University of Southern Indiana

Student and Program Outcomes

MSOT Student Graduation Rates

The total number of graduates from the University of Southern Indiana Master of Occupational Therapy program during the 3-year period of 2014-2016 was 82 with an overall graduation rate of 95%.

Admission Year
MSOT
# Students
Admitted
Graduation Year # Students
Graduated
Graduation Rate
2016 30 2018 29 97%
2015 30 2017 30 100%
Admission Year
BS-MSOT
# Students
Admitted
Graduation Year # Students
Graduated
Graduation Rate
2014 No student admissions due to program  transition 
 2013  26  2016  24  96%
 2012  25  2015  24  96%
 2011  30  2014  29  97%

National Board Exam Success

Graduates of the USI MSOT Program must successfully complete the National Board for Certification of Occupational Therapy (NBCOT) exam prior to obtaining state licensure and entering OT practice. In the past five years, 100% of USI MSOT students passed the NBCOT exam following graduation:

Graduation
Year
% Exam Pass 
Rate
2018 97%
2017 100%
2016 100%
2015 100%
2014 100%


Program results from the National Board for Certification in Occupational Therapy (NBCOT) can be found online at https://www.nbcot.org/Public/Home


Occupational Therapy Program Goals

The USI OT Program will prepare students to:

  • Demonstrate the entry-level proficiencies of an occupational therapist, with an ability to practice in dynamic services delivery systems addressing the needs of individuals, populations, and other entities.
  • Recognize and value the role played by occupation and related concepts in influencing an individual’s health and wellness.
  • Know, value, and capably apply elements of theoretical approaches, frameworks, and practice models during evaluations, interventions, and when establishing and evaluating outcomes.
  • Recognize, understand, and utilize the synergy of person, occupations, and contexts in facilitating occupational performance (Law et al., 1996) with Individuals of diverse lifespans, cultures, ethnicities, and/or other diversities.
  • Engage in active learning—understanding, valuing, and utilizing appropriate ways of knowing and reasoning
  • Recognize the impact of pathology on an individual’s structure and/or functions, and recognize how related impairment might contribute to activity limitations and/or participation restrictions (World Health Organization, 2001).
  • Know, value, and practice behaviors of professional integrity encompassing the ethical standards and practice standards of the profession.
  • Understand and value the roles and contribution of the various professionals and other individuals with whom an OT may collaborate in varying setting.
  • Embrace the dynamics of person, occupations, and contexts interactions (Law et al., 1996) as applied to an individual developing the personal and professional aptitudes of an occupational therapy practitioner—understanding, developing, and utilizing the needed skills, potential occupations, and contextual elements influencing effective, ethical practice.

AOTA (2014) Occupational Therapy Practice Framework: Domain and Process. (3rdedition). American Journal of Occupational Therapy, 68.(ISBN: 9781569002650).

Law, M., Cooper, B., Strong, S., Stewart, D., Rigby, P., & Letts, L. (1996) The Person-Environment-Occupation Model: A transactive approach to occupational performance. Canadian Journal of Occupational Therapy, 63, 9-23. http://dx.doi.org/10.1177/000841749606300103

Shell, B., Gillen, G., Scaffa, M. (Eds.) (2014). Willard and Spackman’sOccupational Therapy(12thedition). Philadelphia, PA: Lippincott-Raven (ISBN: 9781451110807).

World Health Organization. (2001). International classification of functioning, disability, and health (ICF). Geneva: Author.

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