Editors
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The Journal of Occupational Therapy Education (JOTE) is an open access, double-blind peer reviewed journal devoted solely to publishing research and other relevant information related to occupational therapy and occupational science education.
The journal is moving! Beginning January 1, 2027 we can be found at our new site: https://journaloteducation.org/
To submit to JOTE, see Instructions for Authors for a description of the types of manuscripts we accept. After January 1, 2027, authors should submit to the new site.
If you are interested in becoming a reviewer for JOTE, please email your name, educational research interests/ expertise, and CV or resume to [email protected]
See the Aims and Scope for a complete coverage of the journal.
Current Issue: Volume 10, Issue 4 (2026)
The Editors' Perspective
The Editors' Perspective: A New Era for JOTE
Dana M. Howell, Renee Causey-Upton, and Cynthia L. Hayden
Original Research
Boosting Visibility and Engagement: How Social Media Transforms Recruitment for a Doctorate-Level Occupational Therapy Program
Rebecca Ozelie, Ashley Hong, Rachel Lowenthal, Ava M. Robinson, and Grace Steffen
Perceived Applicant Experiences Applying to Hybrid Doctor of Occupational Therapy Programs
Jackson M. Miller, Melissa Yeung, Jason Hughes, and Noah Zebrak
From Admission Criterion to Early Alert Tool: A Case Study of Using Writing Samples in Occupational Therapy Education
Robyn Wu, Diane Tom, Chi-Kwan Shea, and Nandini Dasgupta
Obesity Education for Occupational Therapy Students: A Missing Piece?
Laura Stocksborough and Shirley Masterson-NG
Preparing Clinician-Educators: OTD Students' Perceptions of an Intraprofessional Teaching–Learning Experience
Dianna Lunsford, Anne M. Moscony, and Blair Carsone
Artificial Intelligence: Current Uses in Occupational Therapy Education
Breanna Chycinski, Rebecca Tauber, Brina Crown, Caitlin Noble, and Meredith Murphy
Maladaptive Mindsets in Occupational Therapy Education: A Scoping Review
Steven D. Taff, Lauren Werning, Kim L. Lipsey, Gregory O. Costas, and Maribeth Clifton
Playfulness, Leisure Motivation, and Coping Skills as Contributors to Graduate Health‑Professions Academic Performance
Amiya Waldman-Levi, Ruth Peer, Noah Frydman, Piermiline Datilus, Suzan Khavkin, and Anita Bundy
Students’ Perceptions of the Value and Challenges of Oral Assessment in an Undergraduate Occupational Therapy Programme
Alexa M. Andrew, Rachel Sayers, and Kristy Richards
Understanding Self-Directed Learning Development in Occupational Therapy Students: A Mixed Methods Approach
Adrianne Osmundson and Jenna Heffron
Professional Identity Building Scale (PIBS) Development: Measuring Self-Authorship and Dimensions of Professional Identity in Graduate Students
Anne M. Haskins, Sarah Nielsen, Nicole C. Harris, Adrienne M. Salentiny, and Marilyn G. Klug
Exploring the Influence of a Longitudinal Small-Group Mentorship Course on Occupational Therapy Graduates’ Professional Identity Formation
Tosh Whitley, Lovejot Mangat, Susan G. Rappolt, Daniela Testani, Siobhan Donaghy, Lynn Cockburn, Sylvia Langlois, Ruheena Sangrar, Eric Lee, Rachel Roby, Erin Knobl, Susan Hannah, Anne Fourt, David Gerstle, Naomi Davids-Brumer, and M. Shone Joos
Implementing Entrustable Professional Activities: Evaluation and Insights from Undergraduate Occupational Therapy Clinical Practice Education in Singapore
Heidi, Siew Khoon Tan; Gabriel, Wu-Xin Kwek; Corrine, Kar Ling Hoo; Florence, Wai Fong Cheong; and Muhammad Rahizan Zainuldin
Psychosocial and Behavioral Health Fieldwork: Impact on Occupational Therapy Assistant Student Stigma and Confidence
Tiffany L. Benaroya, Ann A. Murphy, Michelle Zechner, Meredith Cimmino, and Margaret Swarbrick
Occupational Therapy Assistant Students’ Perceptions of Level I Fieldwork Instructional Methods: A Mixed Methods Study
Tiffany L. Benaroya and Susan M. Higgins
Educational Innovations
Sustaining a High-Fidelity Simulation Assessment for Fieldwork Readiness: A Process Description and Quality Assurance Process
Mary K. Thelander, Sue Iliff, Geneva L. Nolan, and Heidi M. Sanders
Reimagining Level I Fieldwork: A Virtual Home-Based Observation Model in Occupational Therapy Education
Tara Mansour, Colleen Muse, Nicole Williams, and Rachel Pittmann