Perceived Applicant Experiences Applying to Hybrid Doctor of Occupational Therapy Programs

Document Type (Journals)

Original Research

Abstract

Hybrid Doctor of Occupational Therapy (OTD) programs have expanded rapidly across the United States, yet little is known about how applicants experience the admissions process or what influences their decisions to apply and enroll. The purpose of this qualitative descriptive study was to explore enrolled students’ retrospective accounts of applying to hybrid OTD programs, with particular attention to the factors influencing their decision-making, the support systems they relied upon throughout the admissions process, and the barriers they encountered. Eight students enrolled in hybrid OTD programs across the United States participated in semi-structured interviews conducted via Zoom. Interview transcripts were member checked and analyzed using a blended inductive-deductive thematic analysis. Analysis yielded four interconnected themes describing the hybrid OTD applicant experience: (1) Evaluating Program Fit Through Relational Experiences, (2) Accessing the Profession, (3) Negotiating Personal Context, and (4) Navigating Structural Complexity. Participants described proactive admissions communication, supportive faculty relationships, undergraduate advising, and mentorship as important facilitators throughout the admissions process. Financial considerations, application complexity, variable prerequisite requirements, and navigating the Occupational Therapy Centralized Application Service (OTCAS) were identified as barriers. Flexibility, the ability to remain employed, and proximity to family and established support systems were primary motivations for choosing a hybrid OTD program. These findings suggest that applicant experiences extend beyond meeting admissions requirements and are influenced by interpersonal support, financial realities, and perceptions of institutional commitment. Recommendations are provided for occupational therapy educators, admissions professionals, and pre-health advisors to improve applicant support and access to hybrid occupational therapy education.

Biography

Jackson Miller, OTD, MEd, OTR/L, CAPS, is the OTD Director of Admissions and an Assistant Clinical Professor at Bowling Green State University. He earned his OTD from Boston University, where he completed advanced clinical practice in low vision rehabilitation. His research interests include occupational therapy admissions, online learning, older adults, and visual impairment.

Melissa Yeung, PhD, is the Director of Student Engagement and Enrollment Services at Bowling Green State University. She has worked in advising and student services since 2015, supporting graduate students throughout admissions and clinical education. Her professional interests include student engagement, enrollment, and supporting students pursuing careers in occupational therapy.

Jason Hughes, PhD, MS, OTR/L, FAOTA, is the Director of the Doctor of Occupational Therapy program at Bowling Green State University. He has more than 15 years of experience in occupational therapy as a clinician and educator, with professional experience in occupational therapy practice, education, and program leadership.

Noah Zebrak, OT/s, earned a Bachelor of Science in Exercise Physiology from Ohio Northern University in 2025. He is currently a Doctor of Occupational Therapy student at Bowling Green State University and served as a Graduate Research Assistant during this project.

Declaration of Interest

The authors report no declarations of interest.

Recommended Citation

Miller, J. M., Yeung, M., Hughes, J., & Zebrak, N. (2026). Perceived Applicant Experiences Applying to Hybrid Doctor of Occupational Therapy Programs. Journal of Occupational Therapy Education, 10 (4). Retrieved from https://encompass.eku.edu/jote/vol10/iss4/3