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University of Pittsburgh    
2016-2017 Graduate & Professional Studies Catalog 
    
 
  May 17, 2022
 
2016-2017 Graduate & Professional Studies Catalog [Archived Catalog]

Master of Science (MS) in Health and Rehabilitation Sciences with a Concentration in Occupational Therapy


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Program Requirements


The program requires the completion of 30 credits (12 credits of core courses, 18 credits in area of focus). A Comprehensive Examination is required following completion of the four core courses.

Curriculum and Course Descriptions


Core Courses
Comprehensive Examination

Each student must successfully complete the Comprehensive Examination. This examination is used to determine mastery of the content in the core courses of the curriculum. 

Plan of Study:
United States Educated Occupational Therapists

The program requires the completion of 30 credits (12 credits of core courses, 18 credits in area of focus). The largest component of the curriculum is designed to meet the individual needs of the student. Working with an advisor, students select courses from the Department of Occupational Therapy, from within the School of Health and Rehabilitation Sciences, or from departments throughout the University.  

Plan of Study:
Internationally Educated Occupational Therapists

The following is a typical plan of study for internationally educated students enrolled in the MS in Health and Rehabilitation Sciences with a concentration in Occupational Therapy program. 

Fall Term - 15 Credits
Spring Term - 15 Credits

Preceptorship


Preceptorships provide experiential learning in a specialized area of occupational therapy clinical practice for the purpose of advancing skills and knowledge in that specialized practice area. For internationally educated occupational therapists, a clinical preceptorship can also be customized for the purpose of developing familiarity with the U.S. health care system.

MS students have taken advantage of preceptorships to upgrade clinical skills (e.g., burns rehabilitation), participate in program development activities (e.g., designing an energy conservation and work simplification program for individuals with chronic respiratory diseases), develop teaching modules for entry-level program courses (e.g., assistive technology, neuroscience and neurorehabilitation), and design and implement research studies.

For all preceptorship experiences, students are assigned a faculty mentor who guides them through the preceptorship. The student and faculty mentor meet prior to the start of the preceptorship to discuss goals for the preceptorship, a plan of action for achieving the goals, and the evaluation process. The student and faculty mentor meet throughout the preceptorship to discuss the student’s progress. Students find the preceptorships to be a rewarding experience that advances their clinical practice and career development.

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