Admission Requirements and Practices in Entry-Level Occupational Therapy Programs

• Published in: Journal of occupational therapy education 2018-01, Vol.2 (3)
• Main Authors: Bowyer, Patricia, Tiongco, Cynthia, Rubio, L. Kaye, Liu, Judy, Whisner, Sandra M
• Format: Article
• Language: English
• Subjects: Admission criteria; grade point average; GRE; health professional education; interview
• ISSN: 2573-1378; 2573-1378
• DOI: 10.26681/jote.2018.020301

When establishing admission processes for entry-level doctoral programs, admission requirements for master-level programs provide a comparison for consideration. The purpose of this study was to provide information about admission practices for graduate-level occupational therapy programs. The three aims included: 1) to describe admission requirements of a sample of entry-level master’s programs; 2) to examine the relationship between attrition and admission requirements for the sample; and 3) to provide a summary of admission requirements used by entry-level master and doctoral programs in the United States. Results of the study provided a synthesis of information about admission requirements that included programs’ minimum pre-admission grade point average, Graduate Record Examination (GRE) requirements, and interview processes (e.g., format, time, personnel). A review of the websites for 172 entry-level master’s and doctoral programs across the United States provided a comprehensive description of national admission requirements. Results of a survey of 31 master’s level programs provided information on student demographics (e.g., race/ethnicity, gender), admission requirements, and attrition information for the cohorts admitted in a single year. Survey results also examined the relationship between attrition and admission requirements. Educational programs have opportunities, responsibilities, and challenges associated with the selection of the most qualified applicants to meet academic and professional behavior standards. Periodic examination of admission processes within and across occupational therapy education programs is important for the integrity of the profession.