Occupational Therapy (OTD)

Occupational Therapy (OTD): Admission Requirements

To be considered for admission into the entry-level occupational therapy doctoral program, you need the following:

• Complete a bachelor’s degree from a regionally accredited institution. Applicants may apply with outstanding coursework if all coursework is completed, and a degree is conferred by matriculation (September).
• Complete the online application through the Occupational Therapy Centralized Application System (OTCAS) at otcas.liaisoncas.com. You can find a video walking you through OTCAS on our website. 
  • Please ensure you thoroughly complete the experiences section in OTCAS. Academic and non-academic factors, including community service, work experience, research, and leadership, will be considered.
• Courses (with a letter grade of C or higher) completed before matriculation with the following content:
  • Human anatomy with lab (cadaver lab preferred) = total of 4 credit hours.
  • Human physiology (lab preferred) = total of at least 3 credit hours.
    • Anatomy and Physiology must be taken within five years before the start of the program. Two sequential courses in Human Anatomy and Physiology with labs will also satisfy the prerequisites. Virtual labs are acceptable.
• Statistics (including descriptive and inferential statistics).
• Sociology or Anthropology.
• Human growth and development across the lifespan (from birth through old age and dying).
• Abnormal Psychology.
• One Psychology course (in addition to Human Growth and Development and Abnormal Psychology).

Note: Exams testing out of coursework and AP coursework are not acceptable for prerequisite requirements. Pass/Fail classes will be accepted for any courses taken in the spring 2020 semester only.

The OTD program requires students to complete all required courses in the Rush University Department of OT plan of study. We do not allow credit for previous coursework and/or work experience.

• Achieve a minimum GPA of at least 3.0 on a 4.0 scale in the most recent two years of your education.
• Personal Statement demonstrating your understanding of the profession and what characteristics and experiences support you in becoming an occupational therapist.
• Two Letters of recommendation from individuals acquainted with the applicant’s academic/professional aptitudes. OTCAS will contact each reference with instructions on how to complete an online evaluation.
• Experience with occupational therapy through 20 hours (minimum) observation of occupational therapy. Contact the department if you were unable to complete in person observation and need alternate options.
• Interview Session, selected applicants will be invited for a small group virtual interview session and must complete a Rush supplemental application, with a $40 fee.
   

Accepted applicants must complete a criminal background check and the required Health and Immunization History documentation. A felony conviction potentially negatively impacts a graduate’s eligibility for certification and licensure.

All application materials will be evaluated, and the Occupational Therapy Admissions Committee will make decisions regarding the applicant’s acceptability for the program. 

Rush University Occupational Therapy Admissions Mission

The Department of Occupational Therapy’s Admissions Committee is committed to achieving a diverse and inclusive student body, embracing the differences that diversity contributes to the growth of our profession and the clients we serve. We seek to matriculate students with a commitment to learning, scholarship, service, and who demonstrate a passion for occupational therapy. 

Note: Special consideration will be given to applicants who have the potential to help us achieve our mission. Please ensure all portions of your OTCAS application are completed thoroughly outlining all life experiences.

Occupational Therapy (OTD): Program Requirements

Occupational Therapy (OTD): Technical Standards

INTRODUCTION

Rush University is committed to fostering a diverse and inclusive learning environment where all students can succeed. Guided by our core values: Innovation, Collaboration, Accountability, Respect, and Excellence (ICARE). We work to ensure accessibility and cultivate a supportive, respectful, and accountable culture through individualized and confidential support services.

The Occupational Therapy Doctorate (OTD) Program at Rush University prepares students to become skilled and compassionate providers of occupational therapy services. The following technical standards outline the essential skills, abilities, and behavioral characteristics required for successful participation and progression in the program. By upholding these technical standards, RUSH OTD program ensures that all students are prepared for the dynamic and demanding nature of occupational therapy practice while maintaining a commitment to diversity, accessibility, and academic excellence. Students may achieve these technical standards with or without reasonable accommodation. Reviewing these standards can help determine if accommodation is needed to fully access and successfully engage in the Rush OTD program.

Rush University is dedicated to ensuring that qualified students who identify as having disabilities have equal access to the Occupational Therapy Program through reasonable accommodations in accordance with the Americans with Disabilities Act (ADA). Students who require accommodation are encouraged to contact the Office of Student Accessibility Services as early as possible to discuss their access needs confidentially, and to allow adequate time for review and implementation. Accommodation is not retroactive, so timely requests are essential.

The following technical functions are required of all students enrolled in the Occupational Therapy program:

Acquire Fundamental Knowledge

• Students will acquire information by some or all sensory modalities (e.g. tactile, visual, auditory, etc.), students will acquire information from material presented in courses, such as lectures, group discussions, and physical demonstrations.

• Students will acquire information by some or all sensory modalities (e.g. tactile, visual, auditory, etc.), students will acquire information from written documents and computer systems (e.g. literature searches, health record review, & data retrieval).

• Students will acquire information through the use of some or all sensory modalities (e.g. tactile, visual, auditory, etc.), students will identify relevant information presented across various formats (e.g. paper, presentations, audio, video).

• Students will acquire information through the use of some or all sensory modalities (e.g. tactile, visual, auditory, etc.), students will recognize and assess changes in client factors, performance skills, as well as occupational performance and participation.

Interpreting Data and Information

• When presented with assessment information in a variety of formats (e.g. standardized assessment results, informal observations or findings, other assessment tools), students will interpret the information in the determination for services and/or use the findings for the development of a treatment plan.
   

Collective Safety

• Possess psychomotor skills necessary to provide, assist in, and/or direct holistic occupational therapy care and perform or assist with procedures and treatments.
• When providing occupational therapy services, students will do so in a physically safe and appropriate manner for themselves and the client.
• When providing occupational therapy services students will use any and all necessary universal precautions based on practice setting.
• When presented with an emergency, students will support necessary emergency response intervention and/or activate the emergency response intervention system to ensure client safety.
   

Communication Skills

• Draw from a variety of strategies to effectively and sensitively communicate with clients, families, and peers based on their own and needs of others.
• Provide and receive constructive feedback that promotes respectful professional and effective communication.
• Communicate effectively with faculty, educators, Rush University staff, and all members of the healthcare team during practicum, clinical, community, and other learning experiences.
• When conducting an evaluation, assessment, or treatment session with a client, students will accurately and appropriately elicit relevant information (e.g. medical/psychiatric history, occupational profile) required to effectively facilitate collaboration to effectively support clients.
   

Clinical and Professional Judgement

• Throughout their education, students will measure, calculate, reason, analyze, and synthesize data through clinical decision making related to diagnosis and treatment of clients to determine qualification for services, develop treatment plans, assess progress toward goals, and determine termination of services.
• Throughout their education, students will exhibit professional reasoning across academic and practice, settings, according to the occupational therapy scope of practice.

• Throughout their education, students will demonstrate organizational skills to complete responsibilities within designated time frames or collaborate with involved parties when extensions or accommodation are required.

• Throughout their education, students will synthesize information, problem solve and think critically to determine the most appropriate theories, assessments, and/or interventions to utilize with a client.

Developing Professional Interactions and Attitudes

• Students will work to build and maintain mature, sensitive, and effective relationships with clients, families, students, faculty, staff, educators, and other professionals.
• When presented with a conflict in a relationship, students will work to identify and utilize strategies to address the conflict and maintain effective, professional relationships.
• When presented with an unsafe professional relationship, students will identify and utilize policies and/or interpersonal strategies to protect the safety of themselves, clients, families, etc.
• Students will collaborate with the client and any additional parties involved, while following appropriate protocols, to advocate for client’s needs.
• To manage stress and adapt to rapidly changing environments inherent to the academic and practice settings, students will use a variety of strategies, supports, and available resources to support their wellbeing.
   

Integration of Ethical Principles

• In a variety of situations, students will demonstrate:
  • Integrity, through adherence to the Rush University Student Code of Conduct.
  • Accountability, through use of strategies such as collaboratively developing and adhering to an equitable participation in group projects, requesting support when needed, etc.
  • Concern for others, through use of strategies such as intentionally seeking and understanding others’ ideas, checking in on the physical and mental wellbeing of others, identifying access barriers of others and attempting to find solutions, etc. based on the needs and desires of the individual.
• Throughout their education, students will demonstrate an understanding of professional ethical guidelines (e.g. Rush University Code of Conduct, AOTA Occupational Therapy Code of Ethics), including potential ethical conflicts.
• When presented with an ethical conflict, students will carefully consider the effects of each course of action and come to a professional decision based on best practices within the field, collaboration with other professionals, and/or their own personal/professional ideals.
• When presented with an ethical conflict, students will understand and utilize the appropriate reporting procedures and line of communication to discuss the issue  and come to a resolution.

To learn more about accommodations at Rush University please contact:

www.rushu.rush.edu/office-student-accessibility-services

Email: studentaccessibility@rush.edu 

Occupational Therapy (OTD): Academic Policies

Occupational Therapy (OTD): Curriculum

Program Total: 107 Credit Hours