Document Type (Journals)

Educational Innovations


Occupational therapy educators utilize varied educational theories to prepare occupational therapy students to develop the knowledge, clinical reasoning, and professionalism necessary for successful Level II fieldwork completion. Students need to be equipped to apply didactic knowledge to patient intervention and care. Students can benefit by engaging in authentic experiences that extend didactic learning to real life challenges. Providing such experiences requires careful thought and consideration of course design by faculty. This manuscript describes the use of experiential learning and self-regulated learning theory to design and implement a student-run, community-based cognitive rehabilitation program for breast cancer survivors. This program afforded the students the opportunity for real life experiences requiring adjustment and adaptation to the situational demands of occupational therapy practice.


Karen Ratcliff, PhD, OTR is an assistant professor in the Department of Occupational Therapy at the University of Texas Medical Branch at Galveston in Galveston, Texas. She has over 20 years of clinical experience and four years as a full-time educator in academia.

Theresa M. Smith, PhD, OTR, CLVT is an Associate Professor in the School of Occupational Therapy at the Houston Center at Texas Woman's University. She has 28 years of clinical experience and has taught for 20 years. She has taught program development and group interventions.

Declaration of Interest

The authors report no declarations of interest.

Creative Commons License

Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.