Doctor of Occupational Therapy - Residential

Curriculum

The curriculum of the program is based on the underlying premise that the process of becoming an entry-level doctoral practitioner is like taking a journey. To prepare for entry-level practice in OT, the journey takes students along a pathway of critical thinking coupled with professional reasoning. This also requires active involvement in professional development, leadership and advocacy for the profession.

There are four reasonably distinct yet connected phases that provide an overarching structure. The four phases support the program’s mission and reflect the philosophy of the profession and nature of education in the program, which are acquisition, application, integration and innovation. These align with each of the three domains of Bloom’s Taxonomy: cognitive, psychomotor and affective. We show the relationship between the four phases of our curriculum design and the three taxonomic domains; thereby linking the journey to entry-level practice with the increasing complexity of learning that is the hallmark of graduate professional education.

Our program is designed around four primary content areas or curricular threads: evidence-based practice, community-engagement, interprofessionalism and leadership. These threads are integrated within each of the four learning phases of acquisition, application, integration and innovation. The threads are the strengths of our program and define the context in which course content is taught and contribute to the learning outcomes of the program.

* OTD880, Professional Seminar can also be taken in Year 3, Spring.

Clinical Education

Fieldwork is a vital component of the OTD curriculum, providing opportunities to observe and participate in various OT settings. These experiences bridge classroom and laboratory learning with real-world application, helping students develop the skills needed to become proficient practitioners.

Following foundational coursework, students complete two semesters of full-time fieldwork at sites across the United States. All fieldwork must be finished within 12 months of completing academic requirements.

Placement Process

The Academic Fieldwork Coordinator and program faculty work closely with each student to identify available sites that align with their professional interests and individual needs. Site selection considers factors such as:

• Personal attributes and clinical skills
• Practice area interests
• Financial resources and housing availability
• Geographic preferences

While student preferences are taken into account, placement at specific sites cannot be guaranteed. Limited site availability and qualified fieldwork educators mean students must be prepared to relocate or travel, both within South Carolina and to other areas across the country, for both Level I and Level II fieldwork.

Site Selection and Requirements

For residential OTD students, one placement must be in adult acute care. The remaining placements are based on student interests and assigned through a lottery system. Students rank their top ten choices and placements are matched accordingly. Some competitive sites may require an additional application process.

CARES Physical, Occupational & Speech Therapy Pro-Bono Clinic

The OTD students at CARES focus on helping patients participate fully in life. The students work with patients to identify meaningful daily activities, such as cooking and dressing. These activities are modified to fit the patient’s needs and promote independence.

Doctoral Capstone

MUSC’s Residential OTD culminates in a final-semester doctoral capstone tailored to your interests, skills and professional goals. Students complete a doctoral capstone that requires rigorous literature review, real-world implementation and close site mentorship. You’ll design and carry out an advanced project, such as program development, education, quality improvement or research translation, supported by faculty, with opportunities to embed in various practice settings and even pursue global experiences. Capstone work is showcased publicly through MUSC’s Doctoral Capstone Symposium and digital repository, highlighting projects across pediatrics, acute care, oncology, community health and more. Recent capstones have produced resources for community Parkinson’s programs, the SC Burn Center and youth at the Institute of Psychiatry

Research Opportunities

Research is woven into MUSC’s Residential OTD program and many faculty have active research agendas. Beyond your capstone experience, you can collaborate with OT faculty on funded projects in areas such as pediatric neuromuscular outcomes and sleep and health-services research that improves access to care, including tele-rehab for rural stroke survivors. Beyond labs, MUSC offers research infrastructure through centers and cores such as the Stroke Recovery Research Center’s Brain Stimulation, Neuroimaging, CTTR and QBAR cores, supporting study design, instrumentation, data capture and analysis.

Prerequisites

* Anatomy and Physiology must include lab, be taken within the last 10 years and need to be rigorous courses. A minimum of 3.0 (B) is strongly preferred for all Anatomy and Physiology Lecture and Lab courses. Advanced Placement courses are not accepted. Combined Anatomy and Physiology courses are accepted; however, you must take Anatomy and Physiology I and II to fulfill the separate Anatomy and Physiology requirements, including labs.

Additional Notes

• Visit the Frequently Approved Prerequisites to learn more about acceptable prerequisite coursework.
• Dual enrollment courses are accepted for prerequisite coursework so long as the course appears on your college transcripts.
• We do not accept advanced placement, transfer of credit or credit for experiential learning. Applicants do not receive credit for previous coursework and/or experience.

Frequently Approved Prerequisites

Before applying, it's essential to ensure that any prior coursework meets the admissions requirements. MUSC provides a helpful reference list of frequently approved prerequisite courses to guide you in understanding which classes may satisfy your program's requirements. To explore the list, visit our Frequently Approved Prerequisites page.

Application Process

The following process outlines how and when your materials will be reviewed.

1. Submit the Occupational Therapy Centralize Application Service (OTCAS) application as early as possible. After fee payment and official transcripts are received, it usually takes four to six weeks to process and verify the application. The application must be verified by the application deadline to be eligible for review.
2. Complete the MUSC application.
3. Once both applications are complete and the OTCAS application has been verified, your application will be reviewed. Selected applicants will be contacted for an interview.

Before applying to our program, please be aware that a felony conviction may affect your ability to sit for the examination administered by the National Board for Certification in Occupational Therapy (NBCOT) after you graduate and, subsequently, your ability to attain state licensure. Visit the Early Determination Review section of the NBCOT website to assess examination eligibility.

Early Admission

MUSC offers early admissions for students who meet certain eligibility criteria. Early admissions are determined by a holistic review of the application by the Admissions Committee, and an interview is not required. Applicants who are interested in early admission must complete and submit both applications by the early admissions deadline.

To be considered for early admission, applicants must have:

• Submitted the OTCAS and MUSC applications
• An overall cumulative GPA of 3.5 or higher
• An average prerequisite GPA of 3.5 or higher with at least 12 of the 20 prerequisite credit hours having been completed at the time of application
• Completed Anatomy & Physiology I and/or II (or equivalent course) with a 3.0 (B) or higher

Application Requirements

1. OTCAS Application: The following materials must be submitted through the OTCAS application. You do not need to send any of the following information directly to MUSC.
   
   • Completed application
   • Letters of recommendation: All applicants must provide three references from individuals who know you and your abilities. We prefer two academic references from professors or advisors who are familiar with your academic ability and accomplishments and one professional reference, preferably from an occupational therapist.
   • Log of OT Experience: 15 hours minimum
   • Official transcripts from all institutions attended
   • Personal statement: All applicants will complete three short personal essays.
   • Plans for Remaining Academic Years Form
   • Resume: All applicants must provide an updated resume detailing relevant academic and professional experience, including work experience, volunteer experience, honors and awards.
2. MUSC Application: All applicants must submit an MUSC application.

All information above must be received by the deadline to be considered for admission to the program. Without all materials, applications will be incomplete. It is the applicant's responsibility to review the progress of their application to ensure that all application materials have been submitted. Applicants are responsible for reviewing the progress of their OTCAS application on the OTCAS website.

Pathway Programs

The College of Health Professions partners with a number of technical and four-year colleges throughout South Carolina to create streamlined and accelerated opportunities for students interested in pursuing an advanced education at MUSC. To learn more, visit the Pathway & Partnership Programs page to learn more.

Current Pathway Programs

• 3 years at Clemson + 2.8 years at MUSC
• 3 years at Coastal Carolina + 2.8 years at MUSC

International Applicants

The OTD – Residential program is unable to admit international students requiring an F-1 visa. Applications will only be accepted from U.S. citizens, permanent residents or those holding other valid nonimmigrant visa classifications that allow participation in lawful study while in the United States.

Cost of Attendance

Disclaimer: The Estimated Total listed above reflects an approximation of educational costs for planning purposes only. Actual expenses may vary based on individual circumstances, program requirements and annual changes in tuition, fees and other costs. The Medical University of South Carolina reserves the right to adjust tuition, fees and other charges at any time without prior notice.

Scholarships

MUSC offers scholarships for which you may be eligible. Some are awarded based on academic achievement; others are awarded based on community service, for example. However, the majority of scholarships awarded at MUSC are based on financial need. This means that these scholarships are only awarded to students who need some financial assistance to cover the cost of tuition and fees. If you would like to be considered for a financial need-based scholarship, you must have an up-to-date Free Application for Federal Student Aid (FAFSA) on file. Make sure you list the Medical University of South Carolina on your FAFSA form, along with MUSC's code: 003438. We encourage you to submit your FAFSA as early as possible. It is recommended to submit your FAFSA in January if you plan to enroll in the fall.

Click here to visit our scholarship application system to view a complete listing of MUSC scholarships.

Pass Rates

NBCOT Pass Rates

Program graduates are eligible to take the certification examination administered by the National Board for Certification in Occupational Therapy, Inc., 12 South Summit Avenue, Suite 100, Gaithersburg, Maryland, 20877-4150; telephone: 301-990-7979; fax: 301-869-8492.

The table below provides the pass rates of the NBCOT exam by OTD – Residential program graduates each year.

Competencies

Upon completion of the OTD - Residential program, graduates will be able to:

• Critically appraise and synthesize current OT and allied health literature to inform evidence‑based decision‑making
• Design, implement and evaluate client‑centered assessment and intervention strategies that reflect rigorous clinical reasoning and individualized therapeutic planning
• Demonstrate professional ethical conduct and reflective self‑assessment in clinical and scholarly contexts
• Collaborate effectively within interprofessional teams to coordinate care, contribute to shared decision‑making and enhance patient outcomes
• Conduct applied or translational OT scholarship that addresses real‑world health challenges and contributes to the profession's knowledge base
• Advocate for equitable access to OT services and engagement in community‑based initiatives that support health and participation

Vision

To shape a dynamic academic environment that empowers clinicians to advance equitable, evidence-informed practice and scholarly leadership in occupational science and health.

Mission

Our mission includes education, scholarship and service. We strive to educate students to become credentialed, entry-level doctoral prepared occupational therapists proficient in the delivery of evidence-based services to individuals, organizations and populations. We aim to expand our contribution to the body of knowledge of OT. We embrace community engagement by reaching out and providing services that promote health and participation in life, thereby enhancing quality of life for those who are underserved and whose occupational needs often go unmet.

Values

At the core of our program, we are guided by a commitment to the following values that drive our mission:

• Compassion: We act with kindness, empathy and dignity.
• Collaboration: We achieve common goals through teamwork and partnerships.
• Innovation: We drive transformation by embracing innovative ideas, discoveries and practices.
• Integrity: We do the right thing and commit to accountability in words, actions and use of resources.
• Respect: We value everyone and their many perspectives to build trust and a sense of belonging.

Philosophy

Becoming an occupational therapist who effectively enables the occupational well-being of individuals and societies is a process that requires self-exploration, self-reflection and practice. We believe that the occupational nature of people drives the framework for the educational program by creating and promoting opportunities for the following:

• Active participation and quiet reflection.
• Exploration and mastery of the environment.
• Respect for all people of the world and their occupational needs.
• Integration of current trends in learning and technology to meet the needs of the learner.

We believe that life is an unfolding journey and the path we all travel is paved with ongoing opportunities for learning and instruction. Our views on teaching and learning are aligned with AOTA’s “Philosophy of Occupational Therapy Education” statement (2018). We acknowledge that learning and teaching are reciprocal in nature and should embrace the qualities of participation, collaboration and adaptation. Faculty members are committed to serving as professional role models, to respect and inspire our students and provide them with the best possible learning opportunities. We provide both in-person and virtual (distance) learning environments that are characterized by mutual trust, respect and acceptance of differences in learning styles.