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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.
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 2 (2020)
Characteristics of Occupation-based Education within Entry-level Occupational Therapy Programs: Professional Leaders' Perspectives
Georgia Canty, Melanie J. Roberts, and Matthew Molineux
Survey of Occupational Therapy Students' Attitudes, Knowledge and Preparedness for Treating LGBT Clients
Deborah J. Bolding, Vivian Rodriguez, Helen Nguyen, and Laurie A. Drabble
The Use of an Embedded Librarian to Enhance Student Information Literacy Skills: A Pilot Study
Elaina J. DaLomba, Elizabeth Kavanaugh, Kaitlin Manbeck, Samantha O'Neill, Kyle Soldevilla, Melanie Watson, and Ellen McLaughlin
Learning Strategies and Academic Difficulty in Occupational and Physical Therapy Online Education
Evan M. Pucillo, Erica Kiernan, Mary P. Shotwell, and Jackie Crossen-Sills
Telehealth Student Experiences and Learning: A Scoping Review
Katrina M. Serwe, Makayla Heindel, Isabel Keultjes, Hailey Silvers, and Samantha Stovich
The Critical Friend: Development of a Peer Supervision Training for a Student-run Occupational Therapy Clinic
Anne Murphy-Hagan and Lauren E. Milton
High Fidelity Simulation with Peer Debriefing: Influence of Student Observation and Participation Roles on Student Perception of Confidence with Learning and Feedback
Jodi Schreiber, Theresa Delbert, and Laura Huth
Correlation Between Simulation and Fieldwork Performance in Adult Physical Rehabilitation
Whitney Lucas Molitor and Ranelle Nissen
What does the Evidence say about Student, Fieldwork Educator, and New Occupational Therapy Practitioner Perceptions of Successful Level II Fieldwork and Transition to Practice? A Scoping Review
Blakeney Patterson and Mariana D'Amico
Career Goals and Student Perceptions of a Post-Professional Occupational Therapy Doctoral Experiential Component
Angela Lampe, Vanessa D. Jewell, Rebecca Dunn, Thomas Lawson, Erin Stewart, and Jordane Linhart
The Subject-centered Integrative Learning Model: A New Model for Teaching Occupational Therapy’s Distinct Value
Barb Hooper, Matthew Molineux, and Wendy Wood
Utilizing Student Consultation to Promote Incorporation of Occupational Therapy in a Pediatric Behavioral Health Unit
Victoria G. Wilburn, Hannah B. Stoll, Jill C. Fodstad, Anthony Chase, and Christina M. Douglas