Occupational Therapy

This course covers broad neuroscience themes, including the neuroanatomy of motor and sensory systems, and cognitive neuroscience. Brain dissection laboratory experiences enhance mastery of neuroscience concepts introduced in the course. Curriculum delivery is through lectures, laboratory-based brain dissection workshops, small group activities, independent activities, and online resources. Student progress is evaluated through written and practical examinations. 

Fieldwork experience consists of guided learning experiences in various healthcare and/or community settings that provides students with direct opportunities to observe and interact with clients engaged in functional living activities that are appropriate for their respective cognitive, psychosocial and physical stage of development. Observational and documentation skills are emphasized.

This is an introductory course focused on the foundations and scope of occupational therapy practice. The philosophy of the profession, with its unique emphasis on supporting performance, participation, health and well-being are presented from both historical and current perspectives. Occupation is discussed from the perspectives of roles and participation for meaningful engagement. Professionalism, in accordance with the AOTA Code of Ethics and Standards of Practice that guide practice across varied roles, responsibilities and involvement is also addressed.

This course emphasizes the application of selected models of practice and strategies for occupational therapy practice with young children (birth to 5 years of age) who have deficits in occupational performance related to developmental, neuromotor, psychosocial, or medical challenges. Therapeutic approaches and clinical skills for working with children and families within the home, community, and clinical settings are emphasized. Practice settings for early intervention and family centered pediatric practice are discussed.

​​​​​​​The Professional Writing course will support students in the academic writing requirements of this professional, graduate-level educational program through an examination of writing style and technique, as well as an extensive focus on the elements and formatting of a professional manuscript.

​​​​​​The second of a four-course series, this course provides content foundational to understanding and applying research to the provision of occupational therapy services. This second course has an emphasis on distinguishing study designs, evaluating the quality of studies, and making clinical decisions (along with clients) based on the available evidence.  

This course focuses on principles of teaching and learning, which practitioners can apply as they prepare and give educational in-services, participate in advocacy work, or transition to academia. It also includes teaching and learning theories that can be applied to teaching patients, caregivers, and fieldwork students.

Fieldwork experience consists of guided learning experiences in various healthcare and/or community settings that provides students with direct opportunities to observe and interact with clients engaged in functional living activities that are appropriate for their respective cognitive, psychosocial, and physical stage of development. Observational, as well as foundational experiential and documentation skills are emphasized.

This course is the third and final course in the core sciences, addressing basic biomechanical principles and their application to occupational therapy intervention relative to static and dynamic movement, force analysis, and its implications on functional movement and activity. Addressed are the structure and function of joints, connective tissues, and muscles, along with the recognition, assessment, and description of normal and abnormal movement.

This course provides introductory experience in the evaluation and treatment process with clients throughout the lifespan and across the domain of occupational therapy practice. Learning opportunities develop introductory skills in therapeutic reasoning, occupational therapy theories, evidence-based practice, professional reasoning, and documentation of the therapy process in preparation for further development in subsequent courses.

This course will introduce the fundamental principles involved in the application of basic orthotic devices and physical agent modalities in OT practice. Emphasis is placed on anatomical and biomechanical principles as they pertain to orthotic design and utilization, principles of orthotic selection/application and the fabrication process of four basic orthoses. Theoretical principles and physiological, neurophysiological, and electro physical changes that occur because of the application of selected physical modalities, and instruction on safe and effective application of therapeutic hydrotherapy, thermotherapy, and electrotherapy when used as an adjunct to, or in preparation for, therapeutic occupation.

This course provides students with opportunities to learn and apply basic principles of group dynamics and group leadership. Students will gain a practical understanding of the stages of group therapy, understand different types of groups, practice the role of a therapist in influencing group processes, and role play as a member of a therapy group. Social and psychological processes in groups, phases of group development, and group dynamics will be explored. Occupational therapy principles as applied to group treatment, as well as leadership skills, methods of promoting group cohesion, management of group member behavior, motivation, problem solving, conflict resolution, and group process as a treatment modality will be emphasized. The class will combine lecture, readings, group role plays, and discussion. Multicultural applications and ethical considerations will be presented in relationship to group leadership, membership, and development, and other unique client characteristics that may affect group work will also be considered.

This course introduces the student to the clinical education program, including its goals and objectives, policies, the types of clinical education experiences provided, and the expectations for student participation. Students begin to focus on increasing self-awareness through reflective exercises to foster development of professional behaviors.

Building on skills introduced in Occupational Therapy Process, this course addresses the aging process, common conditions in the aging population, chronic disease management, and aging in place. Risk factors, signs and symptoms, pathogenesis, medical intervention, and occupational therapy intervention are explored. Therapeutic approaches in a variety of practice settings are explored including the home, community, hospital, skilled nursing, and outpatient clinic.

Service learning consists of opportunities to enhance occupational therapy students’ knowledge, skills, and to explore leadership opportunities in areas of health promotion, community issues, and social justice. The students will serve in community-based programs both internal and external to Midwestern University.

Service learning consists of opportunities to enhance occupational therapy students’ knowledge, skills, and to explore leadership opportunities in areas of health promotion, community issues, and social justice. The students will serve in community-based programs both internal and external to Midwestern University.

Service learning consists of opportunities to enhance occupational therapy students’ knowledge, skills, and to explore leadership opportunities in areas of health promotion, community issues, and social justice. The students will serve in community-based programs both internal and external to Midwestern University.

This course focuses on the role of the OT practitioner as an inter-professional team member considering, assessing, and treating persons using augmentative and alternative communication devices and services to enhance occupational performance to foster participation and well-being.

This course provides in-depth understanding of the United States healthcare system and other entities that influence or regulate occupational therapy practice either through policy, reimbursement, or credentialing, while gaining appreciation for the value of professional organizations in advancing the development of the practitioner and the profession. With this knowledge, students focus on contexts of occupational therapy practice, and the human resource, reimbursement, supervision, and management strategies for effective service delivery.

This course focuses on occupational therapy services directed toward communities and populations through culturally responsive, customized, and cost-effective programs. It further develops the concept of emerging practice areas and leads to subsequent development of a proposal for an innovative program directed toward maximizing health, well-being, and quality of life for communities and populations.

This course emphasizes the application of selected models of practice and strategies for occupational therapy practice with school-aged children (ages 6-21 years) who have deficits in their occupational performance related to developmental, neuro-motor, psychosocial, or medical differences. Therapeutic approaches and clinical skills for working with children within their school, community, and clinical settings are emphasized. Practice settings for youth-centered pediatric practice are discussed.

Fieldwork experience consists of guided learning experiences in various healthcare and/or community settings that provides students with direct opportunities to observe and interact with clients engaged in functional living activities that are appropriate for their respective cognitive, psychosocial, and physical stage of development. Observational, as well as foundational experiential and documentation skills are emphasized.

Building on knowledge from the biomechanics course, this course focuses on evaluation and intervention strategies for the remediation of musculoskeletal physical limitations of the upper extremity. Emphasis is placed on impairments of the upper extremity, including fractures, tendon injuries, pain syndromes, arthritis, burns, amputations, and soft tissue disorders, and their effect on occupational performance. Workplace ergonomics and rehabilitation principles as they pertain to the upper quadrant will also be addressed.

​​​​​​​This course solidifies the philosophical assumptions, theories, and frames of reference underlying the practice of occupational therapy. The various aspects of professional reasoning are also reviewed, culminating in the integration of these assumptions, theories, and frames of reference with professional reasoning to guide intervention with clients.

Building on Psychosocial Practice I, this course focuses on the application of selected models of practice and strategies in occupational therapy. The course provides exposure to and practice with assessments and interventions used in psychosocial practice.

Students conduct a systematic review to apply their knowledge of evidence-based practice to a specific clinical question. In this two-course sequence, students begin the process by writing a clinical question, finding the relevant evidence, abstracting the evidence, and writing the introduction and methods sections of their review paper.

This course serves as a continuation of Evidence-Based Practice III in which students complete a systematic review on a specific clinical question. During this quarter, students write the results and discussion sections of their review paper and present their findings in an oral presentation. Based on their analysis of the findings, students derive specific implications for occupational therapy practice.

Service learning consists of opportunities to enhance occupational therapy students’ knowledge, skills, and to explore leadership opportunities in areas of health promotion, community issues, and social justice. The students will serve in community-based programs both internal and external to Midwestern University.

This 12-week internship is comprised of supervised field experience with clients and/or client groups who exhibit a variety of medical conditions, which include physical and/or psychosocial disabilities. This internship emphasizes the development of disciplined, higher-level critical thinking skills necessary to plan and provide high-quality client care. Students are supervised by registered occupational therapists with a minimum of one year of experience. 

This 12-week internship is comprised of supervised field experience with clients and/or client groups who exhibit a variety of medical conditions, which include physical and/or psychosocial disabilities. This internship emphasizes the development of disciplined, higher-level critical thinking skills necessary to plan and provide high-quality client care. Students are supervised by registered occupational therapists with a minimum of one year of experience. 

This is an elective course focused on advancing the Neuro Rehab skills of the therapy practitioner. The course will build upon the neuro rehab skills introduced in general occupational therapy curriculum, developing the students’ confidence and ability to evaluate and treat the complexities of the neuro population. The course will also focus on additional topics of the OTs role in concussion, vestibular and vision, principles of neuroplasticity, robotics/VR and NMES/FES use. Students will have multiple opportunities to engage with patients and collaborate with PT and SLP on patient care.

Elective courses will vary from year to year depending on student interest and faculty availability. Students may select from courses offered by members of the OT Program that have been approved by the OT Program Education Committee, or offerings of other programs or colleges that have been approved by the CHS Curriculum Committee and OT Program Education Committee.

This course emphasizes the design and fabrication of complex orthotic devices to enhance an individual’s ability to perform work, serf-care, and play/leisure activities.  The refinements of psychomotor and reasoning skills associated with design and fabrication of mobilization orthoses are highlighted.   

This is an elective course focused on advancing the dementia care skills of the therapy practitioner in an individual and public health context.  The course will focus on communication with the person living with dementia and their support systems, a deeper understanding of the disease process and the therapeutic role throughout. The importance of the broader social environment in dementia care will also be a focus of the course.

This course will introduce the OT student to the therapeutic value of using the horse in Occupational Therapy practice. Hippotherapy is a neuro-physiological based therapy with the help of the horse. The horse at a walk serves as the therapeutic medium for transmitting movement. With the patient in sitting position on the horse, postural reflexes and reactions are practiced repeatedly with the aid of the horse’s walk-specific forward movement. Proprioceptive sensorimotor input leads to improved posture, strength and movement patterns necessary for function. Students will understand the history of hippotherapy and become acquainted with the current literature of using equine movement in Occupational Therapy practice. 

This course will cover the theory and evidence behind the inclusion of the horse into OT.  Evaluation, treatment and documentation will be emphasized as well as the business management of including the horse into therapy. 

This course is designed to expose occupational therapy students with little or no experience speaking Spanish to basic Spanish vocabulary, phrases, and commands that can be used in occupational therapy practice. 

This elective course provides students with an overview of occupational justice and its relevance to occupational therapy practice. Topics include micro, meso, and macro occupational justice, occupational justice history, and practicing occupational justice. Students will be asked to explore examples of occupational justice in their communities and global occupational justice research. A panel of diverse OT practitioners will be available for a discussion on the impact of identity on OT practice.

This elective course will cover the theoretical framework of Ayres Sensory Integration (ASI) as well as serve as a guide for treatment planning and implementation of this treatment model for children with sensory processing deficits, including children with autism spectrum disorder (ASD), attention deficit disorder (ADD), and other developmental delays. The sensory integrative approach is frequently utilized within Occupational therapy with these populations.  This elective course is held in the Therapy Institute and includes work in patient care with evaluation, treatment, and home programming for children with sensory processing deficits. 

This elective course provides laboratory-based study of detailed upper extremity human anatomy. Students further develop three-dimensional anatomical knowledge that is necessary for occupational therapy practice areas that involve the upper extremity. Case studies are used to foster familiarity with typical clinical presentations, and to learn how to approach diagnoses unique to the upper extremity from an anatomical perspective. Laboratory sessions include complete dissection of the upper extremity from the brachial plexus distally to the hand.

The Pelvic Health elective explores occupational therapy's role in pelvic health for the adult and older adults. The course will include advanced training on pelvic floor as it relates to clients participation in daily occupations. Students engaged in this course will participate in experiential learning opportunities, including but not limited too hands-on lab experiences, case-based learning, and simulation learning experiences to provide a comprehensive and holistic examination of pelvic floor therapy.

This elective offers a comprehensive approach to pediatric care through group-based interventions. The elective emphasizes building collaboration skills both intraprofessionally and interprofessionally, fostering a holistic, team-based approach to support the diverse needs of children. Participants may engage in one of various specialized groups, including:

• Interprofessional Group with Speech-Language Pathologists (SLP): Focuses on enhancing communication and engagement skills through collaborative efforts.
• Handwriting: Aims to improve fine motor skills and handwriting proficiency.
• Life Skills: Supports essential daily living skills to foster independence.
• Interprofessional Group with PT to support Vocational Skill Development: Prepares children for future employment opportunities by developing job-related skills.