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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.
Call for papers! Online Education Please consider submitting a paper related to online education methods and outcomes for an upcoming Special Issue. Papers due by August 30, 2020 for consideration in the Special Issue.
Thank you all for your continued support of JOTE! We are proud to share with you the next issue. We continue to accept submissions for upcoming issues. See Instructions for Authors for a description of the types of manuscripts we accept.
We need reviewers!! If you are interested in becoming a reviewer for JOTE, please email your name, educational research interests/ expertise, and CV or resume to firstname.lastname@example.org.
See the Aims and Scope for a complete coverage of the journal.
Current Issue: Volume 4, Issue 3 (2020)
What Drives Engagement in Professional Associations? A National Survey of Occupational Therapy Students
Suzanne E. Holm, Patricia Stutz-Tanenbaum, and David Greene
Challenges in Transitioning From Clinician to Educator for Occupational Therapy Assistant Program Faculty Members
Tiffany J. Sparks-Keeney and Tracy Jirikowic
Conceptualizing Occupational Therapists’ Change Agent Role To Support Entry-Level Pedagogical Activities: Results From A Scoping Study
Annie Carrier and Michaël Beaudoin
Student Engagement in Peer Dialogue About Diversity and Inclusion
Barry L. Trentham, Sylvia Langlois, Ruheena Sangrar, Jill Stier, Lynn Cockburn, Deb Cameron, Rebecca Renwick, and Chantal DSouza
Comparing Moral Reasoning across Graduate Occupational and Physical Therapy Students and Practitioners
Brenda S. Howard, Cheyenne Kern, Olivia Milliner, Lindsey Newhart, and Sarah K. Burke
Implementing the Same Site Model in Occupational Therapy Fieldwork: Student and Fieldwork Educator Perspectives
Kate G. Barlow, Michael Salemi, and Courtney Taylor
Masters to Doctorate: Impact of the Transition on One Occupational Therapy Program
Rebecca Ozelie, Kia Ashley Burks, Samantha Lee, Kathryn Riggilo, and Michelle Sivak
An International Fieldwork Placement: A Mixed Methods Study
Dianna Lunsford and Kristin A. Valdes
Student Involvement in Flipped Classroom Course Design
Whitney Henderson, Lyndi Plattner, Bailey Baucum, Tymeshia Casey, Allison Grant, and Paige Headlee
Knowledge Translation Approaches in Occupational Therapy: A Scoping Review
Brianna Perkins, Amelia Di Tommaso, Matthew Molineux, Penny Power, and Anna Young
Teaching and Learning Occupation in Occupational Therapy Education: A Qualitative Evidence Synthesis
Mikaylah Miller and Melanie J. Roberts
The Occupational Therapy Examination and Practice Preparation (OTepp) Program: Development, Implementation and Evaluation of an Educational Program for Internationally-Educated Occupational Therapists
Susan E. Baptiste, Shaminder Dhillon, Kathryn Decker, Nancy Lidstone, Leah Dix, Colleen E. McGrath, Pat McMahon, Elizabeth Steggles, and Claudia von Zweck
Community Teaching Experience: A Description of the Development and Design of a Unique Teaching Experience for Occupational Therapy Doctoral Students
Laura E. Landon, Christine Berg, and Sara S. Ulfers
SELTEC: Service and Experiential Learning Through Engagement in the Community: A Level I Fieldwork Model: Part 1
Andrea B. Brown and Amanda J. Mohler
Educational and Instructional Technology
The Use of Video in the Occupational Therapy Graduate Classroom