Aims & Scope

Educating occupational therapists and occupational therapy assistants is complex and multi-factored. Occupational therapy educational programs must adhere to educational standards and accrediting agency requirements, respond to community needs and changes in health care practice and policy, work within larger college and university systems, and create occupation-based and evidence-based practitioners who are prepared to work in diverse, complex, and interprofessional settings. Educators make daily choices whether to employ specific pedagogical methods such as problem-based learning, team-based learning, or service-learning. Fieldwork coordinators search for the strongest assessments of learning outcomes, professionalism, and ethical behaviors. More programs are offered online, distance, or in a blended learning format. Many programs provide bridges between educational levels, such as occupational therapy assistant to occupational therapist. Doctoral programs are rapidly growing, at both the entry and post-professional levels. Educators must rely on research to make choices that will positively impact student learning.

Given the dynamic nature of health care and the rapid evolution of educational methods and materials, educators must be vigilant to ensure best practice in occupational therapy programs. JOTE seeks to ensure that pedagogical practices in occupational therapy and occupational science are grounded in research, and evaluated for impact and effectiveness. JOTE seeks to encourage occupational therapy educators to share viable theoretical frameworks, innovative educational methods, and new knowledge to support best practice.

JOTE welcomes a variety of topics for submission, including original research, theory, educational innovations, review of educational material, and technology updates.

JOTE welcomes all forms of methodologies and analysis, including quantitative, qualitative, and mixed methods. A non-exhaustive list of topics that are appropriate for JOTE includes:

  • Curriculum and instructional design
  • Use of educational technology
  • Teaching methods
  • Online and distance learning
  • Blended learning
  • Fieldwork
  • Outcomes
  • Standardized testing
  • Critical thinking
  • Service learning
  • Pedagogy and andragogy
  • Professionalism
  • Interprofessional education