OTD Program
At Rush University
Embedded Files
#23
in the USA
1980
first post-professional Master's @ Rush
36
avg. class size
Program History
Program History
Occupational therapy has had a strong presence in Rush’s institutional history since the early nineteen hundreds. Archives indicate the Women’s Board Auxiliary donated funds in 1916 to establish classes in “occupation” organized and managed by Susan Tracy, a well-known figure in occupational therapy history. Shortly thereafter, the occupational therapy department was established and supported by the Woman’s Board Auxiliary until 1937. At that time, the hospital assumed administrative responsibilities for occupational therapy, which continues to this day.
In 1976, the College of Health Sciences was created and two years later, Cynthia Hughes-Harris, Ph.D., OTR/L, FAOTA was recruited to the position of Assistant to the Dean to determine the feasibility of an occupational therapy program. Initially the program was established as a post-professional Master of Science in Occupational Therapy with the first class being admitted in 1980. The program was reconfigured to an entry level Master of Science in Occupational Therapy in 1986. Thirty years later the faculty decided to convert to an entry-level Occupational Therapy Doctorate with the first students to be admitted in the fall of 2017.
Since the inception of the academic program there has been a close relationship between the academic and clinical components of occupational therapy. This relationship supports our practitioner-teacher-investigator model and allows students to have contact with faculty and clinicians, as well as regular immersion into clinical settings throughout the medical center. The current chair of the Rush University Department of Occupational Therapy, Linda Olson, Ph.D., OTR/L, FAOTA works closely with the clinical director of occupational therapy in the medical center, Brenda Koverman, MBA, MS, OTR/L to maintain and explore avenues to expand this relationship.
The Department of Occupational Therapy is well regarded within the Rush system, as well as the occupational therapy community. The program received a the maximum 7 year accreditation for its Entry Level Occupational Therapy Doctorate program in 2019 from the American Council for Occupational Therapy Education. In addition, the program is ranked 23rd in the country by U.S. News & World Report.
The Department of Occupational Therapy is well regarded within the Rush system, as well as the occupational therapy community.
Our OTD program combines academic studies and clinical experiences to provide you with the scientific and professional education you need as a highly trained occupational therapy practitioner. You will have clinical experiences every term, beginning with structured observations, continuing with fieldwork rotations, and culminating with the individual doctoral experiences and capstone project. These experiences expose you to diverse patient populations across a variety of settings, both on and off campus. Our program employs the practitioner-teacher-investigator model, which integrates coursework, patient care and research. The program’s NBCOT exam outcomes are above the average national exam pass rate.
Clinical Experiences
Clinical experiences begin the first semester as our students are assigned clinical practicum settings. The clinical experiences continue throughout the program and culminate with the completion of the Individual Doctoral Experience during the last semester students are on campus. It is this clinical immersion that allows students to apply classroom material to real-life learning situations in real-life settings. The faculty believes this clinical immersion is essential for the transformation of students into world-class occupational therapists.
Practicum
Practicum
Who: First-year OTD students
What: Clinical Practicum
Where: A practice setting within or outside of the Rush organization
When: The first three semesters of the program. A schedule will be provided 4 weeks prior to the clinical experience.
Why: Each of the three experiences will be incorporated into one of the courses during each semester.
How: Students will receive an orientation to their assigned setting from a faculty contact the week prior, spend 2-3 hours per week for 4 weeks in the clinical setting outside of class time, and have a processing session after the completion of the 4 weeks.
Fieldwork
Fieldwork
Who: OTD students
What: Fieldwork
Where: A variety of settings representing contemporary and emerging areas of practice as well as through innovative simulation methodology. International options available.
When: Level IA will take place at the end of 1st year. Level IIB at the end of first semester of 2nd year
Why: Fieldwork is an integral part of the OTD curriculum where students have the opportunity to develop and shape their skills.
How: Students will spend 2-3 hours per week for 4 weeks in the clinical setting outside of class time.
Clinical Experience Timeline
Practicum ➡ Level IA FW ➡ Group Dynamics ➡ Level IB FW ➡ Level IIA FW ➡ Level IIB FW ➡ Doctoral Capstone
Doctoral Capstone
The Doctoral Capstone represents the culmination of entry-level doctoral preparation for occupational therapy students. Students synthesize and apply the knowledge and skills developed in didactic courses and clinical education to the design and implementation of an applied and innovative response to an identified need in the field. The Doctoral Capstone has two separate components: 1) The Doctoral Capstone Project, and 2) Individual Doctoral Capstone Experience. The student completes the Doctoral Capstone in one or more of four tracks:
Advanced practice
Advanced practice
specialty area of practice
program development and evaluation
new intervention or equipment
Management + Leadership
Management + Leadership
quality improvement
advocacy
marketing plan for new or current program
Academia
Academia
course development
training modules
evaluate academic outcomes
Research
Research
original research
work on faculty research
interdisciplinary research
Leadership Opportunities
The OTD Department offers students multiple opportunities to take a role in leadership experiences. At Rush, leadership is an integral component of our inclusive community culture.
Research
The Department of Occupational Therapy is well-regarded within the Rush system, as well as the occupational therapy community. Rush's award-winning faculty provides students with the opportunity to participate in research or quality improvement projects starting second semester of the 1st year. During the 1st year, students will receive research group assignments to work on throughout their didactic experience. Our professors offer a variety of interest areas for students to get involved. View recent student and faculty publications below.
Recent Student & Faculty publications
Recent Student & Faculty publications
Disability Studies and Occupational Therapy: Renewing the Call for Change
Elizabeth A. Harrison; Alisa Jordan Sheth; Jacqueline Kish; Laura H. VanPuymbrouck; Jenna L. Heffron; Danbi Lee; Lisa Mahaffey; The Occupational Therapy and Disability Studies Network
Molly Bathje; Mallory Schrier; Katherine Williams; Linda Olson
Impact of Occupational Therapy Education on Students’ Disability Attitudes: A Longitudinal Study
Carli Friedman; Laura VanPuymbrouck
Recognizing Inequity: A Critical Step of Health Literacy for People With Disability
Laura VanPuymbrouck; Jocelynn Carey; Abby Draper; Lauren Follansbee
Objects of Sleep: A Graphical Analysis
Lauren Adrian; Lauren Little; Charlotte Royeen
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