Occupational Therapy Programs

Post-Professional Doctor of Occupational Therapy (PPOTD)

The Post-Professional Doctor of Occupational Therapy (PPOTD) program at USAHS is designed to help OT practitioners advance their careers in areas such as leadership, research, advocacy and higher education. Featuring an innovative, flexible curriculum, this 100% online program is tailored toward busy OTs who need to fit their studies into existing work and life commitments.

Earn your Post-Professional OTD through USAHS.

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Post-Professional OTD Program
at a Glance

Campuses: Distance Learning

Start Dates: Jan., May, Sept.

Duration: Bachelor’s-level entry: 6-12 trimesters (2-4 years)*
Master’s-level entry: 3-6 trimesters (1-2 years)*

*Time to completion may vary by student, depending on individual progress, credits transferred and other factors. Please note the bachelor's-level entry program typically takes four years and the previously offered 35-credit hour master's-level entry program typically has taken two years and four months to complete based off the most recent two-year graduate data (2022–2023 and 2023–2024). The new 27-credit hour master’s-level entry program is designed to be completed in two years but may be completed in as little as one year depending on individual progress, credits transferred and other factors. Additionally, the 60-credit hour bachelor’s-level entry program may be completed in as little as 2 years depending on individual progress, credits transferred and other factors.

OT Scholarships

USAHS MOT Alumni are eligible to receive a $2000 PPOTD grant The grant is calculated and applied on a per-credit basis. The total grant amount assumes the completion of the full number of credits in the program (24 credits for USAHS alumni) Any additional transfer or prior learning credits will reduce the amount of the grant awarded.

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Why USAHS for Post-Professional OTD?

BUILT TO FIT YOUR SCHEDULE
100% online, a flexible design lets you complete your PPOTD in as little as 1 year*, or take longer, completing at least 1 course per term.Based on master’s-level entry and completing 9 credits per trimester.
ACCELERATION OPTIONS
Options such as prior learning assessment and accelerated courses are available. Accelerated courses must be taken with a full term "anchor" course to be eligible for Title IV financial aid.
PERSONALIZED LEARNING
Choose from two specializations—Executive Leadership or Teaching & Learning—or select electives in areas like pediatrics or orthopedics, andorthopedics and choose your own capstone project.. You can also pursue an optional ImPACT® Trained Occupational Therapist certification. Learn More
MULTIPLE ENTRY PATHWAYS
Enter the PPOTD program with a bachelor's or master’s degree in OT or as a USAHS MOT alumni. Learn More
INNOVATIVE AND RELEVANT CURRICULUM
The PPOTD program is at the forefront of innovative and applied learning methods, focusing on today’s topics in OT, with interprofessional coursework components woven throughout. Learn More
DEDICATED TO HEALTH SCIENCES
Pioneering health sciences education for 40+ years and delivering OT education for more than 25 years, USAHS is dedicated to advancing OT students’ expertise and leadership at the cutting-edge of the profession. Learn More

Online Post-Professional Doctor of Occupational Therapy Program Information and Requirements

PPOTD Learning Outcomes

Learning Outcomes

On completion of the Post-Professional Doctor of Occupational Therapy (PPOTD) program, graduates will be able to:

  • Integrate evidence-informed decision-making into occupational therapy roles and responsibilities.
  • Integrate ethical and professional standards in occupational therapy.
  • Demonstrate effective communication to promote participation in occupation within the profession and relevant populations.
  • Promote interprofessional relationships through collaboration and communication with members of various professions and relevant populations.
  • Create a plan for professional growth that contributes to the advancement of the profession, as well as the communities that occupational therapists serve.
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PPOTD Curriculum

The PPOTD program includes 6 core courses for master’s-level entry students and 12 core courses for bachelor’s-level entry students. You will complete the remainder of your coursework with elective courses. Our flexible PPOTD program allows you to start with the introductory courses, take core or elective courses in any sequence and end with the capstone. Your courseload may be as little as one course per term or as many as you feel comfortable, provided you continuously enroll.

Candidates with a master’s degree in occupational therapy from another accredited institution (whether entry-level or post-professional) must earn a minimum of 27 credits.
Candidates with a bachelor’s degree in occupational therapy must earn a minimum of 60 credits.

We offer two optional specializations:

  • Executive Leadership
  • Teaching and Learning

You may choose to complete one of these specializations or concentrate your electives in other topic areas (e.g., pediatrics or orthopedics). Or you may take a variety of electives from our wide selection of courses.

We also offer one optional certification:

  • The lmPACT® Trained Occupational Therapist (ITOT) certification is available for students who complete the Evidence-Based Concussion Management course as an elective.

Required Coursework

The courses required to complete the PPOTD degree are listed below for students who enter the program with either a master’s or bachelor’s degree in occupational therapy.

Students With Master’s (27 total credits)

Students entering the PPOTD program for Spring 2025 Term or after with an MOT or MS degree must take a total of 27 credits—18 credits of required core courses as well as 9 credits of electives. If eligible, 3 credits may transfer from the USAHS MOT program. The PPOTD program can be completed in as little as one year if enrolled full-time; however, the program typically takes two years to complete.*

Core Curriculum

CoursesHours
IPE 7001 - Interprofessional Education and Collaborative Practice
This course provides students with a foundation for interprofessional education and collaboration. Emphasis is on learning roles and responsibilities of healthcare peers, effective interprofessional communication, teams and teaming, as well as ethical practice and patient (or client)-centered care. All coursework prepares the student to engage on highly functioning healthcare teams, while striving to improve healthcare delivery through increasing patient and practitioner satisfaction, reducing costs, and achieving better outcomes. The course will expose the student to industry-relevant tools and techniques that meet the demands of the contemporary healthcare workplace.  
OR
IPE 7001B - Interprofessional Education and Collaborative Practice (B)
This course provides students with a foundation for interprofessional education and collaboration. Emphasis is on learning roles and responsibilities of healthcare peers, effective interprofessional communication, teams and teaming, as well as ethical practice and patient (or client)-centered care. All coursework prepares the student to engage on highly functioning healthcare teams, while striving to improve healthcare delivery through increasing patient and practitioner satisfaction, reducing costs, and achieving better outcomes. The course will expose the student to industry-relevant tools and techniques that meet the demands of the contemporary healthcare workplace.  
3
IPE 7050 - Evidence-Based Practice for Healthcare Professionals
This course provides an overview of the evidence-based practice process to prepare the healthcare professional as a consumer of scientific evidence for decision making. A process for formulating a practice question and conducting literature searches for existing evidence. The course also includes an overview of the research process for quantitative, qualitative, and mixed methods research with emphasis on the critical appraisal of evidence for determination of inclusion in a literature synthesis related to a practice question. The discussion of biostatistics focuses on determining the appropriateness of the statistical analysis and interpretation of the statistical results in the critically appraised research evidence. Finding and critically appraising research summaries, such as systematic reviews, meta-analyses, and meta-syntheses, and clinical practice guidelines is included. Effectively implementing, evaluating, and disseminating an evidence-based change process is discussed. 
OR
IPE 7050B - Evidence-Based Practice for Healthcare Professionals (B)
This course provides an overview of the evidence-based practice process to prepare the healthcare professional as a consumer of scientific evidence for decision making. A process for formulating a practice question and conducting literature searches for existing evidence. The course also includes an overview of the research process for quantitative, qualitative, and mixed methods research with emphasis on the critical appraisal of evidence for determination of inclusion in a literature synthesis related to a practice question. The discussion of biostatistics focuses on determining the appropriateness of the statistical analysis and interpretation of the statistical results in the critically appraised research evidence. Finding and critically appraising research summaries, such as systematic reviews, meta-analyses, and clinical practice guidelines is included. Effectively implementing, evaluating, and disseminating an evidence-based change process is discussed. 
3
IPE 7121 - Organizational Leadership & Policy in Health Care
This course introduces students to interprofessional healthcare policy and organizational leadership concepts. Students have the opportunity to analyze and advocate for health policy with the inclusion of diverse stakeholders to optimize access to care, improve care coordination, and reduce disparities affecting population health. Various leadership styles are examined as well as self-assessment, goal setting, and strategies for continuous improvement as healthcare leaders.
OR
IPE 7121B - Organizational Leadership & Policy in Health Care (B)
This course introduces students to various concepts and tools necessary for understanding operationalization of health service delivery and the effect on performance outcomes, including leadership competencies that support interprofessional collaboration, process improvement, health policy and regulation, and project and quality management. Students will discover the essential relationship linking operations and quality management and develop metrics for monitoring daily operations within their field.
3
OCT 7495 - The Science of Occupation
The Science of Occupation course guides students to analyze the theoretical concepts, frames of reference, occupation-based models, and terminology of occupational science. Students apply concepts of client-centeredness, population groups, and systems thinking to ground occupation with practice. The course facilitates higher-level thinking about occupation-based research and its relationship to the student's scholarly project development and scholarly agenda.
3
OCT 7496 - Capstone l: Project Proposal and Preparation
Capstone I: Project Proposal and Preparation sets the groundwork for the PPOTD capstone project. With the support of a capstone advisor, students independently investigate, appraise, and synthesize the literature relevant to an identified gap, need, or problem relevant to occupational therapy. Students interpret this review to inform and create a scholarly project proposal.
3
OCT 7499 - Capstone II: Project Implementation and Dissemination
Capstone II: Project Implementation and Dissemination is the final course of the PPOTD program and completes the two-course series for the PPOTD capstone. With the support of a capstone advisor, students independently synthesize and integrate knowledge and skills at the post-graduate level to develop, implement, and evaluate a culminating scholarly project designed in the Capstone I proposal. Students report the capstone in a publication-ready manuscript, disseminate outcomes, and orally defend the project. Students reflect on their mastery of skills across the PPOTD program.
3
Degree Credit Hours 27
*The 35-credit hour master's-entry program typically takes two years and four months to complete based off the most recent two-year graduate data (2022–2023 and 2023–2024). The 27-credit hour master's-level entry program is designed to be completed in two years but may be completed in as little as one year depending on individual progress, credits transferred, and other factors. 

Bold courses are a prerequisite for OCT 7495, The Science of Occupation
Italicized courses are taken at the end of the program.

**USAHS MOT alumni may replace IPE 7050 with transfer credits, if criteria are met.

Students with Bachelor’s (60 total credits)

Students entering the PPOTD program with a BSOT degree must take a total of 60 credits—43 credits of required core courses as well as 17 elective credits. Students entering with a bachelor's degree can complete the PPOTD program in four years.*

Core Curriculum

CoursesHours
HSA 7200 - Foundations of Healthcare Administration
Students investigate and analyze the changing landscape of the healthcare environment and the factors affecting the practice of healthcare administration. Students consider stakeholders in a variety of settings to establish a framework for scholarly investigation of effective strategies for healthcare administrators in practice. Particular emphasis will include the importance of collaboration, critical thinking, communication, and diversity. The course introduces students to techniques applied by successful healthcare administrators, such as setting goals and managing time, as well as the attitudes and motivation required for success as a healthcare manager, administrator, and leader.
OR
HSA 7200B - Foundations of Healthcare Administration (B)
Students investigate and analyze the changing landscape of the healthcare environment and the factors affecting the practice of healthcare administration. Students consider stakeholders in a variety of settings to establish a framework for scholarly investigation of effective strategies for healthcare administrators in practice. Particular emphasis will include the importance of collaboration, critical thinking, communication, and diversity. The course introduces students to techniques applied by successful healthcare administrators, such as setting goals and managing time, as well as the attitudes and motivation required for success as a healthcare manager, administrator, and leader.This is an Accelerated Learning Course.
3
IPE 7001 - Interprofessional Education and Collaborative Practice
This course provides students with a foundation for interprofessional education and collaboration. Emphasis is on learning roles and responsibilities of healthcare peers, effective interprofessional communication, teams and teaming, as well as ethical practice and patient (or client)-centered care. All coursework prepares the student to engage on highly functioning healthcare teams, while striving to improve healthcare delivery through increasing patient and practitioner satisfaction, reducing costs, and achieving better outcomes. The course will expose the student to industry-relevant tools and techniques that meet the demands of the contemporary healthcare workplace.  
OR
IPE 7001B - Interprofessional Education and Collaborative Practice (B)
This course provides students with a foundation for interprofessional education and collaboration. Emphasis is on learning roles and responsibilities of healthcare peers, effective interprofessional communication, teams and teaming, as well as ethical practice and patient (or client)-centered care. All coursework prepares the student to engage on highly functioning healthcare teams, while striving to improve healthcare delivery through increasing patient and practitioner satisfaction, reducing costs, and achieving better outcomes. The course will expose the student to industry-relevant tools and techniques that meet the demands of the contemporary healthcare workplace.  
3
IPE 7050 - Evidence-Based Practice for Healthcare Professionals
This course provides an overview of the evidence-based practice process to prepare the healthcare professional as a consumer of scientific evidence for decision making. A process for formulating a practice question and conducting literature searches for existing evidence. The course also includes an overview of the research process for quantitative, qualitative, and mixed methods research with emphasis on the critical appraisal of evidence for determination of inclusion in a literature synthesis related to a practice question. The discussion of biostatistics focuses on determining the appropriateness of the statistical analysis and interpretation of the statistical results in the critically appraised research evidence. Finding and critically appraising research summaries, such as systematic reviews, meta-analyses, and meta-syntheses, and clinical practice guidelines is included. Effectively implementing, evaluating, and disseminating an evidence-based change process is discussed. 
OR
IPE 7050B - Evidence-Based Practice for Healthcare Professionals (B)
This course provides an overview of the evidence-based practice process to prepare the healthcare professional as a consumer of scientific evidence for decision making. A process for formulating a practice question and conducting literature searches for existing evidence. The course also includes an overview of the research process for quantitative, qualitative, and mixed methods research with emphasis on the critical appraisal of evidence for determination of inclusion in a literature synthesis related to a practice question. The discussion of biostatistics focuses on determining the appropriateness of the statistical analysis and interpretation of the statistical results in the critically appraised research evidence. Finding and critically appraising research summaries, such as systematic reviews, meta-analyses, and clinical practice guidelines is included. Effectively implementing, evaluating, and disseminating an evidence-based change process is discussed. 
3
IPE 7121 - Organizational Leadership & Policy in Health Care
This course introduces students to interprofessional healthcare policy and organizational leadership concepts. Students have the opportunity to analyze and advocate for health policy with the inclusion of diverse stakeholders to optimize access to care, improve care coordination, and reduce disparities affecting population health. Various leadership styles are examined as well as self-assessment, goal setting, and strategies for continuous improvement as healthcare leaders.
OR
IPE 7121B - Organizational Leadership & Policy in Health Care (B)
This course introduces students to various concepts and tools necessary for understanding operationalization of health service delivery and the effect on performance outcomes, including leadership competencies that support interprofessional collaboration, process improvement, health policy and regulation, and project and quality management. Students will discover the essential relationship linking operations and quality management and develop metrics for monitoring daily operations within their field.
3
COM 7130 - Healthcare Communication and Collaboration
In this online course, students will develop the understanding and competency to deal with common communication issues in the healthcare professions, including cultural differences, interdisciplinary collaboration, professional and clinical documentation, case presentations, social media presence, and successful project management. This course will focus on effective writing, speaking, and conflict management skills. These abilities determine professional credibility and impact patient outcomes.
3
HSC 7200 - Information Literacy for Evidence-Based Practice
Information literacy is an important skill for evidence-based practice. It incorporates such skills as recognizing when information is needed, searching for information (including developing a research question and creating a search strategy), incorporating new information into an already established knowledge base, and using information ethically and legally. Multiple studies show that one of the most prominent barriers to evidence-based practice among clinicians is limited search skills combined with difficulty accessing evidence. This course helps students to develop the information literacy skills they need to incorporate evidence into their practices. The course also teaches students how to use the online resources available through the University library and helps clinicians identify what information resources beyond the University's library are available to them. 
1
OCT 7200 - Reflective Practice
The Reflective Practice course challenges students to broaden and deepen their knowledge and understanding of the value of occupational therapy in today's changing world. This course encompasses the students' professional practice in a holistic manner that includes any facet or role in their lives affecting their performance as occupational therapists. Students use self-reflection and evidence to identify strategies to improve their occupational therapy practice as well as use reflective self-assessment to create a professional growth plan.
3
OCT 7470 - Clinical Integration I
Clinical Integration I offers the occupational therapist the opportunity to link academic learning of evidence-based practice to professional settings, groups, or issues of relevance to occupational therapy. Students broaden and deepen knowledge of occupational therapy theory and skills for application into practice. 
7
OCT 7471 - Clinical Integration II
Clinical Integration II offers the occupational therapist the opportunity to further link academic learning of evidence-based practice to professional settings, groups, or issues of relevance to occupational therapy. Students broaden and deepen knowledge of occupational therapy theory and skills for application into practice. Students reflect on the integration of past experience and new learning to personal and professional development.
Clinical Integration series (15 credits) may be completed through advanced standings.​
8
OCT 7495 - The Science of Occupation
The Science of Occupation course guides students to analyze the theoretical concepts, frames of reference, occupation-based models, and terminology of occupational science. Students apply concepts of client-centeredness, population groups, and systems thinking to ground occupation with practice. The course facilitates higher-level thinking about occupation-based research and its relationship to the student's scholarly project development and scholarly agenda.
3
OCT 7496 - Capstone l: Project Proposal and Preparation ‡
Capstone I: Project Proposal and Preparation sets the groundwork for the PPOTD capstone project. With the support of a capstone advisor, students independently investigate, appraise, and synthesize the literature relevant to an identified gap, need, or problem relevant to occupational therapy. Students interpret this review to inform and create a scholarly project proposal.
3
OCT 7499 - Capstone II: Project Implementation and Dissemination ‡
Capstone II: Project Implementation and Dissemination is the final course of the PPOTD program and completes the two-course series for the PPOTD capstone. With the support of a capstone advisor, students independently synthesize and integrate knowledge and skills at the post-graduate level to develop, implement, and evaluate a culminating scholarly project designed in the Capstone I proposal. Students report the capstone in a publication-ready manuscript, disseminate outcomes, and orally defend the project. Students reflect on their mastery of skills across the PPOTD program.
3
Degree Credit Hours 60
* The bachelor's-entry program typically takes four years to complete based off the most recent two-year graduate data (2022–2023 and 2023–2024). The 60-credit hour bachelor's-entry program may be completed in as little as two years depending on individual progress, credits transferred, and other factors. † Courses are to be taken prior to or in conjunction with other required or elective coursework. These two courses are a prerequisite for Science of Occupation. ‡ Courses are to be taken after all coursework is completed.

Bold courses are a prerequisite for OCT 7495, The Science of Occupation
Italicized courses are taken at the end of the program.

Elective Coursework

Below is a list of electives you may take to complete the remaining credits needed for your PPOTD. They are clustered according to topic. You may choose to focus in a particular area of practice or select any combination of courses that interest you.

  • Students with an MOT must choose 9 elective credits.
  • Students with a BS-OT degree must choose 17 elective credits.

PPOTD Electives

CoursesHours
Executive Leadership Electives
The Executive Leadership certificate of completion requires four courses. In addition to the core course IPE 7121, complete three of the five following courses.
IPE 7133 - Foundations in Healthcare Administration with Strategic Planning
Students build on leadership concepts introduced in IPE 7121 to develop a foundational understanding of healthcare administration while analyzing the changing landscape of the healthcare environment. Application of these concepts occurs through formulating, implementing, and evaluating a strategic plan while working with an interprofessional team. Students examine the role of strategic planning in achieving organizational performance measures as well as the notion of planning as a cyclical process within the healthcare organization in the role of a healthcare administrator.  
3
HSA 7236 - Accounting, Finance and Economics for the Healthcare Leader
This course provides basic accounting, finance, and economics for the healthcare leader. Students will be able to educate patient care team members on financial implications of patient care decisions, use financial statements for decision making, use basic accounting, finance, and economics concepts needed for efficient management of the healthcare organization, develop policies and procedures for coding and reimbursement, and negotiate contracts for effectiveness and compliance.
3
HSA 7250 - Human Resources Management and Organizational Development in Healthcare
Using a systematic approach, students address the role of human resources in healthcare organizations. Students gain an understanding of key roles in planning for workforce needs and aligning with the strategic goals of the organization. Students examine organizational behavior and dynamics, as well as leadership principles to help navigate change. Students analyze theory and practice of managing individuals and groups through motivation, communication, teamwork, collaboration, leadership, organizational change, negotiation, and conflict management and resolution. 
3
HSA 7260 - Operations and Quality Management in Healthcare
There are many opportunities for healthcare organizations and/or their unitary departments to employ strategies to affect the challenges and enhance the outcomes found in today's healthcare delivery system. This course familiarizes the student to a framework of various concepts and tools necessary for understanding the operationalization of health service delivery processes and their effect on performance outcomes. The development of leadership performance competencies that support interprofessional collaboration in organizational health care delivery systems, process improvement, and project and quality management will be emphasized. Through clinical and service quality planning, control and improvement initiatives, outcomes will demonstrate that quality improvement is a strategic mandate Students will discover the essential relationship linking operations and quality management and the importance and use of metrics in daily operations.
OR
HSA 7260B - Operations and Quality Management in Healthcare (B)
There are many opportunities for healthcare organizations and/or their unitary departments to employ strategies to affect the challenges and enhance the outcomes found in today's healthcare delivery system. This course familiarizes the student to a framework of various concepts and tools necessary for understanding the operationalization of health service delivery processes and their effect on performance outcomes. The development of leadership performance competencies that support interprofessional collaboration in organizational health care delivery systems, process improvement, and project and quality management will be emphasized. Through clinical and service quality planning, control and improvement initiatives, outcomes will demonstrate that quality improvement is a strategic mandate Students will discover the essential relationship linking operations and quality management and the importance and use of metrics in daily operations.This is an Accelerated Learning Course.
3
HSA 7200 - Foundations of Healthcare Administration
Students investigate and analyze the changing landscape of the healthcare environment and the factors affecting the practice of healthcare administration. Students consider stakeholders in a variety of settings to establish a framework for scholarly investigation of effective strategies for healthcare administrators in practice. Particular emphasis will include the importance of collaboration, critical thinking, communication, and diversity. The course introduces students to techniques applied by successful healthcare administrators, such as setting goals and managing time, as well as the attitudes and motivation required for success as a healthcare manager, administrator, and leader.
(required course for BSOT-entry students)
OR
HSA 7200B - Foundations of Healthcare Administration (B)
Students investigate and analyze the changing landscape of the healthcare environment and the factors affecting the practice of healthcare administration. Students consider stakeholders in a variety of settings to establish a framework for scholarly investigation of effective strategies for healthcare administrators in practice. Particular emphasis will include the importance of collaboration, critical thinking, communication, and diversity. The course introduces students to techniques applied by successful healthcare administrators, such as setting goals and managing time, as well as the attitudes and motivation required for success as a healthcare manager, administrator, and leader.This is an Accelerated Learning Course.
3
General Electives
BSC 7101 - Application of Motor Control and Motor Learning Theory to Neurologic Interventions
In this course, students examine current research and theories in motor control and motor learning and their relationship to examination and intervention in individuals with neurologic dysfunction. Students will examine neuroanatomical structures, functions, and neuroplasticity of the nervous system as they relate to motor control tasks. Specific motor control issues in balance, gait, and upper extremity will be examined and discussed. Students will identify and explain the influence of impairments on motor dysfunction and an individual's functional motor control.
3
BSC 7125 - The Pediatric Client with Neuromotor Involvement
This online, interdisciplinary course is designed to advance the student's content knowledge, clinical reasoning, and application of best practice when serving children with neuromotor dysfunction. Students will examine medical advancements and contributing factors of the pediatric neurological sequelae. Students will further analyze typical and atypical development. Through a neuromotor lens, students will explore clinical manifestations of children with neuromotor dysfunction. Students will also explore theoretical foundations, which will ground further synthesis and application of assessment and intervention.
3
BSC 7200 - Autism: Evidence, Etiology and Impact
This course will define the scope of Autism Spectrum Disorder (ASD), its historical evolution, incidence and proposed etiology. Common diagnostic tests and treatment approaches will be discussed. Occupational performance area deficits will be identified and contributory performance skills, patterns, and client factors will be reviewed. Useful evaluation tools and methods of ongoing assessment will be introduced, and a brief overview of evidence-based interventions will be addressed.
3
COM 7130 - Healthcare Communication and Collaboration
In this online course, students will develop the understanding and competency to deal with common communication issues in the healthcare professions, including cultural differences, interdisciplinary collaboration, professional and clinical documentation, case presentations, social media presence, and successful project management. This course will focus on effective writing, speaking, and conflict management skills. These abilities determine professional credibility and impact patient outcomes.
(required course for BSOT-entry students)
3
EDF 7013 - Practical Application of Online Teaching
Learners gain an understanding of the tenets of online and blended learning theory and principles in adult learning. Course design and methodology are used in applying teaching theories utilized in the creation of engaging online learning activities for the health science learner. Learners gain proficiency in outlining and developing key content areas within the online classroom through planning and practice while paying attention to the importance of formative and summative feedback.
3
EDF 7050 - Teaching Methods in Higher Education
This online course engages learners to examine the basic concepts associated with teaching and learning within higher educational environments and methods to be an effective academic educator. This course focuses on educational theoretical underpinnings for teaching in an academic setting and experiential learning of the processes of instructional design, course development, and effective teaching and facilitation of learning in a higher education environment. Emphasis is placed on the application of knowledge to demonstrate mastery of content taking into consideration the needs of adult learners. This course discusses the fundamentals of teaching and is highly recommended for the new instructor, or instructors wishing to review theories and concepts related to teaching, learning, and assessment.
OR
EDF 7050B - Teaching Methods in Higher Education (B)
This online course engages learners to examine the basic concepts associated with teaching and learning within higher educational environments and methods to be an effective academic educator. This course focuses on educational theoretical underpinnings for teaching in an academic setting and experiential learning of the processes of instructional design, course development, and effective teaching and facilitation of learning in a higher education environment. Emphasis is placed on the application of knowledge to demonstrate mastery of content taking into consideration the needs of adult learners. This course discusses the fundamentals of teaching and is highly recommended for the new instructor, or instructors wishing to review theories and concepts related to teaching, learning, and assessment.This is an Accelerated Learning Course.
3
EDF 7111 - Research Methods I
The course includes an examination and critical evaluation of research processes, including the principles of applied and practical statistical analysis, descriptive statistical approaches, evaluation of research theory, and the various quantitative and qualitative research designs utilized in the health science fields with a special focus on educational research.
3
EDF 7121 - Research Methods II
Students examine research applications and methods with commonly used inferential and predictive statistical analysis and qualitative and quasi-experimental approaches. The course focuses on developing the authentic skills necessary for research practice in the health sciences and educational settings, including the skills necessary to publish and present research in peer-reviewed forums.
3
EDF 7161 - Program and Curricular Design for Health Science Education
The focus of this course is a systematic approach to program planning design. This course examines program planning models such as Interactive Model of Program Design. Learners investigate and learn about constructing program outcomes, learning objectives, transfer of learning, program structure, program evaluation, budgeting, and marketing.
3
EDF 7171 - Motivation Theory in Health Care Education
An investigation and discussion of current and historically significant theories of motivation in educational research and how they can be utilized in various settings including the classroom, at work, and with patients/clients.
3
EDF 7175 - Foundational Theories in Education
This online course examines the theories of teaching and learning related to research and health science education. Selected learning theories are analyzed from the perspective of teaching and learning. Students are introduced to the various historical learning theories and research-based educational theories from the perspective of a modern-day learner. Strategies and ideas for the use of educational theories in learning are explored with emphasis on application in today's learning environments.
OR
EDF 7175B - Foundational Theories in Education (B)
This online course examines the theories of teaching and learning related to research and health science education. Selected learning theories are analyzed from the perspective of teaching and learning. Students are introduced to the various historical learning theories and research-based educational theories from the perspective of a modern-day learner. Strategies and ideas for the use of educational theories in learning are explored with emphasis on application in today's learning environments.This is an Accelerated Learning Course.
3
EDF 7181 - Technology in Higher Education
It is important for educators to evaluate the dynamic and strategic application of technology in education to enhance teaching and learning practices and influence higher education institutions. This course will provide the student with an understanding of learning models, the influence of technology on the learning process, and the body of literature that informs the utilization of technology in higher education. The primary focus will be the application of teaching and learning strategies that integrate technology as a method or tool to enrich the educational process. Using technology tools for solving a variety of problems, teaching presentation, evaluating student performance, and implementing distance learning systems will also be explored. This course will help students develop the skills necessary to be a change agent to enhance the use of educational technology in higher education institutions.
3
EDF 7235 - Ethical Principles in Healthcare
This course provides a comprehensive perspective on ethical issues in nursing and healthcare education and clinical practice. It takes a practical approach toward contemporary ethical issues surrounding healthcare professions and emphasizes an interprofessional appreciation of ethical decision-making. Ethical principles, theory and decision-making models will provide the foundation for ethical case analysis and other critical thinking activities. Principles and constructs such as morality, goals of professional practice, professional and organizational values, and socio-cultural contexts of a health care will be defined, and realistic solutions will be discussed with discipline specific emphasis to create an interprofessional culture. Understanding the ethical-legal relationship in areas of greatest risk, minimizing such risk, and gaining the knowledge required to prepare for the circumstances will be discussed.
3
EDF 7260 - Assessment and Evaluation in Health Professions Education
Students will learn evaluation methods used in health professions education curriculum. Content includes developing skills to create valid and reliable assessments of student learning using norm referenced and criterion referenced evaluation methods. A variety of classroom assessments will be explored as well as basic psychometric statistics; grading; communicating assessment information; testing ethics; and the use of assessments and evaluations in educational policy decisions. Students will explore assessments used for the cognitive, affective, and psychomotor domains and current issues and research related to alternatives to standardized evaluation methods, and outcome measurement in education.
3
HSA 7200 - Foundations of Healthcare Administration
Students investigate and analyze the changing landscape of the healthcare environment and the factors affecting the practice of healthcare administration. Students consider stakeholders in a variety of settings to establish a framework for scholarly investigation of effective strategies for healthcare administrators in practice. Particular emphasis will include the importance of collaboration, critical thinking, communication, and diversity. The course introduces students to techniques applied by successful healthcare administrators, such as setting goals and managing time, as well as the attitudes and motivation required for success as a healthcare manager, administrator, and leader.
(required for BSOT-entry students)
OR
HSA 7200B - Foundations of Healthcare Administration (B)
Students investigate and analyze the changing landscape of the healthcare environment and the factors affecting the practice of healthcare administration. Students consider stakeholders in a variety of settings to establish a framework for scholarly investigation of effective strategies for healthcare administrators in practice. Particular emphasis will include the importance of collaboration, critical thinking, communication, and diversity. The course introduces students to techniques applied by successful healthcare administrators, such as setting goals and managing time, as well as the attitudes and motivation required for success as a healthcare manager, administrator, and leader.This is an Accelerated Learning Course.
3
HSA 7236 - Accounting, Finance and Economics for the Healthcare Leader
This course provides basic accounting, finance, and economics for the healthcare leader. Students will be able to educate patient care team members on financial implications of patient care decisions, use financial statements for decision making, use basic accounting, finance, and economics concepts needed for efficient management of the healthcare organization, develop policies and procedures for coding and reimbursement, and negotiate contracts for effectiveness and compliance.
3
HSA 7250 - Human Resources Management and Organizational Development in Healthcare
Using a systematic approach, students address the role of human resources in healthcare organizations. Students gain an understanding of key roles in planning for workforce needs and aligning with the strategic goals of the organization. Students examine organizational behavior and dynamics, as well as leadership principles to help navigate change. Students analyze theory and practice of managing individuals and groups through motivation, communication, teamwork, collaboration, leadership, organizational change, negotiation, and conflict management and resolution. 
3
HSA 7260 - Operations and Quality Management in Healthcare
There are many opportunities for healthcare organizations and/or their unitary departments to employ strategies to affect the challenges and enhance the outcomes found in today's healthcare delivery system. This course familiarizes the student to a framework of various concepts and tools necessary for understanding the operationalization of health service delivery processes and their effect on performance outcomes. The development of leadership performance competencies that support interprofessional collaboration in organizational health care delivery systems, process improvement, and project and quality management will be emphasized. Through clinical and service quality planning, control and improvement initiatives, outcomes will demonstrate that quality improvement is a strategic mandate Students will discover the essential relationship linking operations and quality management and the importance and use of metrics in daily operations.
OR
HSA 7260B - Operations and Quality Management in Healthcare (B)
There are many opportunities for healthcare organizations and/or their unitary departments to employ strategies to affect the challenges and enhance the outcomes found in today's healthcare delivery system. This course familiarizes the student to a framework of various concepts and tools necessary for understanding the operationalization of health service delivery processes and their effect on performance outcomes. The development of leadership performance competencies that support interprofessional collaboration in organizational health care delivery systems, process improvement, and project and quality management will be emphasized. Through clinical and service quality planning, control and improvement initiatives, outcomes will demonstrate that quality improvement is a strategic mandate Students will discover the essential relationship linking operations and quality management and the importance and use of metrics in daily operations.This is an Accelerated Learning Course.
3
HSC 6036 - Metabolic Disorders
This course will investigate the pathology, etiology, signs, symptoms and treatment of common metabolic disorders. The primary focus will be to consider the clinical implications of metabolic disorders from a rehabilitation perspective. This includes addressing potential complications, modifying interventions based on precautions, promoting health, and determining the need for referrals.
1
HSC 7200 - Information Literacy for Evidence-Based Practice
Information literacy is an important skill for evidence-based practice. It incorporates such skills as recognizing when information is needed, searching for information (including developing a research question and creating a search strategy), incorporating new information into an already established knowledge base, and using information ethically and legally. Multiple studies show that one of the most prominent barriers to evidence-based practice among clinicians is limited search skills combined with difficulty accessing evidence. This course helps students to develop the information literacy skills they need to incorporate evidence into their practices. The course also teaches students how to use the online resources available through the University library and helps clinicians identify what information resources beyond the University's library are available to them. 
1
HSC 7210 - Extremity Evaluation and Manipulation (E1)
Based on the E1 Extremity Evaluation and Manipulation Seminar, this online course for the DPT program extends the content of the seminar to the application and analysis level of learning of peripheral joint examination and treatment. Clinical decision-making strategies or peripheral joint examination and treatment are strengthened through the use of selected readings required for this course.
2
HSC 7320 - Occupation-Based Approaches in Hand Therapy and Ergonomics
This course integrates principles of upper extremity rehabilitation and applied ergonomics to optimize participation in occupations. The course emphasizes evidence-informed clinical reasoning, occupational analysis, and functional restoration for occupational engagement. Students will deepen their understanding of upper extremity pathology, trauma, and post-surgical intervention. Ergonomics and universal design principles are presented in a collaborative approach toward assessment and training, focusing on injury prevention and promoting health and safety within occupational performance and participation for individuals, groups, and populations.
3
HSC 7325 - School-Based Practice
This online course advances the experienced practitioner's clinical and professional knowledge to promote leadership in school-based practice. Through examination of the current evidence available, students will reflect on their current practice to identify strengths and needs related to historical and current legislation and guidelines, evaluation, intervention, individual educational programs (IEPs), outcomes, collaboration, and opportunities for advancing the role of related service providers within school systems.
3
HSC 7470 - Legal and Regulatory Issues
This course investigates the legal and regulatory environment of the health services industry. Case law, statutory and regulatory analysis, and trends in health services delivery law will be analyzed in context of implications among major stakeholder groups (providers, patients, administrators, third-party payers, and health care organizations). Topics include civil and criminal law, ethics, contract law, antitrust, malpractice, human resources/personnel laws, managed care laws, professional and corporate liability, information management/medical records, patient safety and mandatory reporting issues, patients' rights and responsibilities, among others.
3
HSC 7401 - Pharmacology
This online course covers the basics of drug action as it relates to physical and occupational therapy. Drugs used in the treatment of muscle spasms and spasticity, cardiac drugs, centrally acting drugs, psychological medications, and drugs used in the treatment of pain and inflammation are covered. Interactions between therapy and medications are emphasized. Analysis, synthesis, and evaluation will be demonstrated through a final portfolio of evidence-based research and a student's critique of the current literature and design of a hypothetical study.
3
IPE 7316 - Women's Health and Wellbeing
This course is designed to promote an interdisciplinary awareness of health and wellness, with a focus on the unique needs and experiences of women across the lifespan. A holistic, interprofessional approach will be taken to teach the relationships between physical, environmental, social, psychological and emotional health and well-being. Coursework will culminate in a final product that will be useful to enhance the health and life experiences of clients.
3
IPE 7400 - Healthcare Informatics and Technology Management
This course introduces the student to healthcare informatics, focusing on the foundational experiences with health information systems and technology; roles within interprofessional teams (when applicable); and ethical and legal use of technology to improve patient safety, healthcare quality, and population health outcomes. Students examine data management systems to improve outcomes of care and technology for care delivery and to explore new trends to improve patient outcomes using evidence to inform the design of workflows and utilization of health information systems to improve user experience, standards, and safety.
3
IPE 7421 - Interprofessional Approaches to Regional and Global Population Health
Students evaluate cultural, environmental, societal, and economic factors impacting population health and health outcomes. Students assimilate factors impacting individual and community health. Knowledge is applied to create interprofessional, evidence-based interventions to improve population health and advance health equity.
OR
IPE 7421B - Interprofessional Approaches to Regional and Global Population Health (B)
This course explores concepts relevant to population health practice. These include the importance of reflective practice and a focus on prevention and upstream interventions, with particular attention to social determinants of health and mitigation of adverse childhood events.  Using an interprofessional/cross disciplinary approach, students examine how economics, social factors, cultural safety/competency, health literacy, policy, urbanization, globalization, the environment, and other factors influence health and disease. Students consider how research in prevention, health determinants, cultural ecology, and global health applies to population and community health efforts.
3
IPE 7133 - Foundations in Healthcare Administration with Strategic Planning
Students build on leadership concepts introduced in IPE 7121 to develop a foundational understanding of healthcare administration while analyzing the changing landscape of the healthcare environment. Application of these concepts occurs through formulating, implementing, and evaluating a strategic plan while working with an interprofessional team. Students examine the role of strategic planning in achieving organizational performance measures as well as the notion of planning as a cyclical process within the healthcare organization in the role of a healthcare administrator.  
3
IPE 7200 - Cultural Competence in Healthcare
This course introduces participants to population demographics and their impact on cultural influence with regard to health care and wellness. Emphasis is placed on cultural awareness and cultural competence, discussing methods of inclusion and appropriate intervention using an interprofessional model.
OR
IPE 7200B - Cultural Competence in Healthcare (B)
This course introduces participants to population demographics and their impact on cultural influence with regard to health care and wellness. Emphasis is placed on cultural awareness and cultural competence, discussing methods of inclusion and appropriate intervention using an interprofessional model.This is an Accelerated Learning Course. 
3
IPE 7255 - Evidence-based Concussion Management
A contemporary approach to understanding the prevention, assessment, and rehabilitation of concussion injury. This course examines concussion position statements, methods of neurocognitive assessment and evaluation, case examples, and individual state laws. This course presents an interprofessional team approach to concussion management.
3
IPE 7025 - Psychosocial Strategies for Healthcare
This innovative course explores the evidence surrounding holistic patient care across healthcare and wellness professions. Psychosocial characteristics of effective practitioners are identified and patient education tools for use across healthcare and wellness settings are presented. Critical examination of contemporary literature serves as the foundation for implementation of client care plans.  
OR
IPE 7025B - Psychosocial Strategies for Healthcare (B)
This innovative course explores the evidence surrounding holistic patient care across healthcare and wellness professions. Psychosocial characteristics of effective practitioners are identified and patient education tools for use across healthcare and wellness settings are presented. Critical examination of contemporary literature serves as the foundation for implementation of client care plans. This is an Accelerated Learning Course.
3
IPE 7100 - Ethics in Health Care
This course provides a comprehensive perspective on ethical issues in healthcare. It takes a practical approach toward contemporary ethical issues surrounding healthcare professions and emphasizes an interprofessional appreciation of ethical decision-making. Ethical principles, theory and decision-making models will provide the foundation for ethical case analysis and other critical thinking activities. Principles and constructs such as morality, goals of professional practice, professional and organizational values, and socio-cultural contexts of health care will be defined and realistic solutions will be discussed. Understanding the ethical-legal relationship in areas of greatest risk, minimizing such risk, and gaining the knowledge required to prepare for the circumstances will be discussed.
3
MHS 7315 - Contemporary Trends in Wellness
This course introduces students to contemporary trends in wellness that impact the goal of living a healthful lifestyle and achieving personal well-being. Students will explore a wide variety of available resources at individual, community, and global levels that enable individuals adopt wellness techniques correlated with long-term health. Innovative course design affords collaborations with industry partners and the opportunity to impact the greater wellness community. 
3
OCT 7200 - Reflective Practice
The Reflective Practice course challenges students to broaden and deepen their knowledge and understanding of the value of occupational therapy in today's changing world. This course encompasses the students' professional practice in a holistic manner that includes any facet or role in their lives affecting their performance as occupational therapists. Students use self-reflection and evidence to identify strategies to improve their occupational therapy practice as well as use reflective self-assessment to create a professional growth plan.
(required for BSOT-entry students)
3
OCT 7455 - Special Topics in Professional Practice
This Special Topics course encourages the student to engage in a guided independent study of theory application, professional topics and skills, and emerging practice questions. Learning experiences may be in the form of guided readings and discussion, directed projects, seminars, or community/clinical experience with focus on advanced supplemental or exploratory learning. Specific topics and formats will vary as they are generated by student interest and faculty expertise.
Varies
ImPACT Trained Occupational Therapist (ITOT) Certification
IPE 7255 - Evidence-based Concussion Management
A contemporary approach to understanding the prevention, assessment, and rehabilitation of concussion injury. This course examines concussion position statements, methods of neurocognitive assessment and evaluation, case examples, and individual state laws. This course presents an interprofessional team approach to concussion management.
3
Teaching and Learning Electives
The Teaching and Learning certificate of completion requires four courses. Either complete all four of the following courses OR complete three of the four courses and a scholarly teaching capstone project. The capstone project must receive approval by programmatic leadership to qualify.
EDF 7013 - Practical Application of Online Teaching
Learners gain an understanding of the tenets of online and blended learning theory and principles in adult learning. Course design and methodology are used in applying teaching theories utilized in the creation of engaging online learning activities for the health science learner. Learners gain proficiency in outlining and developing key content areas within the online classroom through planning and practice while paying attention to the importance of formative and summative feedback.
3
EDF 7050 - Teaching Methods in Higher Education
This online course engages learners to examine the basic concepts associated with teaching and learning within higher educational environments and methods to be an effective academic educator. This course focuses on educational theoretical underpinnings for teaching in an academic setting and experiential learning of the processes of instructional design, course development, and effective teaching and facilitation of learning in a higher education environment. Emphasis is placed on the application of knowledge to demonstrate mastery of content taking into consideration the needs of adult learners. This course discusses the fundamentals of teaching and is highly recommended for the new instructor, or instructors wishing to review theories and concepts related to teaching, learning, and assessment.
OR
EDF 7050B - Teaching Methods in Higher Education (B)
This online course engages learners to examine the basic concepts associated with teaching and learning within higher educational environments and methods to be an effective academic educator. This course focuses on educational theoretical underpinnings for teaching in an academic setting and experiential learning of the processes of instructional design, course development, and effective teaching and facilitation of learning in a higher education environment. Emphasis is placed on the application of knowledge to demonstrate mastery of content taking into consideration the needs of adult learners. This course discusses the fundamentals of teaching and is highly recommended for the new instructor, or instructors wishing to review theories and concepts related to teaching, learning, and assessment.This is an Accelerated Learning Course.
3
EDF 7175 - Foundational Theories in Education
This online course examines the theories of teaching and learning related to research and health science education. Selected learning theories are analyzed from the perspective of teaching and learning. Students are introduced to the various historical learning theories and research-based educational theories from the perspective of a modern-day learner. Strategies and ideas for the use of educational theories in learning are explored with emphasis on application in today's learning environments.
OR
EDF 7175B - Foundational Theories in Education (B)
This online course examines the theories of teaching and learning related to research and health science education. Selected learning theories are analyzed from the perspective of teaching and learning. Students are introduced to the various historical learning theories and research-based educational theories from the perspective of a modern-day learner. Strategies and ideas for the use of educational theories in learning are explored with emphasis on application in today's learning environments.This is an Accelerated Learning Course.
3
EDF 7161 - Program and Curricular Design for Health Science Education
The focus of this course is a systematic approach to program planning design. This course examines program planning models such as Interactive Model of Program Design. Learners investigate and learn about constructing program outcomes, learning objectives, transfer of learning, program structure, program evaluation, budgeting, and marketing.
3

The Capstone Project

The capstone project is the final step in your PPOTD program. You will be assigned a faculty advisor who will guide you through systematic development, completion and documentation of a culminating scholarly project.

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PPOTD to EdD Accelerated Option

USAHS graduates with a PPOTD have an opportunity to transfer applicable courses taken in the PPOTD program into the EdD program to complete both degrees in less time and cost. For those interested in teaching in an academic program, we offer this opportunity to complete the PPOTD then complete the Doctor of Education (EdD) degree in an accelerated manner. Most PPOTD graduates may transfer approximately 15 credits into the EdD program.

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PPOTD Admission Requirements

The program has rolling admissions and students can apply at any time. To be considered for admission, all candidates must submit an online application, which includes the following*:

  • A bachelor’s or master’s degree from an accredited institution in occupational therapy
  • Official transcripts from each degree conferring institution submitted to the University directly from the issuing institution
  • Current resume or curriculum vitae
  • Two recommendations from professional colleagues

Applicants must be a licensed occupational therapist (or be eligible for licensing) and employed as an occupational therapist (or have a minimum of one year’s experience as an occupational therapist). USAHS Master of Occupational Therapy (MOT) graduates who enter the program within six months of their MOT graduation may enter without a license but must be licensed and employed as an occupational therapist by the beginning of the second term of the program.

*USAHS MOT graduates who graduated within six months of starting the PPOTD program only need to submit an online application.

Transfer of Credit

USAHS will consider accepting graduate credits from other accredited institutions (up to 25% of academic credits may be transferred) provided they are consistent with offered coursework and meet USAHS standards. Please contact your enrollment advisor for further details. USAHS MOT graduates will be automatically considered to receive 3 credits toward their PPOTD, if eligible.

Post-Professional Doctor of Occupational Therapy (PPOTD) program

International Students Applying for Admission

Candidates holding a non-U.S. degree may be eligible to be considered for admission to USAHS. To enter the program the following will apply:

  • The candidate must submit transcripts (original and a translated version, if applicable) and a credentialing evaluation from an agency recognized by the National Association of Credential Evaluation Services (NACES) that provide evidence of training at a level equivalent to that of a bachelor’s degree in occupational therapy in the United States
  • Be a graduate of a program in a country that is a member of the World Federation of Occupational Therapists.

Prospective students who already hold a valid, non-F-1 student visa may be eligible for admission to the PPOTD program, provided a copy of an unexpired visa and passport reflecting non-F1 student visa status is provided prior to admission and that the individual meets all other admission requirements. Students must keep their non-F-1 student visa in good standing throughout the duration of their studies with USAHS, as the University cannot sponsor those students for study now or at any point in the future for the PPOTD program. Students holding a visa that is renewed during their course of study must provide a copy of the updated visa reflecting current eligibility to the Admissions office. Further, all programs that require an in-person clinical component require the student to reside in the United States while completing the program. Students are also required to provide proof of residency (e.g., current lease agreement in the student’s name). There may be additional requirements for students seeking federal financial aid. Students should contact the Office of Financial Aid prior to enrolling and provide any required documents.

International students and those applying for admission, as well as current students planning international travel, should monitor travel advisories frequently by visiting https://travel.state.gov/en/international-travel/travel-advisories.html. Conditions can change rapidly in a country at any time, including implementation of no-fly zones, so it is important to monitor any developments prior to travelling to the United States for educational purposes.

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PPOTD Tuition & Fees

The Post-Professional Doctor of Occupational Therapy program is flexible and is designed to meet your individual needs.  Students with a master’s degree can complete the PPOTD in as quickly as one year, if enrolled full-time.* The tuition and fees are as follows for the Post-Professional Doctor of Occupational Therapy program.

  *Time to completion may vary by student, depending on individual progress, credits transferred and other factors. Please note the bachelor’s-level entry program typically takes four years and the previously offered 35-credit hour master’s-level entry program typically has taken two years and four months to complete based off the most recent two-year graduate data (2022–2023 and 2023–2024). The new 27-credit hour master’s-level entry program is designed to be completed in two years but may be completed in as little as one year depending on individual progress, credits transferred and other factors. Additionally, the 60-credit hour bachelor’s-level entry program may be completed in as little as 2 years depending on individual progress, credits transferred and other factors.

Students with Master’s Degree

Master’s-level entry students can complete the PPOTD as quickly as one year, if enrolled full-time. However, the average student with a master’s degree typically completes the program in 2 years.*

School Expenses27 Credit Hour Program
Tuition$19,728.00
Technology & Grad Fees$2,500.00
Books & Associated School Expenses$750.00
Total Program Direct Expense$22,978.00
Students whose address on record is in California at the time tuition is first charged and/or who attend the California campus will be responsible for paying a one-time Student Tuition Recovery Fund non-refundable fee, pursuant to California Code of Regulations §76120.

Tuition and fees are subject to change each academic year.

Students with Bachelor’s Degree

School Expenses60 Credit Hour Program
Tuition$33,324.00
Technology & Grad Fees$4,900.00
Books & Associated School Expenses$1,500.00
Total Program Direct Expenses$39,724.00
Students whose address on record is in California at the time tuition is first charged and/or who attend the California campus will be responsible for paying a one-time Student Tuition Recovery Fund non-refundable fee, pursuant to California Code of Regulations §76120.

Tuition and fees are subject to change each academic year.

Post-Professional Doctor of Occupational Therapy (PPOTD) program

Financial Aid

Student loans may be available to assist with funding your post-professional doctorate in occupational therapy. USAHS has financial aid counselors who are available to explain your options.

Financial aid counselors can be reached by email, phone or on campus. Regular office hours are 8 a.m. to 5 p.m., Monday through Friday in each time zone. If you are unable to meet during regular office hours, after-hours appointments are available by request.

Please visit our Financial Aid page for more information.

*Time to completion may vary by student, depending on individual progress, credits transferred and other factors. Please note the bachelor’s-level entry program typically takes four years and the previously offered 35-credit hour master’s-level entry program typically has taken two years and four months to complete based off the most recent two-year graduate data (2022–2023 and 2023–2024). The new 27-credit hour master’s-level entry program is designed to be completed in two years, but may be completed in as little as one year depending on individual progress, credits transferred and other factors. Additionally, the 60-credit hour bachelor’s-level entry program may be completed in as little as 2 years depending on individual progress, credits transferred and other factors.

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PPOTD Accreditation and State Approvals/Post-Graduation Licensure

Institutional Accreditation

The University of St. Augustine for Health Sciences is accredited by the WASC Senior College and University Commission (WSCUC), 1080 Marina Village Parkway, Suite 500, Alameda, CA 94501, (510) 748-9001, www.wscuc.org.

For more information, visit our Accreditation page.

Post-Professional Doctor of Occupational Therapy (PPOTD) program

State Approvals

Master’s-Level Entry Post-Professional OTD

USAHS currently is accepting applications for enrollment in the 27-credit hour Master’s-level entry PPOTD program for residents of the following states:  Alabama, Alaska, Arizona, California, Colorado, Connecticut, Delaware, District of Columbia, Florida, Georgia, Hawaii, Idaho, Illinois, Indiana, Iowa, Kansas, Kentucky, Louisiana, Maine, Maryland, Massachusetts, Michigan, Missouri, Minnesota, Montana, Nebraska, Nevada, New Hampshire, New Jersey, New Mexico, Ohio, Oklahoma, Pennsylvania, South Carolina, South Dakota, Tennessee, Texas, Utah, Vermont, Virginia, Washington, West Virginia, Wisconsin and Wyoming.

USAHS is not accepting applications from states where the institution does not have state authorization. However, prospective students are encouraged to check back in the near future as the program may be offered in additional states.  Current and admitted students are also advised to monitor this page for any updates prior to relocating to another state, as this can have an impact on continued enrollment in the program and the ability to conduct on-the-ground activities.

For states denoted with clinical field experience and other on-the-ground activity restrictions, USAHS does not have the necessary state authorization approvals to offer on-the-ground activities of this kind in those states at this time.

 

It remains the student’s responsibility to understand, evaluate, and comply with all requirements relating to authorization or endorsement for the state in which she or he resides.

Post-Graduation Licensure

USAHS’ PPOTD program is not designed or intended to lead to professional licensure in any state.

Bachelor’s-Level Entry Post-Professional OTD

USAHS currently is accepting applications for enrollment in the bachelor’s-level entry PPOTD program for residents of the following states: Alabama, Alaska, Arizona, California, Colorado, Connecticut, Delaware, District of Columbia, Florida, Georgia, Hawaii, Idaho, Illinois, Indiana, Iowa, Kansas, Kentucky, Louisiana, Maine, Maryland, Massachusetts, Michigan, Minnesota, Missouri, Montana, Nebraska, Nevada, New Hampshire, New Jersey, New Mexico, Ohio, Oklahoma, Pennsylvania, South Carolina, South Dakota, Tennessee, Texas, Utah, Vermont, Virginia, Washington, West Virginia, Wisconsin and Wyoming.

USAHS is not accepting applications from states where the institution does not have state authorization. However, prospective students are encouraged to check back in the near future as the program may be offered in additional states. Current and admitted students are also advised to monitor this page for any updates prior to relocating to another state, as this can have an impact on continued enrollment in the program and the ability to conduct on-the-ground activities.

For states denoted with clinical field experience and other on-the-ground activity restrictions, USAHS does not have the necessary state authorization approvals to offer on-the-ground activities of this kind in those states at this time.

 

OTD-PP-Bachelors Entry_Masters-35CR-website-map-11-12-24

It remains the student’s responsibility to understand, evaluate and comply with all requirements relating to authorization or endorsement for the state in which she or he resides.

Post-Graduation Licensure

USAHS’ PPOTD program is not designed or intended to lead to professional licensure in any state.

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PPOTD Program Data

Click the program below to see the program data:

Post-Professional Doctor of Occupational Therapy (PPOTD) – 27 Credit Program

Post-Professional Doctor of Occupational Therapy (PPOTD) – 60 Credit Program

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Testimonials

Completing my PPOTD taught me how to think at the doctoral level. How to optimally research and advocate for the advancement of our profession as OTs still find our footing in this developing area of practice. It taught me the invaluable skills of leadership and collaboration to effectively insert myself into my community as a solo entrepreneur.

Heather M. Truog, OTD, OTR/L, PYT, CLC, PMH-C

Contributing Faculty, Post-Professional Doctor of Occupational Therapy Program

Heather M. Truog, OTD, OTR/L, PYT, CLC, PMH-C

The PPOTD program at USAHS was both the compass and roadmap that guided me through the next phase of my professional and personal growth. The program not only provided invaluable support but also helped me overcome barriers in my lifelong learning journey. Since earning my degree, my career has accelerated exponentially, opening opportunities I never anticipated.

Lee Ann Hoffman, EdD, OTD, MSc, OTR, ATP/SMS, CAPS

Assistant Program Director – Occupational Therapy Assistant Professor

Campus: Dallas, TX

Lee Ann Hoffman, EdD, OTD, MSc, OTR, ATP/SMS, CAPS

In 2017, I realized my qualifications weren’t enough for a career in academia, so I pursued the PPOTD at the USAHS—a decision that transformed my career. USAHS sparked my passion for lifelong learning, and I’m proud to be an alumnus.

Maud Makoni OTD,OTR/L,CHT, MA ‘25

Assistant Professor of Occupational Therapy

North Central College

Maud Makoni OTD,OTR/L,CHT, MA ‘25

Getting Started with Your Post-Professional Occupational Therapy Doctorate

Whether you’re ready to apply or seek additional information, it’s easy to get started on your path toward advancing your OT career.

Get More Information about our Post-Professional OTD Program

Get More Information about our Post-Professional OTD Program

Have questions? We’re ready to provide answers about pursuing a Post-Professional Doctor of Occupational Therapy degree.

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Schedule a One-on-One Consultation

Schedule a One-on-One Consultation

We’re with you every step of the way, no matter where you are on your journey toward your post-professional doctorate in occupational therapy.

Connect with an Advisor
Start Your Application for the Post-Professional OTD

Start Your Application for the Post-Professional OTD

Now is the perfect time to get started with our easy step-by-step guide toward earning your post-professional doctorate in occupational therapy.

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Frequently Asked Questions

What is a post-professional degree?

A post-professional degree is an advanced credential for licensed professionals to enhance their expertise. In occupational therapy, the Post-Professional Doctor of Occupational Therapy (PPOTD) allows practitioners to deepen their knowledge in areas like clinical practice, research, and leadership. Post-professional OTD programs like the one at USAHS are designed for working professionals since they offer flexible formats and specialization options to advance careers and impact the field of occupational therapy.

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What is a PPOTD?

A PPOTD is a Post-Professional Doctor of Occupational Therapy degree. It is an advanced doctoral program designed for licensed occupational therapists who want to expand their knowledge and skills. The post-professional doctorate program at USAHS allows OTs with bachelor’s or master’s degrees to study topics like clinical practice, research, leadership, and education to enhance their careers.

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How long is a post-professional OTD program?

The length of our Post-Professional Doctor of Occupational Therapy program varies based on your prior education:

For students with a master’s degree: 3-6 trimesters (1-2 years)*

For students with a bachelor’s degree: 6-12 trimesters (2-4 years)*

At USAHS, the post-professional doctorate occupational therapy program offers flexible options to potentially accelerate completion through transfer credits, prior learning assessments, and self-paced courses.

*Time to completion may vary by student, depending on individual progress, credits transferred and other factors. Please note the bachelor’s-level entry program typically takes four years based off the most recent two-year graduate data (2021-2022 and 2022-2023). The 27-credit hour master’s-level entry program is a new offering designed to be completed in two years. Actual time to completion data will be provided once there are graduates from the updated program.

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Graduate Occupational Therapy Programs – Academic Webinar - June 15

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