Document Type (Journals)
Original Research
Abstract
This research study aimed to identify key factors influencing Doctor of Occupational Therapy (OTD) students' acceptance of program offers. An online survey was developed based on relevant literature and study objectives and validated through expert review. A total of 281 students, including a sub-set of students from underrepresented backgrounds (n=70), across the United States completed the survey. Quantitative data was analyzed using descriptive statistics, cross-tabulations, Chi-square tests with Bonferroni correction, and multinomial logistic regression including demographic variables and factors moderately to strongly influencing program acceptance. Qualitative responses were analyzed using content analysis. Key findings reveal geographic location, application process, cost of program, “I got in,” accreditation, curriculum, faculty expertise, and faculty-to-student ratio were important factors. Many demographic characteristics were significantly associated with these factors, but only safety within and around campus was predicted by race and ethnicity, marital status, primary language, and religion (81.9, p=0.025). Open-ended responses revealed: 1) practical considerations (e.g., financial factors, geographic proximity and relocation, and work-life balance), 2) academic and program specific factors, including program structure and curriculum, hands-on learning experiences (international trips, fieldwork opportunities), faculty and institutional reputation, cohort factors, such as “being the first cohort and [having] an influence on shaping the program” or “class size,” and admission factors (timing of program start), 3) campus environment and resources, and 4) personal influences, such as alumni and family. Findings suggest that OTD programs can enhance their appeal by simplifying applications, recruiting expert faculty, maintaining small class sizes, and advocating for reduced tuition. Integrating these suggestions can ultimately contribute to more informed decision-making for program development and student engagement.
Biography
Megan Hoover, OTS is a third year Doctor of Occupational Therapy student at Lincoln Memorial University. She completed her Bachelors of Education in Therapeutic Recreation at the University of Tennessee, Knoxville. Her research is focused on occupational therapy admissions and effects of therapeutic riding for individuals with neurodevelopmental disabilities.
McKenna Johnson, OTS is a third year Doctor of Occupational Therapy student at Lincoln Memorial University. She completed her Bachelors of Science in Speech and Language Pathology at the University of Toledo. Her research and clinical interests are occupational therapy admissions and feeding, eating and swallowing for adults.
Colleen Bullen, OTD, OTR/L is the Program Director and Interim Academic Fieldwork Coordinator for the Department of Occupational Therapy at Lincoln Memorial University. She completed her Doctor of Occupational Therapy from the University of Toledo. Dr. Bullen’s research is focused on fieldwork educators' perceptions on student preparedness, interprofessional education and pediatrics.
Elizabeth Schmidt, PhD, OTR/L is the Director of Research for the Department of Occupational Therapy at Lincoln Memorial University. She completed her PhD at Ohio State University and postdoctoral fellowship at Boston University. Dr. Schmidt’s research is focused on enhancing community participation for neurodivergent individuals, accessibility of sexual education, and OT education.
Jackson Miller, OTD, MEd, OTR/L, CAPS is the OTD Director of Admissions and an Assistant Clinical Professor at Bowling Green State University’s Doctor of Occupational Therapy program. Dr. Miller received his doctorate at Boston University, where he completed advanced clinical practice in low vision rehabilitation. Dr. Miller’s research is focused on occupational therapy admissions, online learning, older adults and visual impairment.
Declaration of Interest
The author team includes occupational therapy faculty members, including one program director and one director of admissions across two institutions. These roles are relevant to the study topic; however, no conflicts of interest are perceived, and all efforts were made to ensure objectivity in the research process and interpretation of results. Specifically, the two faculty members with leadership roles did not oversee the analysis.
Recommended Citation
Hoover, M., Johnson, M., Bullen, C., Schmidt, E. K., & Miller, J. M. (2025). Factors Influencing Occupational Therapy Doctorate Program Offer Acceptance Across Student Demographics. Journal of Occupational Therapy Education, 9 (4). Retrieved from https://encompass.eku.edu/jote/vol9/iss4/2
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