Occupational Therapy

This course is designed to develop the student’s knowledge of neuroscience to a level required for clinical practice. This course presents information about principal structural components intertwined with the corresponding functions of the nervous system and the impact of neurological dysfunction on human occupation. The course also provides opportunities to apply neuroscience principles to motor and sensory learning for occupational performance. Curriculum delivery is through lectures, laboratory-based 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.

​​​​​​​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.

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.

​​​​​​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.

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.

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.

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.

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 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.

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.

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.

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.

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 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.

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 course focuses on clinical education experiences and coincides with the Fieldwork I course. The focus of this course is to provide structure for the observational and experiential activities of the level I fieldwork experience. Students continue to develop professional behaviors and self-awareness through reflective exercises that encourage increasing participation in self-directed learning.

This course reviews occupational therapy skills learned in previous courses including assessment, intervention, and documentation across the lifespan and practice settings. Students will be assessed for clinical competencies in these areas. Emphasis is placed on communication skills required in the field including management of difficult behaviors, assertiveness with colleagues and fieldwork educators, and skills to be a self-directed learner.

This 4-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 typically offered as a four credit class.

This 4-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 typically offered as a four credit class.

This 4-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 typically offered as a four credit class.

This 4-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 typically offered as a four credit class.

This 4-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 typically offered as a four credit class.

This 4-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 typically offered as a four credit class.

CORE 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.