Document Type (Journals)
Original Research
Abstract
The dual-entry nature of occupational therapy has been a point of discussion for many years with explorations into the profession’s support for the different degree programs and definitions of entry-level practice being the primary foci in the literature. There has been no comparison of the expectations of occupational therapy educators and practitioners of entry-level doctorate and master’s students upon graduation despite differences in curricula and emphasis on advanced skills. This study utilized a descriptive quantitative survey to ask current educators and practitioners (n=124) to indicate their level of expectations of the two types of graduates for sixteen different clinical and professional skills and the level of expected mentorship upon graduation. Practitioners held the two groups of new graduates to the same expectations in all categories and anticipated they would need the same level of mentorship upon graduation. Despite equal expectations in all categories, there were six categories where at least 30% of participants indicated they held higher expectations of entry-level doctorate new graduates. These categories aligned with the doctoral capstone areas of foci. These results can set the foundation for further studies examining the congruence between expectations and new graduate readiness for the field and inform current curricula to prepare students to meet the professional expectations of their supervisors and colleagues.
Biography
Monique Chabot, OTD, OTR/L, SCEM is an Associate Professor of Occupational Therapy at Widener University. In addition to her practice and research in home modifications and aging in place, she is dedicated to preparing her students to be excellent clinicians and helping them navigate the professional world.
Sara Kate Frye, OTD, MS, OTR/L, ATP is an Assistant Professor in the Institute for Occupational Therapy Education at Widener University in Chester, PA and practices occupational therapy with Penn Medicine at Home in Bala Cynwyd, PA.
Nakia Lynn, OTD, MS, OTR/L, CAPS, CDP is the Director of Fieldwork Education and a Clinical Assistant Professor of Occupational Therapy at Widener University. Her clinical experience has been across the lifespan, from infancy to older adulthood, yet her concentration has been with adults and older adults in home care.
Kristen Meyer, OTD, MS, OTR/L, BCP is an Assistant Professor and Doctoral Capstone Coordinator in the Institute for Occupational Therapy Education at Widener University. She practices occupational therapy providing school-based services with Austill’s Educational Therapy Services.
LaRonda Lockhart-Keene, OTD, OTR/L, CLA is an Assistant Professor in the Institute for Occupational Therapy at Widener University. She is an OT of 26 years providing OT services in various settings and is dedicated to preparing students to be justice-oriented clinicians.
Lydia Navarro-Walker, OTD, OTR/L, CLA is a Clinical Associate Professor of Occupational Therapy at Widener University. Her clinical experience has focused on brain injuries in the adult population. She is invigorated by supervising Level II OT students and invested in advocating for people with TBI and their access to services.
Susan M. Persia, OTD, OTR/L, CASI, RYT500 is an Assistant Professor at Widener University, blends expertise in pediatrics, sensory integration, and women’s health with yoga and mindfulness practices in her teaching, clinical work, and research. She is a certified yoga teacher with 20+ years of experience in mindfulness and yoga.
Wendy Wachter-Schutz, OTD, MS, OTR/L is the Founding Program Director and Associate Professor at Widener University’s Institute for Occupational Therapy Education. She has over 30 years of clinical and academic experience, primarily in adult trauma, ICU, and neurology. She is dedicated to enhancing students’ professional reasoning and leadership skills.
Kevin Wegner, OTD, OTR/L, CLT, CSRS, CBIS, CDP is an Assistant Clinical Professor and Co Director of Fieldwork Education at Widener University. His clinical experience has been primarily in adults working in acute care, rehabilitation and accreditation. He maintains specialty certifications in lymphedema, stroke rehabilitation, brain injury and dementia.
Michelle Gorenberg, OTD, MS, OTR/L is an occupational therapist and educational development consultant. Her work centers upon supporting health professions’ educators to create more inclusive and equitable learning environments through faculty development, advising, and curricular design. Michelle received the 2023 Distinguished Educator Award from the American Occupational Therapy Association.
Catherine Goodman, OTD, MS, OTR/L is an Assistant Clinical Professor in Widener University’s Institute of Occupational Therapy Education. An OT practicing for 31 years, her most recent clinical expertise falls in school-based therapy. Her interests include animal assisted therapy and equine assisted movement.
Declaration of Interest
The authors report no declarations of interest.
Recommended Citation
Chabot, M. C., Frye, S. K., Lynn, N., Meyer, K., Lockhart-Keene, L., Navarro-Walker, L., Persia, S., Watcher-Schutz, W., Wegner, K., Gorenberg, M., & Goodman, C. (2024). Occupational Therapy Practitioners' Expectations of Entry-Level Doctorate Versus Master's Graduates. Journal of Occupational Therapy Education, 8 (3). Retrieved from https://encompass.eku.edu/jote/vol8/iss3/12
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