Skip to main content

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 7, Issue 2 (2023)

Original Research

An Exploration of Occupational Therapy Faculty Perceptions of Student Behaviors
Shruti Gadkari and Jeni Dulek

Exploring Professional Behavior Development in Entry-Level Occupational Therapy Students
Courtney J. Taylor, Kate G. Barlow, and Christine Helfrich

Validating the Assessing Student Competence and Knowledge of Social Determinants of Health (ASCK-SDH) Instrument
Whitney Lucas Molitor, Moses N. Ikiugu, Leah M. Stade, and Jana L. Wardian

Stress, Mindfulness and Occupational Engagement: A Pilot Study of the HOME Protocol
Laura Gerig, Patricia Henton, Megan Butterweck, Jory Swider, Laura Cameron, Kaylee Marihugh, and Kathryn Close

Effects of Mental Health First Aid Course: Knowledge, Confidence, and Stigma Among Occupational Therapy Students
Jennifer L. Ostrowski, Sarah Sampson, Erin McGoldrick, Courtney Karabin, and Kyra Shields

A Podcast’s Effect on Empathy and Client-Centeredness in Occupational Therapy Students
Stephanie Lancaster and Anne H. Zachry

Experiential Education in Advocacy for Occupational Therapy Students: Didactic Approaches and Learning Outcomes
Aaron Bonsall, Rebecca L. Wolf, and Abe Saffer

A Pilot Study to Compare Lecture and Active Learning
Jennifer Calabrese

The Great Escape: A Novel Approach to Collaborative Learning (Pilot)
K. Megan Carpenter, Anthony D. Cunningham, Laura Smith, and Kelly Krigbaum

Occupational Therapy Graduate Students’, Recent Graduates’, and Educators’ Perceptions of the Value of Anatomy Knowledge
Karissa Legleiter

Perceptions of Skill Development Among Occupational Therapy Students Who Participated in Virtual Fieldwork: A Qualitative Descriptive Study
Spencer G. Morris, Kasia Smith, Benjamin Poirier, Shay L. Riker, Ellen Herlache-Pretzer, Stacey Webster, and Jean Prast

Pilot of a Simulated Clinical Placement in Occupational Therapy Education in an Australian University Delivered Online: A Cross-Sectional Study of Students' Perceptions
Linda Barclay and Eli Chu

Impact of Virtual Simulation-Based Level I Fieldwork on Level II Fieldwork Performance
Rebecca Ozelie, Maggie Moeller, and Taylor Newmark

A Nationwide Descriptive Study: Part II Understanding the Ways Academic Fieldwork Coordinators Describe the Responsibilities and Challenges of their Role
Patricia Laverdure, Elizabeth LeQuieu, Elizabeth D. DeIuliis, and Kimberley Persons

Collaborative Fieldwork Supervision Model Supports Identified by Occupational Therapy Fieldwork Educators
Oaklee Rogers, Debra J. Hanson, Cherie Graves, Tamara Turner, and Marilyn G. Klug

Assessment of an Online Learning Module to Promote Fieldwork Educator Preparedness: A Pilot Study
Breanna J. Chycinski, Casey E. Humphrey, and Camille Skubik-Peplaski

Educational Innovations

Using a Flipped Classroom to Teach Evidence-Based Practice to Entry-Level Occupational Therapy Students
April C. Cowan, Karen Ratcliff, and Chih-Ying Li

Expanding Practice in Trinidad and Tobago: Training Therapists to Implement Pediatric Constraint-Induced Movement Therapy
Kimarah Reefe, Shasta Green, Raquel Martinez, and Patty Coker-Bolt