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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 of Occupational Therapy Education (JOTE) is the proud recipient of the 2022 APEX Award for Publication Excellence in the category of Electronic Magazines, Journals & Tabloids. See the award winners here: APEXAwards.com

To submit to JOTE, see Instructions for Authors for a description of the types of manuscripts we accept.

If you are interested in becoming a reviewer for JOTE, please email your name, educational research interests/ expertise, and CV or resume to jote@eku.edu.

See the Aims and Scope for a complete coverage of the journal.

Current Issue: Volume 10, Issue 2 (2026)

Original Research

Entry Requirements as Predictors of Early Academic Success and Student Performance in Undergraduate Occupational Therapy Education
Eileen Du Plooy, Daleen Casteleijn, Denise Franzsen, and Gopika Ramkilawon

Attribution Theory in Occupational Therapy Clinical Education: A Scoping Review
Julia Shin, Anna Domina, Ashley Fecht, Lisa Bagby, and Raigan Borsh

Building Self-perceived Confidence through Occupational Therapy and Nursing Student Peer Teaching
Jennifer A. Tokash, Melissa Nolan, Jamie Bittiger, Jessica Wagoner, John Damiao, and Michelle Lopez

Effective Teaching Behaviors of Adjunct Faculty in Occupational Therapy Education: Perspectives of Students, Adjuncts, and Core Faculty
Kayla Collins, Marian Gillard, Christine Davis, Kirsten Davin, Barbara M. Doucet, and Bridget Scheidler

A Scholarly Exploration of Teaching Strategies for Learning About Pediatric Sleep
Laura J. Carpenter and Amanda M. Buono

Simulation in Occupational Therapy Graduate Programs
Donna Walls, Lillie Thomas, Melinda A. Underwood, and Kendall Davis

Faculty Perceptions of Using Technology for Virtual Debriefing
Kelly Layne, Deanne Otto, and Elisabeth McGee

Faculty Perceptions of Active Learning in Occupational Therapy Education: Strategies Utilized, Feasibility, and Student Outcomes
Heidi N. Robertson and Erin Westover

Exploring Microaggressions Experienced by Students of Color in Occupational Therapy Programs: Fostering a Climate of Belonging
Laurie Knis-Matthews Ph.D., OT; Sara Frommer OTD, OTR/L; Jacquelyn Pierre OTD, OTR/L; Geena Santomo OTD, OTR/L; Corrine Pineda MSOT, OTR/L; Jackeline Artiles OTD; and Shaniqua Bradley Ph.D., LCSW

Change in Perception of Cultural Self-Efficacy Among Graduate Students in an Occupational Therapy Academic Program
Emma Edwards, Selena E. Washington, and Zidong Zhang

Equity-Oriented Mentoring for Occupational Therapy Students in Canada: A Narrative Assessment
Kaarina Valavaara, Tara Pride, Chris McWilliam, Jaime Blenus, Stephanie R. Bizzeth, and Brenda Beagan

Assessing Supports and Barriers to Equitable Participation in Occupational Therapy Fieldwork for Students from Minoritized Backgrounds: A Mixed Methods Analysis
Kristin M. Nxumalo, Coalition of Occupational Therapy Advocates for Diversity COTAD, Alexia Rebne, Janis Yue, Ryan Thomure, and Ricardo D. Ramirez

The Influence of Level I International Fieldwork Experiences on Subsequent Level II Fieldwork Performance
Brittany N. Saviers and Deborah Gangluff

An Exploratory Study of Occupational Therapy Students’ Use of Coping Strategies on Fieldwork
Heidi Horwitz, Sheila Moyle, Hannah Morse, and Christine Myers

Structuring Role-Emergent Level II Fieldwork Placements for Success: A Framework Grounded in Collaboration, Accountability, Supervision, and Site Integration (The CASS Framework)
Lisa A. Fyffe and Amy Van Camp

Student and Recent Graduate Perceptions of Single Versus Multiple Supervision Models in Occupational Therapy Level II Fieldwork: A Descriptive Survey Study
Ricardo G. Altahif Jr., Kirsten Davin, and Kelli Easley

Reliability and Generalizability of an Occupational Therapy Fieldwork Assessment Tool in Japan
Keiko Takeuchi and Hirotaka Onishi

Recognizing Excellence: Key Traits, Qualities, and Behaviors of the Exceptional Fieldwork Educator in Occupational Therapy
Piper Hansen, Lydia H. Schallenberg, Jayde M. Kahn, Jacqueline Rizzi, and Ariel Torres

Educational Innovations

Advancing Interprofessional Communication: Preliminary Outcomes of a Novel Collaboration Framework in a Student Head Injury Clinic
Natalia Noce, Kelly Ann Pena, Susan Paparella, Andrew Lynch, Erin Keller, Aaron Dallman, and Pamela Rothpletz-Puglia

Scholarship of Knowledge Discovery in Occupational Therapy Practice Model (SPOT-M)
Nicole R. Quint and Penelope Cleveland