All prerequisite courses must be completed with a grade of “C-” or better, and must be completed by the end of the spring term prior to the start of the program. Additionally, it is recommended that no more than two or three prerequisites be in progress during the spring. The department strongly prefers that all prerequisites are completed by the fall term prior to entry. Preferential admission will be given to applicants who have completed all academic prerequisites at the time of the application. 

We accept online, hybrid, and on-campus classes from regionally accredited institutions. Classes may be taken at any regionally accredited institution, such as community colleges, CSUs, UCs, or private institutions. In California, the accrediting body is WASC Senior College and University Commission.

Please see the Prerequisite Course Resources section below for helpful information regarding prerequisites.

Required Prerequisites, Semester or Quarter Units

• General Biology, lab is not required. Anatomy and physiology cannot be used to meet this requirement. 3.0
• English Composition/Critical Thinking, any two English courses may be used to meet this requirement. University writing courses used to meet writing/English general education requirement for bachelor degree are also acceptable, 6.0 Semester or Quarter Units
• Abnormal Psychology, abnormal or psychopathology course is acceptable, 3.0
• General Psychology, general or an introductory course in psychology is acceptable, 3.0
• Life Span Developmental Psychology, content should cover birth to death, ​​3.0
• Social Science Elective I & II, any two courses in sociology, anthropology, ethnic studies, psychology, or cultural studies departments are acceptable. For psychology courses, courses already required for admission cannot be used to satisfy this requirement as well, 6.0
• Statistics, introductory statistics/quantitative method course offered by any department is acceptable, 3.0
• Three-Dimensional Skill/Craft in a medium such as woodworking, sculpture, ceramics, sewing, jewelry making, leatherwork, tile mosaics, crocheting/knitting/macramé, candle/soap making or metalwork can be used to meet this requirement. Note: The following skills/crafts are not acceptable: painting, drawing, graphic design, photography, playing an instrument, and other two-dimensional areas. Portfolios are not accepted. The course may be completed at a community college or a four-year college/university. We will also accept a class from a local art center or parks and recreation department; the course should have multiple sessions vs. a one-time class. The rationale is that we are looking for the experience of developing a skill over time. Although we have not ​specified the exact number of class sessions, the expectation is that the chosen course will include multiple class sessions. Please upload a description of the course and how many course sessions were included to the Applicant Uploaded Document tab in your OTCAS application. 

Recommended Prerequisites, Semester or Quarter Units

• Human Anatomy, introductory course is acceptable, no lab required. The first course of a combined anatomy and physiology course series can be used to satisfy this requirement. Note: Course is highly recommended, but not required. Preference will be given to applicants who have completed this course at the time of application, 3.0
• Human Physiology, introductory course is acceptable, no lab required. The second course of a combined anatomy & physiology course series can be used to satisfy this requirement. Note: Course is highly recommended, but not required. Preference will be given to applicants who have completed this course at the time of application, 3.0
• Physics, introductory or conceptual course is acceptable, lab is not required, 3.0
• Communication or Speech Elective, any speech course is acceptable. Note: Course is highly recommended, but not required. 

AP and IB Exam Credits

AP exam scores of 3, 4, or 5 and IB exam scores of 5, 6, or 7 may be used to meet prerequisite requirements, but are only acceptable if the exams scores are clearly noted on official university transcript. 

Challenge Exams
A challenge exam may be taken in lieu of coursework. All challenge exams must be noted on the OTCAS application.

Interviews

An interview is required as part of the admission process; interviews will be in December and January prior to the Fall start of the program and will be conducted in a virtual format. Not all candidates who meet minimum qualifications will be invited to an interview. 

Students who need disability accommodations may request them by emailing the Disability Resource Center at drc@samuelmerritt.edu. Please give as much notice as you can. Further information about the Disability Resource Center can be found here. 

Technology requirement for the program

In the Master of Occupational Therapy and Doctor of Occupational Therapy programs, no courses are taught solely online. Numerous courses include requirements for participating in online discussion forums and accessing course learning materials via Course Management Systems (Canvas); therefore, access to a computer and the internet is required. All students will be trained in the use of Canvas. Only one course, Introduction to Professional Documentation, is primarily delivered online. This course first meets on campus for four hours, and the remaining nine hours of content (including 30 hours of readings and assignments) is delivered asynchronously online. 

GRE Scores

Results from the GRE exam are not required or considered for admission into the MOT or OTD program.

Internationally Educated Applicants

Students educated abroad may apply for admission. Regardless of previous professional training and academic degrees earned, SMU’s MOT and OTD curriculum must be completed in its entirety.

If your education was not part of a U.S.-based study abroad program, all international academic transcripts must be evaluated by a U.S. evaluation service that is a member of the National Association of Credential Evaluations Services (NACES) for degree, course content, semester unit equivalencies, and cumulative GPAs prior to the application deadline. The evaluation must be sent to OTCAS as part of the application. Information on NACES may be found at www.naces.org.

TOEFL

The need for the Test of English as a Foreign Language (TOEFL) will be assessed based on information provided by the applicant on the application for admission. If the TOEFL is required, applicants must achieve a minimum score of 100 on the internet-based test. Scores must be submitted during the application process.

Samuel Merritt University allows applicants to take classes online provided the courses are from a regionally accredited institution like the institutions listed below. The regional accreditation board for California schools is the WASC Senior College and University Commission (WSCUC). Please verify accreditation with the institution prior to signing up for classes, as credit will not be granted from non-accredited schools.

This is a resource shared by multiple programs; please see the program-specific websites for the listing of required courses.

California Virtual Campus: Online database of California College and University online/telecourse offerings. Search by subject or school name.
Course Atlas 
California State University 
University of California Extension Programs 

• Berkeley 
• Merced 
• Davis
• Irvine
• Los Angeles
• Riverside
• San Diego
• Santa Barbara
• Santa Cruz

Southern University of Health Sciences

• General Chemistry I & II
• General Biology I & II
• Physics I&II
• Anatomy
• Physiology
• Microbiology

University of Minnesota 

University of New England 

• Microbiology
• Anatomy Statistics
• Medical Chemistry I and II (Inorganic Chemistry)
• Microbiology
• Organic Chemistry I and/or II
• Anatomy
• Medical Physiology
• Statistics

Louisiana State University 

• BIOL 1001/102 Biology
• ENGL 1001 English Composition I
• PSYC 2000 Introduction to Psychology
• ANTH 1003 Cultural Anthropology
• CMST 2010 Interpersonal Communication
• ENGL 1001, 1002 English Composition I, II
• SOCIO 2001 Introduction to Sociology
• PSYC 2070 Lifespan Developmental Psychology
• PSYC 3082 Abnormal Psychology

UC Berkeley Extension 

• Intro to Statistics xB2 or xBW2(online)
• General Chemistry I/Lab x19A and x19.1B
• General Chemistry II/Lab x19B and x19.1B
• General Human Anatomy x104 & Human Anatomy Lab x108
• Introduction to Physiology xB32 or xBW32 & Physiology Lab x406.1 (online)
• Introduction to Medical Microbiology x111 Microbiology Lab x491.1

Colorado State Online Plus 

• BMS 300 – Principles of Human Physiology (4 cr.)
• BMS 320 – Virtual Laboratory in Physiology (2 cr.)
• BMS 310 – Anatomy for the Health Professions (4 cr.)
• MIP 300 – General Microbiology (3 cr.)
• STAT 311 – Statistics for Behavioral Sciences I (3 cr.)

Challenge/College Level Examination Resources

The College Level Examination Program (CLEP) is a group of standardized tests that assess college-level knowledge in several subject areas. Many colleges grant credit to students who meet their minimum qualifying score. Qualifying scores vary by school but are typically 50. The tests are useful for students who have obtained knowledge outside the classroom, such as through independent study, job experience, or cultural interaction. CLEP also offers international and homeschooled students the opportunity to demonstrate their proficiency in subject areas and bypass undergraduate coursework. For more information, see the website: College Board Examinations (CLEP).

Thomson Prometric DSST Examinations 

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 healthcare 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 train to 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 their 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

Graduates of the program will be eligible to sit for the National Certification Examination for the Occupational Therapist administered by the National Board for Certification in Occupational Therapy (NBCOT).

After successful completion of this exam, the individual will be an Occupational Therapist, Registered (OTR). In addition, all states require licensure to practice; state licenses are usually based on the results of the NBCOT Certification Examination. A felony conviction may affect a graduate’s ability to sit for the NBCOT certification examination or attain state licensure. Individuals convicted of a felony may not be eligible for certification or licensing in occupational therapy.

Students are urged to contact the appropriate certification or licensure agency for further information. 

The National Board for Certification in Occupational Therapy
12 South Summit Ave., Suite 100
Gaithersburg, MD 20877-4150
301-990-7979
fax: 301-869-8492
 

Licensure Exams, Graduation, Number of Graduates, and Employment Rates

Outcome Data

Master of Occupational Therapy

There were 26 Master of Occupational Therapy graduates for the most recent entering cohorts that have had time to graduate (2019-2020 through 2021-2022) for a three year graduation rate of 100%.

The table below shows employment rates within six months and one year of graduation for Master of Occupational Therapy graduates by graduating year.

* Based on alumni surveys and externally subscribed databases. 

Pass Rate for MOT Graduates by Calendar Year

(see Accreditation tab for 3-year totals)

MOT Program

National Board for Certification in Occupational Therapy program data results for all programs.

These handbooks contain information and policies relevant to OTD and MOT students and are companions to the Samuel Merritt University Catalog and Student Handbook. This handbook contains the policies and procedures for the OTD or MOT program for which you will be responsible.

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

Cognitive Learning Skills

The student must demonstrate the ability to:

1. Conceptualize a sequential progression of tasks and/or standardized testing and make objective conclusions based on the test results.

2. Apply critical thinking in the creation, development, generalization, and implementation of adaptations to normative methods of behavior and function.

3. Demonstrate an understanding of the basic anatomical structures and physiological mechanisms that underlie conditions of human dysfunction and occupational performance.

4. Analyze the sequential steps, cognitive skills, and motor performance of specific functional tasks relevant to the safety, environment, and developmental life tasks of a patient/client. This analysis should also take into account ethnic background, gender, and cultural variables.

5. Select constructive activities suited to an individual's current physical capacity, intelligence level, and interest, so as to upgrade the individual to maximum independence, prepare for activities of daily living and appropriate life tasks, and assist in restoration of functions and/or aid in adjustment to disability.

6. Assess and identify cognitive and functional deficits, and determine adaptive or compensatory methods of functioning.

7. Apply critical reasoning and independent decision-making skills.

8. Assess patient/client safety and maintain or create safe environments during specific tasks, to enhance patient/client independence in a variety of potential environments.

Psychomotor Skills

The student must demonstrate the following skills:

1. Sitting: Maintain upright posture.

2. Standing: Student-controlled activity employable during lecture, clinical instruction and laboratory time.

3. Locomotion ability to:

a. Get to lecture, lab, and clinical locations, and move within rooms as needed for changing groups, partners, and work stations.

b. Physically maneuver in required clinical settings to accomplish assigned tasks.

4. Manual tasks:

a. Lifting ability sufficient to maneuver an individual’s body parts effectively to perform evaluation and treatment techniques.

b. Manipulate common tools used for screening tests and therapeutic intervention of the individual.

c. Demonstrate the ability to safely and effectively guide and facilitate patient/client movement skills and motor patterns through physical facilitation and inhibition techniques (including ability to give time-urgent verbal feedback).

d. Manipulate or guide another person's body in transfers, ambulation, positioning, and assisted or facilitated trunk, head, and limb movement.

e. Manipulate bolsters, pillows, plinths, mats, assistive/adaptive devices, and other supports or chairs to aid in positioning, moving, or treating a patient/client effectively.

f. Competently perform cardiopulmonary resuscitation (CPR) using guidelines issued by the American Heart Association or the American Red Cross.

5. Gross motor ability to participate in recreational or movement activities that may involve tossing, catching, weight shifts, reaching, balancing on equipment, etc.

6. Small motor/hand skill usage ability to:

a. Legibly record/document evaluations, patient care notes, referrals, etc., in standard medical charts in hospital/clinical settings in a timely manner and consistent with the acceptable norms of clinical settings.

b. Demonstrate or complete activities or tests with adequate degree of fine motor dexterity.

c. Sense changes in an individual’s muscle tone, skin quality, joint play, kinesthesia, and temperature to gather accurate objective evaluative information in a timely manner and sense that individual’s response to environmental changes and treatment.

d. Legibly record thoughts for written assignments or tests.

7. Visual acuity to:

a. Read patient/client charts or histories in hospital/clinical settings.

b. Observe even the slightest aberrations of patient/client motor performance during tasks/tests.

8. Hearing or ability to receive and:

a. Effectively respond to oral requests/instructions from patients and team members.

b. Interpret the language used to communicate lectures, instructions, concepts, narratives, and questions and answers.

c. Auscultate for internal body sounds, e.g., heart, bowel, lungs.

9. Communication ability to:

a. Effectively communicate with team members.

b. Articulate detailed instructions to patients, caretakers, family, or other clinical personnel.

10. Self-care ability to:

a. Maintain general good health and self-care in order not to jeopardize the health and safety of self and individuals with whom one interacts in the academic and clinical settings.

b. Arrange transportation and living accommodations for/during off-campus clinical assignments to foster timely reporting to classroom and clinical center.

Affective Learning Skills

The student must be able to:

1. Demonstrate appropriate, affective behaviors and mental attitudes to ensure the emotional, physical, mental, and behavioral safety of the patient/client in compliance with the ethical standards of the American Occupational Therapy Association.

2. Sustain the mental and emotional rigors of a demanding educational program in occupational therapy that includes academic and clinical components that occur within set time constraints and often concurrently.

3. Acknowledge and respect individual values and opinions in order to foster harmonious working relationships with colleagues, peers, and patients/clients.