Doctor of Occupational Therapy

At SMU, you will join a program and an interprofessional health sciences community made up of a diverse student body and faculty, all dedicated to transforming the experience of health and health care for diverse populations. You will have multiple opportunities for hands-on, active learning during the classroom portions of the curriculum. These innovative learning experiences occur early and often, building on your strengths and challenging your growth as you become an occupational therapist.

Simulation-Based Learning
The Occupational Therapy program uses SMU’s accredited Health Sciences Simulation Center (HSSC) for many of these hands-on learning opportunities. Students have lab sessions in the HSSC training rooms to gain familiarity with hospital-based equipment. Simulated clinical encounters with standardized patients (portrayed realistically by trained actors) are strategically placed throughout our curriculum, starting early and continuing often, in order to situate learning in realistic clinical scenarios prior to full-time clinical education experiences. In small groups, students practice patient encounters in a realistic manner, review their interactions via live and recorded video/audio, and debrief the experience with faculty and student observers to learn from their successes and mistakes. Explore SMU’s Health Sciences Simulation Center in more depth. 

Community Participant Labs 
Students have the hands-on opportunity to work directly with members of the community who have diagnosed conditions in our three Community Participant Labs (CPL). These include the pediatric CPL and the Adult CPL. In addition, students work directly with those with psychosocial challenges at community mental health sites, during several off-site rotations embedded into the curriculum of the Psychosocial course. Students contribute to our community’s health as part of your coursework. Learn more about Community Participant Labs at SMU.

Advanced Technology
Our students get a deeper look at human motion in SMU’s Motion Analysis Research Center (MARC). Through the use of motion capture technology and 3D Kinematics, students have opportunities to develop a greater understanding of balance, biomechanics, and the impact of different interventions on movement. Discover all the MARC has to offer students and their learning. 

What is Fieldwork?
Fieldwork is an integral part of the professional education of occupational therapists. During fieldwork, you will have the opportunity to apply and integrate academic learning. You will be supervised by fieldwork educators who are occupational therapists or other professionals, allowing you to gain hands-on experience in a variety of settings. Examples of fieldwork sites include hospitals, outpatient clinics, community-based health programs, and schools. 

Fieldwork education at SMU is designed in accordance with the standards established by the Accreditation Council for Occupational Therapy Education (ACOTE). 

Learn more about Occupational Therapy Fieldwork

Licensure
Graduates wishing to practice in the state of California must apply for a state license to practice. State licensure is based on successful completion of the NBCOT Certification Examination.

Certification
Graduates of the OTD Program are eligible to sit for the national certification examination for occupational therapists administered by the National Board of Certification in Occupational Therapy (NBCOT). After successful completion of this examination, the graduate will be an Occupational Therapist Registered (OTR). 

National Board of Certification in Occupational Therapy (NBCOT)
One Bank Street, Suite 300, Gaithersburg, MD 20878
Website: https://www.nbcot.org
Email:  info@nbcot.org
Phone:  (301) 990-7979

Felony Conviction and NBCOT Examination and California State Licensure
A felony conviction may affect a graduate’s ability to sit for the NBCOT certification examination or attain state licensure.

NBCOT:  A student having a record of a felony conviction is advised to submit necessary documents to the National Board for Certification in Occupational Therapy (NBCOT) for a background review prior to application. This is recommended because a felony conviction may affect a graduate’s ability to sit for the certification examination administered by the National Board for Certification in Occupational Therapy (NBCOT) or to attain state licensure. NBCOT’s certification examination application contains character review questions that must be answered by all exam candidates applying for the certification examination. Applicants who answer “yes” to any of these questions must submit an explanation and official documentation regarding their background to NBCOT  at the time of application to take the examination. This information will be reviewed by the NBCOT on an individual basis prior to determining exam eligibility.

An individual who is considering entering an Occupational Therapy educational program or has already entered an educational program can have his or her background reviewed prior to applying for the exam by requesting an early determination review. If you have additional questions or would like additional information, you may contact the Credentialing Services at NBCOT, located at One Bank Street, Suite 300, Gaithersburg, MD 20878;(301) 990-7979; info@nbcot.org. Contact professional.conduct@nbcot.org. 

California Board of Occupational Therapy, CBOT:  The California licensing board requires fingerprinting for criminal background checks when an applicant applies for state licensure after they graduate from an Accredited OT Program and successfully passes the NBCOT exam. While applicants with criminal convictions aren't required to disclose them or provide documentation upfront, they may voluntarily submit information like a written explanation of the circumstances, arrest/incident reports, certified court documents (complaint, minutes, sentencing, probation order), and proof of probation compliance (e.g., program completion, payment of fees, community service). Submitting this information can expedite the review process. Providing no information won't negatively impact the application decision, but the board will then obtain records independently.  Students with questions should contact CBOT directly, located at 1610 Arden Way, Suite 121, Sacramento, CA 95815; (916) 263-2294; cbot@dca.ca.gov 

Graduation Rates and Number of Graduates

The total number of graduates from Samuel Merritt University's Doctor of Occupational Therapy Program during the 3-year period 2023-2025 was 96, with an overall on time graduation rate of 97%.

National Board for Certification in Occupational Therapy (NBCOT®) program data results: https://www.nbcot.org/Educators-Folder/SchoolPerformance

OTD Employment Rates
The table below shows employment rates within six months and one year of graduation for Doctor of Occupational Therapy graduates by graduating academic year.

* Based on alumni surveys and externally subscribed databases. 

NBCOT Pass Rate for OTD Graduates by Calendar Year
National Board for Certification in Occupational Therapy (NBCOT®) program data results:
https://www.nbcot.org/Educators-Folder/SchoolPerformance

These handbooks contain information and policies relevant to OTD students and are companions to the Samuel Merritt University Catalog and Student Handbook. This handbook contains the policies and procedures for the OTD program for which you will be responsible and includes, but is not limited to, the academic policies that cover student grievances and complaints, student withdrawal from courses or the program, including refunds of tuition and fees, student probation, suspension or dismissal, and safe and professional practice in clinical settings (including infection control).

In addition, please visit our University's Safety and Security website for important information, including but not limited to, evacuation procedures in the event of an emergency. 

OT student handbook

What is the purpose of the required OT observation hours? The required OT observation hours allow the applicant the opportunity to deepen and clarify their understanding of OT by seeing and experiencing the therapeutic process firsthand. The accumulated hours provide you with a snapshot view of what the profession of OT is about and an overview of the positive difference occupational therapy makes. 

How many hours are required and in what setting? 40-70 OT observation hours are required. The particular setting is up to you, but it does need to be a setting where OT services are provided.  

Can you provide me with a listing of approved sites for my observation hours? SMU does not have a list of sites or locations for these hours; this needs to be part of each applicant’s research. Possible sites include local hospitals, skilled nursing facilities, rehabilitation facilities, VA Medical Centers, schools, and camps. Because space availability may be limited in the pursuit of the hours, it is recommended that multiple venues/sites be considered.

Do I need to have observation hours in multiple clinical settings? Multiple clinical settings are not required, but it may be beneficial to you to gain exposure to a couple of different practice settings.

What is the timeline for the completion of the observation hours?Preferably the observation hours will be completed by the time of application, but it is acceptable for hours to be in progress at the time of application. Observation hours must be completed no later than the end of May prior to the fall start of the program.

Do I need a letter of recommendation from an OT? Yes, one letter of recommendation is required from an occupational therapist. All letters of recommendation are submitted directly to OTCAS as part of the application process.

Are there additional hints/tips as I plan my required OT observation hours? The following sites might be helpful in the initial pursuit of observation hours:  

https://chan.usc.edu/education/volunteer-opportunities

https://www.coremedicalgroup.com/blog/pre-ots-guide-observation-hours

https://www.myotspot.com/ot-observation-hours/

https://www.studentdoctor.net/2019/06/17/ot-observation-hours/

How do I record/document my observation hours in the OTCAS application? Please go to the link: https://help.liaisonedu.com/OTCAS_Applicant_Help_Center/Filling_Out_Your_OTCAS_Application/Supporting_Information/02_Observation_Hours

The Samuel Merritt University Occupational Therapy Department has established Technical Standards for admission and progression in our Master's and Doctoral programs. These standards, which are non-academic criteria, outline the essential competencies required for successful and safe practice as students enter and progress through our programs. They are designed to ensure that all our graduates are prepared to serve individuals, groups, and populations with diverse experiences and circumstances.

We value the diverse skills, experiences, and learning needs of our students, and we are committed to supporting their success. These Technical Standards can be met with reasonable and appropriate accommodations. If students believe they may need accommodations to meet these standards, we encourage students to contact the Samuel Merritt University Disability Resource Center (drc@samuelmerritt.edu) as soon as they are admitted to the program. 

OT Process and Safety
Throughout the program, students will learn the steps and implementation of the Occupational Therapy Process, prioritizing client physical and emotional safety. This process includes:

• Thorough chart review
• Occupation-based client interviews
• Evaluation of client skills and abilities
• Data analysis to create intervention plans with long-term goals and short-term benchmarks
• Implementation of intervention plans and documentation of progress
• Data-based decision-making within the discharge planning process

The following technical standards are essential for engaging in the OT Process and ensuring client safety.

1. Students must have the ability to plan and implement activities and programs that address occupation-based needs.
    
2. Students must have the ability to teach skills, behaviors, and attitudes critical to the client’s performance skills in the areas of motor, process, and social interactions.
    
3. Students must have the ability to complete evaluations using a range of approaches.
    
4. Students must have the ability to document and keep records related to evaluation results, intervention plans, and progress notes that outline outcomes clearly and accurately. 
    
5. Students must have the ability to assimilate, analyze, synthesize, integrate information and problem-solve to form the basis for their clinical reasoning.
    
6. Students must have the ability to maintain composure and continue to function well with clients who are undergoing periods of stress and may be exhibiting challenging attitudes or behaviors. 
    
7. Students must have the ability to adjust to changing situations and uncertainty in clinical situations. 

Clinical reasoning
The following technical standard is essential for engaging in clinical reasoning.

Students must have the ability to translate knowledge they are learning in the classroom and clinics and apply and adapt that knowledge to working with diverse peoples, groups and populations.

Scholarship
The following technical standards are essential for engaging in scholarship.

1. Students must have the ability to learn material through in-person and on-line lectures, written information, presentations, information posted online or on internet platforms, simulations, case-studies and group work.

2. Students must have the ability to take tests, complete written assignments, give in-person and on-line presentations, equitably contribute to group assignments, participate in in-person and on-line simulations, participate in class and group discussions, and complete other class assignments. 

3. Students must have the ability to effectively use a variety of technologies for taking tests, completing documentation and completing class assignments. 

Professional Behaviors
The following technical standards are essential for engaging in professional behaviors 

1. Students must have the ability to maintain professional interactions and communication with others. This includes being able to accept constructive feedback and integrate that feedback into their interactions with others and take initiative to address concerns or issues in a proactive manner.  Additionally, students must be able to communicate with cultural humility in order to establish rapport and effectively collaborate with clients and colleagues from different cultural and social backgrounds and in stressful situations.

2. Students must have the ability to establish and maintain professional boundaries with clients, peers, and instructors at all times. This includes the ability to exhibit cultural humility and respect.

3. Students must have the ability to adhere to the university’s code of conduct and code of ethics as well as all program policies during all interactions.