Admission Requirements and Practices in Entry-Level Occupational Therapy Programs

Abstract

When establishing admission processes for entry-level doctoral programs, admission requirements for masterlevel 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 preadmission 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.

Pre-entry Selection Assessment Results and Final Degree Outcomes of Occupational Therapy Students: Are There Relationships?

“…A review of the literature demonstrated a general consensus that both cognitive and non-cognitive qualities and skills of those entering the healthcare professions, including OT, should be assessed at selection (Salvatori, 2001). Evidence to support pre-academic qualifications as a cognitive assessment of graduation success is stronger for those students entering OT training with a previous degree (Bowyer et al, 2018;Katz & Mosey, 1980;Kirchner & Holm, 1997;Kirchner et al, 2001;Lysaght et al, 2009;Shanahan, 2004) as opposed to those from a high-school background (Howard & Jerosch-Herold, 2000;Howard & Watson, 1998;Posthuma & Noh, 1990;Posthuma & Sommerfreund, 1985), with results from this study adding further evidence in support of this.…”

“…As OT education in the USA made the transition from baccalaureate to master's entrylevel programs, significant positive correlations between P-GPA and/ or GRE scores and GPA in OT courses (OT-GPA) were found across several sites for cohorts ranging from 45-129 (Katz & Mosey, 1980;Kirchner & Holm, 1997;Kirchner et al, 2001;Lysaght et al, 2009). A further contemporary review of academic admissions requirements across American Occupational Therapy Association (AOTA) accredited programs revealed the majority of responding programs require evidence of minimum P-GPA scores (master's, 99.4%, n=155; doctoral, 100%, n=16) and submission of at least one GRE score (master's, 53.9%, n=84; doctoral, 68.8%, n=11), thus contributing to the weight of argument to support the use of the GPA and GRE as predictive tools of academic success (Bowyer et al, 2018).…”

“…With a response rate of 68% (n=50), results showed that 48% (n=24) used interviews as a selection tool and demonstrated that interviews were loosely to moderately structured, minimal interviewer training was provided and the effectiveness of interviews was not examined (Agho et al, 1998). Twenty years later, a survey of 155 AOTA programs offering master's and doctoral level OT education yielded a 20% (n=31) response rate with 66.7% (n=20) using interviews, comprising of single applicant and panel (n=8); multiple applicants and panel (n=2); single applicant/single interviewer (n=6) or multi-mini interviews (MMIs) (n=4; Bowyer et al, 2018), confirming the continued use of interviews despite a continued lack of plausible evidence to support them (Eva et al, 2004;Grice, 2014).…”

“…It is worth noting however, that the cumulative evidence from these studies relates to students enrolled onto baccalaureate degrees. When the evidence is considered for those students entering OT training with a first degree, the correlation between pre-admission qualifications and graduate success is far more positive (Bowyer et al, 2018;Katz & Mosey, 1980;Kirchner & Holm, 1997;Kirchner et al, 2001;Lysaght et al, 2009;Shanahan, 2004). Seven students with a previous degree (n=5 BSc and n=2 MSc) were excluded from this study.…”

“…Assessments of emotional intelligence, communication, and selfconfidence lack validity and reliability, with evidence suggesting they do not correlate with graduate success in the same way that academic assessments do (Newsome et al, 2000;Posthuma & Sommerfreund, 1985;Salvatori, 2001;Timer & Clauson, 2011). Despite a lack of evidence to support traditional interviews, they have historically been used as a tool to determine entry into OT education (Agho et al, 1998;Bowyer et al, 2018;Grice, 2014;Posthuma & Noh, 1990;Posthuma & Sommerfreund, 1985). More recently, there has been an emergence of alternatives to the traditional interview such as the MMI and BI, both of which have produced links between admission and graduation outcomes (Grice, 2014;Li et al, 2017).…”