Occupational Therapy Education Research Agenda

This Occupational Therapy Education Research Agenda identifies seven major research goals and priorities for occupational therapy education. It is intended to complement the 2011 Occupational Therapy Research Agenda (American Occupational Therapy Association, 2011), which identified five research priorities of the profession as a whole: (1) assessment and measurement, (2) intervention research, (3) basic research, (4) translational research, and (5) health services research.

This Education Research Agenda is organized into seven categories to drive research activity: (1) theory building; (2) pedagogy; (3) instructional methods; (4) learner characteristics and competencies; (5) socialization to the profession; (6) faculty development and resources; and (7) promotion of diversity, equity, inclusion, justice, antiracism, and belonging throughout the education pipeline and curricula.

Valid and reliable outcome measures must be developed that assess effectiveness of curriculum, fieldwork education, and capstone experiences across different levels of occupational therapy and occupational therapy assistant education. The Appendix lists the research priorities and sample research questions that exemplify the type of research activity that is pertinent for this Occupational Therapy Education Research Agenda.

Research that focuses on theory building seeks to develop broad philosophies and theories to support learning to become an occupational therapy practitioner. It conveys the core concepts embedded in occupational therapy educational practice and how these concepts relate to one another, hypothesizes how students learn under specific conditions, and delineates how education theories fit within the context of occupational therapy education. Three goals related to theory building are identified:

Develop profession-specific theories for occupational therapy education.

Test these theories to determine whether they predict outcomes in various contexts.

Engage in research that rigorously defines how educational theories and approaches fit the occupational therapy professional context.

Pedagogy is the coherent conceptual foundation that informs the educator about how to facilitate and assess learning; it can influence how and why a particular learning context is used (e.g., collaborative learning, competency-based education, experiential learning, problem-based learning, interprofessional education, service learning, situated learning). Eight goals were established in this category:

Identify occupational therapy’s signature pedagogy or pedagogies. Signature pedagogies “are types of teaching that organize the fundamental ways in which future practitioners are educated for their new profession” (Shulman, 2005, p. 52).

Evaluate the implementation of the signature pedagogies.

Test the effectiveness of the signature pedagogies.

Analyze how the signature pedagogies match and are connected to educational theories and approaches.

Identify and develop an optimum progression of pedagogical practices across the levels of entry to the profession.

Identify evidence-based and best practice approaches in interprofessional education.

Identify evidence-based and best practice approaches in intraprofessional education.

Develop valid and reliable outcome measures that assess effectiveness of curriculum, fieldwork education, and capstone experiences across different levels of occupational therapy and occupational therapy assistant education.

Instructional methods are the specific strategies used to promote learning (e.g., tutorials, reflective journaling, cases, concept mapping, technology, simulation, lectures). Three goals were established in this category:

Given a particular pedagogy, identify best practices in instructional methods that maximize learning.

Identify optimal, coherent systems within which instructional methods can achieve entry-level competency in occupational therapy students.

Assess the impacts and effectiveness of use of educational technologies in instructional methods.

Learner characteristics and competencies focus on features of the learner—including age (adult or young adult), abilities, and experiential and cultural background—and on how these characteristics interact with the acquisition of mastery and competence. Six goals have been established in this category:

Identify learner characteristics consistent with success across diverse populations.

Identify educational program characteristics and practices that effectively support diverse students’ success.

Identify supports for and barriers to collaborations among national data sources.

Identify behavioral, social, and professional entry-level competencies.

Create performance-based tools to measure different levels of competency.

Provide supports to enhance student mental health and resilience.

Socialization to the profession is the process by which students adopt the knowledge, skills, culture, and ethos of occupational therapy—in other words, how students build a professional identity. This category contains three goals:

Identify best educational practices for socialization into the occupational therapy profession.

Identify the factors that shape professional identity and the development of occupation-centered and evidence-based practice.

Identify the points of influence for the professional socialization of occupational therapy educators.

Faculty development and resources influence how faculty acquire the knowledge, skills, and attitudes needed to educate future occupational therapy practitioners and to systematically research occupational therapy education. This goal includes the process and resources by which academic and fieldwork educators develop the knowledge, skills, culture, and ethos of occupational therapy education and academic institutions; the process by which educators maintain their identity as occupational therapy professionals and their commitment to the core ideas of the field; and the processes and resources they need to increase the number of competencies required for occupational therapy practitioners to become educators and researchers of occupational therapy education. Goals in this category are divided into three groups: (1) those focused on effective education, (2) those focused on effective research, and (3) a goal focused on administration and leadership.

▪ Education-focused goals: Identify the faculty resources and programs needed to meet the educational mission and students’ needs, establish effective methods to prepare faculty to implement best practices in occupational therapy education, and describe and validate a continuum of educator competencies from clinician to master educator.

▪ Research-focused goals: Identify trajectories and supports by which educators become researchers, identify processes that support ongoing scholarship in teaching and learning, and pilot education research training programs.

▪ Administration and leadership-focused goal: Identify faculty resources and supports to develop competencies for administrative and leadership roles within programs and universities and professional associations.

The promotion of diversity, equity, inclusion, justice, antiracism, and belonging within the educational pipeline and curricula is aimed at describing and analyzing (1) the mechanisms and processes by which occupational therapy and occupational therapy assistant programs educate practitioners who are effectively able to serve diverse populations and (2) how programs recruit, admit, and retain faculty and students who represent diverse backgrounds. A broader perspective on diversity is proposed that encompasses race and ethnicity, socioeconomic status, disabilities, gender identity, and academic and professional background. Six interrelated goals are identified:

Identify best educational practices to recruit and retain a diverse group of students entering professional training.

Identify best educational practices to recruit and retain a diverse roster of faculty.

Identify mechanisms to support underrepresented minorities both within the educational program and for students entering the occupational therapy workforce.

Identify and develop the best educational practices and coursework within curricula to strengthen students’ cultural critical consciousness and develop competencies to enable them to effectively promote and support diversity, inclusion, and equity in the profession and for the people and populations they serve.

Identify best practices in integrating inclusive, antiracist, and justice-focused education in the occupational therapy and occupational therapy assistant curricula.

Identify strategies to enhance a sense of belonging among faculty, staff, and students in occupational therapy and occupational therapy assistant education programs.

Summary

To move occupational therapy education forward, it is important that occupational therapy educators not only draw on education research outside the profession but also develop occupational therapy’s own body of research on education. Although that body of research can contribute to an understanding of how best to educate occupational therapy students, at present it does not meet all the needs for the profession’s education of its future members (National Research Council, 2012). This revised Occupational Therapy Education Research Agenda identifies an array of areas in which research needs to be conducted to inform the preparation of future occupational therapists and occupational therapy assistants for successful practice.

Authors

Lenin C. Grajo, PhD, Ed.M., OTR/L, CLA, Chairperson

Bryan M. Gee, PhD, OTD, OTR/L, BCP, CLA, FAOTA

Kay Richardson, MBA, OTA/L, CEAS II

For the Commission on Education

Erika Kemp, OTD, OTR/L, BCP, FAOTA, Chairperson

Angela Atkins, OTR

Theresa Delbert, OTD, OTR/L

Megan Edwards Collins, PhD, MPH, OTR, FAOTA, CAPS, CFPS

Beth Ekelman, PhD, JD, OTR/L

Bryan Gee, PhD, OTD, OTR/L, BCP, CLA

Lenin C. Grajo, PhD, Ed.M., OTR/L, CLA

Constance Messier, OTD, OTR/L, CLA

Efekona Nuwere, EdD, OTR/L

Kenyatta Richardson, BS, OTA/L

Michelle Saksa, OTD, OTR, CHT, GTS

Rebecca L. Simon, EdD, OTR/L, FAOTA

Mikayla Simons, OTD, OTR

Neil Harvison, PhD, OTR, FNAP, FAOTA, AOTA Staff Liaison

Note. This revision replaces the 2018 document “Occupational Therapy Education Research Agenda—Revised,” previously published and copyrighted in 2018 by the American Occupational Therapy Association in the American Journal of Occupational Therapy, 72(Suppl. 2), 7212420070. https://doi.org/10.5014/ajot.2018.72S218

Copyright © 2025 by the American Occupational Therapy Association, Inc.

Citation. American Occupational Therapy Association. (2025). Occupational therapy education research agenda. American Journal of Occupational Therapy, 79(Suppl. 3), 7913035530. https://doi.org/10.5014/ajot.2025.79S312

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Appendix. Research Categories, Major Research Goals, and Sample Research Questions

Research Category	Major Research Goals	Sample Research Questions
		Occupational Therapy Education	Occupational Therapy Assistant Education
Theory building	• Develop profession-specific theories for occupational therapy education and research. • Test the theories through research. • Rigorously define how education theories and approaches fit the context of the occupational therapy profession (e.g., IPE, PBL, TBL, community-based education, situated learning, adult learning).	• What is the nature of knowledge in occupational therapy? • How is knowledge in occupational therapy organized? • What are the core beliefs about knowledge within occupation-centered practices? • How do occupational therapy practitioners in occupation-centered practices process knowledge? • What is the core logic behind occupation-centered practices? • What are the mechanisms by which knowledge in occupational therapy is acquired? • How does the knowledge context of occupational therapy modify approaches adopted from the field of education?	• What is the nature of knowledge in occupational therapy? • How is knowledge in occupational therapy organized? • What are the core beliefs about knowledge within occupation-centered practices? • How do occupational therapy practitioners in occupation-centered practices process knowledge? • What is the core logic behind occupation-centered practices? • What are the mechanisms by which knowledge in occupational therapy is acquired? • How does the knowledge context of occupational therapy modify approaches adopted from the field of education?
Pedagogy	• Identify a signature pedagogy or pedagogies within occupational therapy. • Evaluate the implementation of and outcomes related to occupational therapy’s signature pedagogies. • Test the effectiveness of occupational therapy’s signature pedagogies. • Analyze the signature pedagogies for their match to educational theories and approaches, such as IPE, PBL, TBL, community-based education, and situated learning. • Identify and develop an optimum progression of pedagogical practices across the levels of entry into the profession. • Identify evidence-based and best practice approaches in interprofessional education. • Identify evidence-based and best practice approaches in intraprofessional education. • Develop valid and reliable outcome measures that assess effectiveness of curriculum, fieldwork education, and capstone experiences across different levels of occupational therapy and occupational therapy assistant education.	• Is there a signature pedagogy for occupational therapy? If so, what is it, and is it effective in improving performance in practice? • How do IPE, PBL, TBL, and other approaches support an occupational therapy signature pedagogy? • What constitutes effective pedagogies for occupational therapy education? What other pedagogies are linked to improved performance in practice?	• Is there a signature pedagogy for occupational therapy? If so, what is it, and is it effective in improving performance in practice? • How do IPE, PBL, TBL, and other approaches support an occupational therapy signature pedagogy? • What constitutes effective pedagogies for occupational therapy and occupational therapy assistant education? What other pedagogies are linked to improved performance in practice? • How do occupational therapy and occupational therapy assistant pedagogies align or differ in preparing students for their roles? • What evidence supports the effectiveness of specific pedagogical practices in occupational therapy assistant education?
Instructional methods	• Given a particular pedagogy, identify best practice instructional methods that maximize learning in occupational therapy. • Identify optimal, coherent systems within which instructional methods can achieve entry-level practice competency among occupational therapy students (including a framework for instruction, methods and strategies, learning environment, assessment methods, technology, learning and teaching styles, learners, content sequences, time, and resources). • Assess the impacts and effectiveness of use of educational technologies in instructional methods.	• Given the profession’s developing signature pedagogy, what instructional methods and strategies are a strong fit? • Which instructional methods and strategies are effective? • What constitutes evidence-based practice in occupational therapy education? • What are the most effective instructional processes related to fieldwork education? • How do occupational therapy curricula most effectively use technology? • How can the learning outcomes of particular occupational therapy instructional methods and strategies be more effectively assessed?	• Given the profession’s developing signature pedagogy, what instructional methods and strategies are a strong fit? • Which instructional methods and strategies are effective? • What constitutes evidence-based practice in occupational therapy education? • What are the most effective instructional processes related to fieldwork education? • How do occupational therapy curricula most effectively use technology? • How can the learning outcomes of particular occupational therapy instructional methods and strategies be more effectively assessed?
Learner characteristics and competencies	To create a global, diverse, and effective occupational therapy workforce: • Identify learner characteristics across diverse populations consistent with success in different levels of occupational therapy education. • Identify educational program characteristics and practices that effectively support student success across diverse populations (e.g., classroom, fieldwork, transition to practice). • Identify supports for and barriers to collaborations among national data sources that include learner data (e.g., National Board for Certification in Occupational Therapy, Fieldwork Performance Evaluation). • Create performance-based tools for measurement of different levels of competency (e.g., Level 1 fieldwork, entry-level and advanced competency). • Identify the behavioral, social, and professional entry-level competencies expected of the occupational therapy practitioner. • Identify supports to enhance student mental health and resilience.	• What is the trajectory by which students adapt to graduate education? • What administrative practices are related to students’ successful academic performances? • What are the learner’s needs associated with successful performance in fieldwork? • What is the longitudinal process of competency attainment from student to entry-level to advanced practitioner?	• What is the trajectory by which students adapt to graduate education? • What administrative practices are related to students’ successful academic performances? • What are the learner’s needs associated with successful performance in fieldwork? • What is the longitudinal process of competency attainment from student to entry-level to advanced practitioner?
Socialization to the profession	• Identify best educational practices for initial socialization to the occupational therapy profession. • Identify the factors that shape professional identity and the development of occupation-centered and evidence-based practice. • Identify the points of influence for the professional socialization of occupational therapy educators.	• How do students assume the identity of occupational therapy practitioners? • What educational approaches facilitate students’ professional identity as an occupational therapy practitioner? • What educational approaches facilitate students’ engagement with the larger issues of the occupational therapy profession?	• How do students assume the identity of occupational therapy practitioners? • What educational approaches facilitate students’ professional identity as an occupational therapy practitioner? • What educational approaches facilitate students’ engagement with the larger issues of the occupational therapy profession?
Faculty development and resources	Effective education: • Identify the optimal faculty resources and programs needed to meet the educational mission and the needs of students. • Establish effective methods to prepare occupational therapy faculty to implement best practices in occupational therapy education. • Describe and validate a continuum of educator competencies from clinician to master educator. Effective research: • Identify trajectories and supports by which educators become researchers and choose to study education. • Identify processes that support ongoing scholarship in teaching and learning in occupational therapy education. • Pilot education research training programs to improve research productivity. Effective administration and leadership: • Identify the needs of and opportunities for academic leaders navigating the changing landscape of higher education. • Identify the skills and competencies needed to lead academic programs. • Identify the gaps in skills and knowledge of new/novice individuals in administration and leadership positions. • Explore the leadership styles of academic leaders and how those may relate to/support learner preferences to support program success. • Explore the demands of academic leaders who serve in roles at or above that of dean. • What competencies and skills may help advance current academic leaders to the level of dean or higher? • Explore the status of the current occupational therapy educator workforce for occupational therapy and occupational therapy assistant programs.	• What is the longitudinal process of competency attainment from practitioner to educator (e.g., fieldwork educator, academic faculty, and academic fieldwork coordinator)? • What constitutes valuing and recognizing educational research? • What are the ultimate qualifications and resources needed by fieldwork educators to provide the optimal learning experience for students? • What processes are most effective for building capacity in educational research? • What constitutes best practice in faculty development? • What is the profile of educational researchers in the profession? • What are effective ways to socialize clinicians, fieldwork educators, and new doctoral and postdoctoral graduates to be educators? • What are the key needs of and opportunities for academic leaders in occupational therapy education as they navigate the evolving landscape of higher education? • What essential skills and competencies are required to effectively lead occupational therapy academic programs? • What gaps in skills and knowledge exist among new or novice academic leaders in occupational therapy education? • How do different leadership styles among academic leaders in occupational therapy education influence learner engagement and program success? • What are the primary demands and challenges faced by academic leaders serving in roles at or above the level of dean in occupational therapy education? • What competencies and leadership skills are necessary for advancing occupational therapy academic leaders to the position of dean or higher? • What resources are needed to strengthen the current workforce of occupational therapists in the practice setting of higher education?	• What is the longitudinal process of competency attainment from practitioner to educator (e.g., fieldwork educator, academic faculty, and academic fieldwork coordinator)? • What constitutes valuing and recognizing educational research? • What are the ultimate qualifications and resources needed by fieldwork educators to provide the optimal learning experience for students? • What processes are most effective for building capacity in educational research? • What constitutes best practice in faculty development? • What is the profile of educational researchers in the profession? • What are effective ways to socialize clinicians, fieldwork educators, and new doctoral and postdoctoral graduates to be educators? • What are the key needs of and opportunities for academic leaders in occupational therapy assistant education as they navigate the evolving landscape of higher education? • What essential skills and competencies are required to effectively lead occupational therapy assistant academic programs? • What gaps in skills and knowledge exist among new or novice academic leaders in occupational therapy assistant education? • How do different leadership styles among occupational therapy assistant academic leaders influence student engagement and program success? • What are the primary demands and challenges faced by academic leaders serving in roles at or above the level of dean in occupational therapy assistant education? • What competencies and leadership skills are necessary for advancing occupational therapy assistant academic leaders to the position of dean or higher? • What resources are needed to strengthen the current workforce of occupational therapists and occupational therapy assistants in the practice setting of higher education?
Promotion of diversity, equity, inclusion, justice, antiracism, and belonging	To increase diversity in the occupational therapy workforce: • Identify university- and program-specific initiatives to recruit and retain a diverse student body. • Identify university- and program-specific initiatives to recruit and retain a diverse faculty roster. • Identify university- and program-specific supports provided for underrepresented minority students, students with disabilities, and faculty. • Identify coursework and curricular themes that enhance students’ cultural critical consciousness. • Identify best practices in integrating inclusive, antiracist, and justice-focused education in occupational therapy and occupational therapy assistant curricula. • Identify strategies to enhance a sense of belonging among faculty, staff, and students in occupational therapy and occupational therapy assistant education programs.	• What is the diversity profile of occupational therapy students across all programs in the United States? • What is the diversity profile of occupational therapy faculty across all programs in the United States? • What is the effectiveness of specific admissions criteria and processes in recruiting a diverse student body? • What is the effectiveness of specific recruitment and professional development processes in hiring and retaining faculty from underrepresented minority groups? • What are effective programs in supporting and ensuring the success of students with disabilities? • What curricula are most effective in promoting competencies in cultural consciousness and the provision of effective services for diverse individuals and populations?	• What is the diversity profile of occupational therapy assistant students across all programs in the United States? • What is the diversity profile of occupational therapy assistant faculty across all programs in the United States? • What is the effectiveness of specific admissions criteria and processes in recruiting a diverse student body? • What is the effectiveness of specific recruitment and professional development processes in hiring and retaining faculty from underrepresented minority groups? • What are effective programs in supporting and ensuring the success of students with disabilities? • What curricula are most effective in promoting competencies in cultural consciousness and the provision of effective services for diverse individuals and populations?

Note. IPE = interprofessional education; PBL = practice-based learning; TBL = theory-based learning.