Chair: Ivelisse Lazzarini
Occupational Therapy is a health profession dedicated to assisting individuals to achieve their well being through engagement in occupations. Our curriculum is centered on an interdisciplinary and ecological complexity science model of education. An occupational therapist practicing within the spirit of an ecological complexity model views the client as a human organism, not just as an indication for therapeutic intervention; understands the client is embedded in a variety of systems – neurobiological, familiar, social, and physical – that continuously recalibrate themselves; and appreciates that small interventions with the appropriate level of challenge can have significant results.
The Master of Science with a concentration in Occupational Therapy at Le Moyne College is designed to educate national and international professionals who can actively contribute to the profession through service, scholarship, and leadership, promoting occupational justice in local and global communities. Our program focuses on the development of an ecologically global forward-thinking attitude and leadership. Le Moyne Occupational Therapy graduates are proficiently skilled healthcare professionals who exemplify excellence in their creativity, collaboration and communication promoting respect and service to their clients and for the field.
The two-year, entry-level, MS is an 80-credit full time program consisting of daytime, weekday classes with some evening labs. The program begins in June, and all courses are sequential. The curriculum is designed to provide an excellent education for students planning for professional roles as occupational therapy practitioners in traditional settings, as well as in areas of newly identified need. All qualified students are awarded a Master of Science degree after successful completion of the coursework. This coursework includes didactic classroom courses, online tests, projects and assignments, fieldwork experiences, and a master capstone project.
• Anatomy & Physiology I (200+ level) 4 credits
o BSC 201 at Le Moyne will satisfy this prerequisite
• Anatomy & Physiology II (200+ level) 4 credits
o BSC 202 at Le Moyne will satisfy this prerequisite
• Neuroscience OR Brain and Behavior or Cognition 3 credits
• Cultural Ideas and/or Civilizations* 3 credits
• Lifespan or Human Development 3 credits
• Abnormal Psychology 3 credits
• Statistics** 3 credits
• Medical Terminology 1 credits
o Note: Le Moyne does not offer this course. To satisfy this prerequisite, it maybe be taken online or in-person at another institution.
• English composition or technical writing 3 credits
• Humanities*** 3 credits
* World literature, world religions, history, American studies, women's studies, sociology
**Social science or educational statistics strongly preferred
*** Ethics, philosophy of mind, theology
Candidates who fulfill the admission requirements are accepted only as full-time degree seeking students.
In addition to meeting the immunization requirements of the College, more specific health and immunization requirements must be satisfied prior to participation in fieldwork experiences.
All students admitted to the Occupational Therapy Program are required to submit a certificate of complete physical examination that indicates the student is capable of completing the educational program, including clinical rotations no later than four weeks prior to matriculation.
All students are required to have health insurance when entering the program and to provide proof in August of each year thereafter. Graduate students may obtain health insurance through the College. Students are not covered under Workman's Compensation or any other policy by Le Moyne College or by any of our affiliated clinical sites.
All occupational therapy graduate students are required to maintain a minimum GPA of 3.0 or greater in order to remain in good academic standing.
A student earning a grade less than a B in any course will be placed on academic probation. Additionally, a student who fails a Level I Fieldwork rotation will be placed on probation and required to repeat the rotation prior to the beginning of the next semester or advancing to taking any other courses.
The following will result in dismissal from the program:
Transfer Credit/Waiver Policy
The Le Moyne College Occupational Therapy Program does not grant advanced placement, give credit for or accept transfer of credit for OT therapy courses or seminars.
The chair of the occupational therapy program has the authority to substitute a prerequisite course if such a substituted course is deemed to cover similar material satisfactorily.
Term limit for Completion
Occupational therapy students must complete the program within five years from the date of matriculation.
Withdrawal or Leave of Absence
If a student chooses to withdraw or take a leave of absence from the program, the student must inform their faculty advisor and department chair and follow department and college policy.
A student who withdraws from the college must apply for readmission through OTCAS.
For additional policies specifically related to the Occupational Therapy Program, please refer to the Occupational Therapy Student Handbook (available at student orientation), or on line in the Canvas Student Café.
|First Semester||Hours||Second Semester||Hours|
|OTM 505||3||OTM 601||4|
|OTM 506||2||OTM 602||3|
|OTM 507||3||OTM 603||2|
|OTM 508||2||OTM 604||3|
|OTM 509||3||OTM 605||3|
|OTM 510||3||OTM 606||0.5|
|OTM 511||1||OTM 611||1|
|OTM 622||3||OTM 686||9|
|OTM 623||3||OTM 676||1|
This course introduces students to the Occupational Therapy Practice Framework: Domain & Process (OTPF) 3rd edition (AOTA, 2014), an official document for the profession. Introduction to perspectives on the science of human occupation and participation. Students will analyze the concepts of occupational meaning, context, inclusion and innovations as a way to analyze occupational performance and participation.
Review of joint and muscle structure and function and application of basic biomechanical, neuromuscular, and musculoskeletal principles, to the analysis of everyday activities and therapeutic interventions. This course examines changes in gross and fine movement skills across the life course, and the relation of these changes to occupational performance. In addition, students learn biomechanical, ecological systems, and dynamical systems' principles underlying human movement and their application to functional activities including seating, transfers, and mobility. Principles covered in lecture are applied through practical experiences and discussions during the application sessions.
Through lecture and participatory activities, students investigate the domain of and "the dynamic occupation and client-centered process used in the delivery of occupational therapy' (AOTA, pg. 626). Employing logical thinking, critical analysis, problem solving, and creativity; students learn how to analyze and adapt occupations and activities. Students will be able to explain the meaning and dynamics of occupation and activity, including the interaction of areas of occupation, performance skills, performance patterns, activity demands, context(s), and client factors. Through community service projects, students will articulate to consumers and the general public the value of occupation to support participation. Using small group presentations, students will gain an understanding of the importance of the history and philosophical base of occupational therapy.
This course examines advocacy methods at both the individual and systems levels. Informed by Jesuit social teaching, this course then applies ethical decision making strategies towards creating a more just society supporting occupational participation. Students learn to advocate for the community at large within the systems that support or influence occupational participation, the profession of occupational therapy, and the consumers of occupational therapy services.
This course introduces the history and philosophy behind the discipline of occupational science. The concept of occupation will be explored through theory, assessments, and policies, which support occupation. Observation, interview, and narrative will be used, as tools to better understand the meaning of occupation (habits, rituals, intention and perception). The focus of this course is on understanding occupation and context at the level of the individual (individual, dyad, group, family, etc.). As a writing intensive course, students complete a variety of informal and formal papers and utilize a drafting process to ensure proficiency in written communication.
The focus of this course is the range of mental health practice settings and service delivery across the lifespan. Students learn about various evidence based theories, models, and frames of reference that inform occupational therapy for clients with mental health issues. Using problem-based learning, students will analyze cases with increasingly complex psychosocial and contextual factors, influencing occupational performance. A significant emphasis is placed on evaluation, intervention, and discharge planning. Evidenced-based practice, clinical reasoning, and ethical decision making are integrated throughout the course.
The anatomy and physiology of the human nervous system are introduced with emphasis on understanding the neural basis of sensory processing, movement, emotion, and behavior, as well as the functional consequences of different types of lesions or dysfunction. Lectures include neuroanatomy; development of the nervous system; function of central, peripheral, limbic, and autonomic nervous systems; motor control; sensation (vision, hearing, vestibular, somatosensation); and cognition. Students will be presented with case studies to apply the concepts to daily human occupations, which reinforce the clinical application of the course topics.
This seminar is designed to enhance clinical reasoning by facilitating the connection between propositional knowledge and practice knowledge. Making an early connection between propositional knowledge and practice knowledge is at the core of students' ability to integrate the social constructs of group dynamics in occupational therapy client centered practice. This course affords students to move from exploring and learning about group process to engaging in group therapy practice in a variety of settings. The students gain insight into the forces influencing their own group process, the foundations for professional socialization, therapeutic relationships, ethical practice, and other professional issues when working with persons and populations of all ages with a variety of needs for occupational therapy services. Self-directed, collaborative learning, and class participation are essential aspects of this seminar.
General Medicine diagnoses that are leading cause of disability in children, adolescents, adults, and older adults are defined and described. Etiology, signs, symptoms, clinical course, medical management, morbidity, and prognosis are reviewed. The influence of medical pathology on activities of daily living and routines, and social participation is examined.
This is the first of a series of courses introducing students to the concepts of evidence-'based practice and scholarship. Beginning with an orientation to published literature in the health professions, attention will be given to techniques of searching bibliographic databases such as Medline, Cumulative Index to Nursing and Allied Health Literature, and PsychInfo. Students will search, read, and analyze literature that validates current practice. The student will be given the opportunity to: 1) interpret criterion-'referenced and norm-'referenced standardized test scores based on an understanding of sampling, normative standard and criterion scores, reliability, and validity, 2) articulate the importance of research, scholarly activities, and the continued development of a body of knowledge relevant to the profession of occupational therapy, 3) identify elements of inquiry, approaches to research and related information that is included within the framework of a research design, 4) effectively locate, interpret, and evaluate information, including the quality of research evidence, 5) compare and contrast research designs that adopt quantitative methodology, including basic descriptive, correlational, and inferential quantitative statistics, 6) examine underlying assumptions and implement strategies for conducting scientific inquiry based on analysis of qualitative data.
30-40 hours Level I fieldwork placement, exploring Mental Health Practice.
This course focuses on knowledge and resources needed for effective clinical reasoning about adults and older adults occupation-based evaluation and intervention. Developmental issues in adults and geriatrics are included. Students are assigned a case-based at the beginning of the semester. Topics covered include diagnostic conditions and disorders, practice contexts/environments, models and theories of practice, research evidence, healthcare/education regulations and policies, and interdisciplinary practitioner roles. Content is applied particularly to individuals living with long-'term conditions who are most likely to benefit from compensatory and adaptive interventions to enable performance of meaningful occupations such as ADL/IADLs, work, education, play, leisure, and social participation. Classes consist primarily of lectures, group discussions, audiovisual presentations, and case study discussions. A high level of self-directed learning is expected.
This course uses a case based approach to integrate knowledge of contemporary occupational therapy theory and practice to multiple medical and rehabilitation service delivery models. Cases will include increasingly complex physical, psychological, and contextual barriers to occupational performance for adults and older adults with physical disabilities. A significant emphasis is placed on evaluation, intervention, planning, and documentation. Evidenced-based practice and ethical decision-making are emphasized throughout the course. This course also includes Physical Agent Modalities, Splinting, and Positioning Labs.
This second course in the evidence-based practice sequence focuses on the critical analysis of research on intervention effectiveness. Students examine issues of internal, external, and statistical validity as they relate to the appropriate use of evidence for clinical decision-making as it pertains to their scholarly project. Submission of the scholarly project literature review is required.
This course provides an overview of cognition and perception. Students will learn how cognitive, visual, and perceptual processing impact occupational performance with an emphasis on individuals with brain injury. The course will introduce the student to neuro-rehabilitation theories and evidence to support best practice in the dynamic interplay between human cognition, perception, context, and occupation. Laboratory sessions provide students with the opportunity to develop competency in formal and informal assessments use in cognitive and perceptual evaluation.
This course will provide an introduction to the fundamental concepts of professional reasoning and critical inquiry as the basis for professional and interdisciplinary decision-making. Students will learn to identify assumptions, reflect on observations, differentiate select aspects of reasoning, and develop an attitude of inquiry. A problem solving approach to clinical decision-making will be introduced, including the basic principles and methods of evidence based practice.
This seminar course prepares students for educationally directed clinical/community experiences under the supervision of a clinical fieldwork educator. Topics such as professional identity and behaviors, diversity, conflict resolution, and therapeutic intervention are covered. A major focus of this course will be sharing clinical cases to gain awareness of clinical reasoning skills, professional behaviors, and practice issues. Students bring their prior Fieldwork I experience to the seminar class for discussion to help make connections between course based learning and clinical/community practice. Class activities focus on professional skills needed for a successful Level II Fieldwork participation and becoming an entry-level OT practitioner.
30-40 hours Level I fieldwork placement, exploring adult practice.
30-40 hours Level I fieldwork placement, exploring pediatric practice.
This course is part of a seminar series that prepares students for educationally directed clinical/community experiences under the supervision of a clinical fieldwork instructor. Students bring their previous experience to the seminar class for discussion to help make connections between course based learning and clinical/community practice.
The focus of this course is on the foundations of occupational therapy services for children, youth, and their families in various settings and models of service delivery. Students explore the pediatric OT processes and tools; policies and legislation influencing practice; primary conditions encountered; and the roles of the occupational therapist in pediatric practice. This course emphasizes theoretical concepts related to human occupation and performance in social, spiritual, and emotional contexts of children and youth. The course will also initiate the student's appreciation and value of community participation through active and inclusive living through fieldwork. The student will actively engage in the course through multiple learning processes including collaborations with peers, community stakeholders, and faculty; discussion and reflection of the congruence and discord of knowledge and experience; and self-directed learning through individual and group problem solving of individual and community needs. This course will facilitate a rigorous culture of scholarly inquiry as students begin to challenge beliefs and thoughts in occupational therapy theory and practice. As the student gains knowledge and experience with the occupational therapy theoretical, assessment, and intervention process for children and youth, the student will articulate a sense of professional identity and responsibility to peers, faculty, the community, the profession, and to society.
This course integrates evidence and theory in contemporary applications of occupational therapy in multiple pediatric/adolescent service delivery models. Cases will include increasingly complex psychosocial, physical, and contextual barriers to occupational performance for children and adolescents using active and problem-based learning approaches. A significant emphasis is placed on evaluation, intervention, outcomes and documentation related to the various cases presented. Evidence based practice, clinical reasoning, and ethical decision-making will be emphasized throughout the course.
This course focuses in understanding of the use of technology to support performance, participation, health and well-being. This technology may include, but is not limited to, electronic documentation systems, distance communication, virtual environments, and telehealth technology. Students participate in scholarly projects, including literature review, measurement; data collection, data analysis and interpretation, and writing scholarly reports.
This course focuses on how systems, communities, and organizations influence health disparity and occupational participation. Students will explore, through systematic observation, interview, and analysis the determinants of population based health and wellness, barriers and supports to occupational participation, and the concepts of occupational and social justice. Students complete a variety of informal and formal papers and utilize a drafting process to ensure proficiency in written communication. This course includes service learning in the community.
This course is the last in the series of evidence-based in OT practice. Advanced lectures and discussions pertaining measurements, data collection, analysis and interpretation and publication sources will be the main focus. Research proposal submission is required. Dissemination of knowledge through presentations at state and national conferences are expected. Students are paired with faculty for mentoring and development of the project.
This class focuses on management and leadership in occupational therapy across practice settings. It provides an overview of payment systems, departmental organization, marketing, supervision, quality improvement, and program evaluation. It provides students with the tools needed to lead OT programs and people with emphasis on important concepts of leadership including decision-making, conflict resolution, negotiation, and relational communication.
Scholarly Presentation of Master Project
12 weeks -ADULT Experiential Practice.
12 weeks of Clinical Internship Level II -2.