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Editors
Editor-in-Chief: Editor Name, Editor Institution
Editors: Editor Name, Editor Institution
Editor Name, Editor Institution
 

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 jote@eku.edu.

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

Current Issue: Volume 5, Issue 3 (2021)

Original Research

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Using Metacognitive Training with Kinesiology Students
Christina Davlin-Pater, Leah S. Dunn, Roy Bower, William Cipolli, and Sara Biddle

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Factors Impacting Student Success in a Graduate Neuroscience Course
Cassie A. Baus, Dianna Lunsford, and Kristin A. Valdes

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Intraprofessional Collaboration in Learning Evidence-Based Practice
Chia-Wei Fan, Hsin-Hsiung Huang, and Vicki Case

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Perceptions of Stress, Mindfulness, and Occupational Engagement Among Graduate-level Occupational Therapy Students
Patricia Henton, Caroline Targonski, Acacia Gambrel, Catherine Rink, and Sarah Wirtz

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Addressing Suicide in Entry-to-Practice Occupational Therapy Programs: A Canadian Picture
Nadine Larivière, Marc Rouleau, Kim Hewitt-McVicker, Lorie Shimmell, and Catherine White

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Clinical and Professional Reasoning Development in Level II Fieldwork: Occupational Therapy Assistant Students’ Perception
Marie-Christine Potvin, Jeanne M. Coviello, Eden Rothacker, Caitlin Taylor, Taryn Pettigrew, Mary Beth Thomas, and LaRonda Lockhart-Keene

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Fee-for-Placement in Level II Fieldwork: Prevalence and Context
Brenda M. Coppard, Yongyue Qi, Lisa Bagby, and Julia Shin

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Therapeutic Use of Self and Fieldwork Experience: An Exploration of the Art and Science of Occupational Therapy
Michelle M. Sheperd, Ashlea Cardin, Tara L. Boehne, Kristin A. Paloncy-Patel, and Jessica K. Willis

Theory

Educational Innovations

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Designing an Educational Program to Promote Diversity and Student Engagement in Professional Advocacy (SEPA)
Jessica Alden, Lynda Hill, Felecia Moore Banks, Ronan Connolly, and Julius Ngwa

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Advancing the Entry-Level Practitioner: A Curricular Model of the Professional Occupational Therapy Doctoral Degree
Erika L. Kemp, Lisa A. Juckett, Amy R. Darragh, Lindy L. Weaver, Monica L. Robinson, Carmen P. DiGiovine, and Lori DeMott

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The Development of Theory- and Evidence-based Educational Workshops for Occupational Therapists
Sungha Kim, Rebecca E. Gewurtz, Ilana Bayer, Nadine Larivière, and Lori Letts