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Accreditation

ACOTE® Accreditation Action

April 25, 2009

The Accreditation Council for Occupational Therapy Education (ACOTE®) has reviewed the Report of the On-Site Evaluation and has voted that the status of the occupational therapy program offered on the professional master's degree level and combined baccalaureate/master's degree level at Duquesne University , Pittsburgh , Pennsylvania to be ACCREDITATION.

Accreditation Term: 10 years

Next On-Site Year: 2018/2019

Ratings of Individual Standards

Operational Program Management

# Compliance - 88
# Non-compliance
- 0

Curriculum Content & Delivery

# Compliance - 125
# Non-compliance
- 0

Total # Compliance - 213
Total # Non-compliance - 0

Major Strengths of the Duquesne University Program

  1. The Provost and Dean of Rangos School of Health Sciences are commended for their commitment in supporting the occupational therapy program and recognizing practice scholarship in the promotion and tenure process.
  2. The Program Chair is commended for her outstanding vision, leadership, and commitment to student learning, faculty development and curriculum enhancement. She has earned the respect and admiration of her professional peers regionally, nationally, and internationally for the Practice Scholar initiative. Especially noteworthy is her numerous contributions to the professional literature as well as presentations throughout the world. Sponsored research for the Practice Scholar initiative is likely to further advance the program's national recognition.
  3. The Fieldwork Coordinators (Level I and Level II) are recognized for their ability to collaborate with clinicians and the community to create a diverse, well-integrated set of student experiences. They are further commended for their enthusiasm and creativity in fieldwork education in traditional and emerging practice areas.
  4. The occupational therapy faculty is recognized for their commitment to excellence in educational and community service. Of significance is the infusion of evidenced based practice, clinical reasoning, client-centered care, and use of occupation. This has resulted in students who easily transition from the classroom to the clinic and become exceptional practitioners and leaders in a variety of community settings. Further, the faculty is integrated and connected through the community and are recognized for contributions and service to Duquesne University and the Pittsburgh area.
  5. Through the efforts of the occupational therapy faculty, service learning opportunities have facilitated the integration of course content by providing students with the opportunity to develop occupation based, client centered interventions that meet the needs of diverse populations in the community. It is clear that the occupational therapy faculty and students are making major contributions to the community. The faculty are further lauded for an exceptional program evaluation process that routinely utilizes a variety of sources, including students, faculty fieldwork educators, alumni, employers and data from the National Board for Certification of Occupational Therapy. The institution recognizes the department's student learning outcomes and process of evaluation as exemplars and benchmarks for other programs.
  6. The employers and fieldwork educators are recognized for their enthusiastic support of the occupational therapy program. They have provided varied clinical experiences throughout the curriculum thus further infusing innovative practice into the program. Their competent mentorship of students has reinforced the application of clinical reasoning skills in a variety of settings.
  7. The students are positive representatives of the program. They are able to articulate a strong understanding and commitment to the scholarship of practice. Noteworthy, is the students' ability to demonstrate leadership and advocacy for the needs of vulnerable populations for the profession via the Washington , DC Legislative Day and best practice presentations. In addition, they demonstrate a high degree of dedication, initiative, and promise as future professionals and exemplary ambassadors in promoting the occupational therapy profession.

Suggestions to Enhance the Program

Suggestions: Suggestions are items relating to broadening or enrichment of programs. They are listed in order of the Standards and may be accompanied by an explanation. (Reference to the number of the related Standard appears after each Suggestion.) No response is required.

  1. Currently, there is a written policy regarding appropriate use of equipment and supplies in the student handbook. In order to enhance safe practices, it is suggested that the program consider ways to make procedures detailing the safe use of specific equipment and supplies more readily available to the students in labs and classrooms where learning activities occur. [Standard A.4.11]
  2. The program has course objectives and learning activities that include content regarding reimbursement systems that impact the practice of occupational therapy. It is suggested that the faculty explore additional learning activities to integrate the implications of reimbursement throughout the program so that students gain a broader understanding of the impact of reimbursement on practice. [Standard A.7.8, B.7.5]
  3. The program has course objectives and learning activities that address the use of superficial and deep thermal, mechanical and electrotherapeutic modalities. It is suggested that the faculty consider enhancing learning opportunities regarding the use of modalities as preparatory measures to improve occupational performance in order to strengthen the students' readiness for practice settings. [Standard A.6.7, B.5.13, B.5.14]

Areas of non-compliance: NONE

The full onsite report and self study are available through the Department of Occupational Therapy or a copy of either is located in the OT Lab in 240 RSHS.