result in underprepared entry-level OTs, who may then produce increased practice errors and reduced patient care. The objective of this study was to investigate how human gross anatomy was taught in entry-level occupational therapy programs throughout the United States and evaluate faculty perspectives on its teaching. A mixed-methods survey was sent to the directors of entry-level occupational therapy programs in the United States. Survey responses were compiled to best represent the current occupational therapy education environment. Ten of sixty-eight participating programs did not teach anatomy as a part of their standard occupational therapy curriculum. Of the programs that featured entry-level occupational therapy anatomy courses, the majority were taught by either a non-clinician anatomist or an OT without specialized anatomy training in a region-based, standalone anatomy course during the first semester. In most programs, anatomy was taught to only occupational therapy students using lecture, models/plastination, and/or prosection. Teaching tools, methods, faculty, and programmatic factors were perceived as contributing to program strengths. The design, resources, and faculty involved in the occupational therapy anatomy course may negatively impact the perceived quality of an occupational therapy anatomy program and its students. Participants identified several consequences of insufficient anatomy preparedness, including academic, clinical reasoning, treatment skills, patient care, and professional identity concerns. Occupational therapy educators may want to be aware of the current climate of occupational therapy anatomy education in the United States when designing entry-level occupational therapy anatomy curricula.

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National Status of the Entry-Level Doctorate in Occupational Therapy (OTD)

Cited by 20 publications

References 18 publications

Attitudes toward Master's and Clinical Doctorate Degrees in Physical Therapy

Attitudes toward Master's and Clinical Doctorate Degrees in Physical Therapy

The Entry-Level Occupational Therapy Clinical Doctorate: Advantages, Challenges, and International Issues to Consider

How human anatomy is being taught in entry‐level occupational therapy programs in the United States

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