One difference between the USAHS entry-level Doctor of Occupational Therapy (OTD) and Master of Occupational Therapy (MOT) degrees is that OTD students complete a capstone project. A Capstone Project is an opportunity for a student to delve deeper into a topic of interest in her OT field. At first, this process can be both exciting and scary for students. To elaborate on that, we spoke to OTR Associate Professor Angela Blackwell, PhD.
Step 1: Define the Problem
Dr. Blackwell says that in the third trimester, OTD students “begin thinking about the problems that exist in the clinic and society that OT can address.” Ideally, it’s to find issues that haven’t been fully explored. The student refines the problem definition based on observations, conversations, and her review of the OT literature on the topic.
Students may find new angles in traditional OT practice areas, such as helping people with disabilities. Or we might look to new areas of practice, such as working with people experiencing homelessness, forensic groups, youth in foster care, people with substance abuse problems, and more. Here are some examples from recent OTD projects.
Step 2: Build a Capstone Team
Students will form a capstone team consisting of the following members:
- PhD Coordinator
- Mentor (occupational therapist or other professional working in the student’s area of interest)
- On-site supervisors to support students through the 14-week Capstone experience process within the setting of your choice
Commenting on his role on the Capstone team, Dr. Blackwell said: I’m the cheerleader for their team.”
“I see them grow big, gain confidence and become experts in their field. I feel proud of them.”
She added that most OTD students are not accustomed to completing projects with such autonomy and freedom. “They are used to turning in assignments and getting grades, but they don’t have to do something over and over, so initially I expected this to be an iterative process,” she said. ”
Step 3: Brainstorm possible solutions
Students then brainstorm possible ways to approach the selected problem. They may be required to develop and/or implement programs at their facility, conduct onsite research studies, write academic papers, create resources for OTs to work in their subject areas, or take other creative approaches. You have the option to create a The possibilities are endless. “What you choose will depend on your goals, personality, and access to facilities,” says Dr. Blackwell.
Students seek to network and make connections with sites they may wish to study or conduct programs with. Members of the Capstone team help foster connections, and USAHS has established relationships with several sites that are happy to mentor multiple students over the long term.
According to Dr. Blackwell, this part of the process can be difficult for students with lots of interests and ideas. “Sometimes they get stuck at this stage, so I try not to overwhelm them. I advise them to keep projects small and urge them to trust me and trust the process. I recommend.”
“I tell them that no matter what theme they choose, a capstone project is a worthwhile process.”
Step 4: Create a Preliminary Proposal
Students develop preliminary proposals by clarifying their defined problems and solutions. Members of the Capstone team will review this proposal, provide feedback, and guide students as they see fit.
During the Immersive Capstone Experience, students will spend time completing on-site fieldwork. During this time they will continue to gather information and ideas for the Capstone project.
Step 5: Create a Complete Proposal
Students will delve into and complete a complete proposal including an introduction that clarifies the issue, a literature review on the issue, a detailed description of the methodology the student will use in the project, and an appendix. Members of the Capstone team review draft proposals to ensure they are on the right track.
Step 6: Defend your proposal
The student defends this proposal by presenting it to an audience that includes members of the USAHS community as well as the student’s friends and family. Members provide constructive feedback. “We don’t let students defend themselves before they’re ready,” says Dr. Blackwell. “We will continue to cooperate until the proposal is in good shape.”
“It is a proud moment to see students confidently defending their proposals.”
Step 7: Conduct Research (Ideally Practical)
After debating the proposals, students begin the capstone experience, the hands-on part of the project. This entails site visits, interviews, surveys, etc. “The ideal is to work with people on the ground,” says Dr. Blackwell.
Step 8: Present your findings
Shortly before graduation, students present the results of their Capstone Project on posters and give oral presentations. The entire USAHS community is invited. Dr. Blackwell described the presentation as “another proud moment.” she says: “Students become competent clinicians who can solve big problems. It’s so interesting to see them come full circle and apply evidence and theory far beyond their MOT peers.” They will be able to control the specialties and subjects they choose.”
