personal statement for occupational therapy masters

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Occupational Therapy Personal Statement

Read our real example of Occupational Therapy personal statement to be able to work on your application for university.

Occupational Therapy Personal Statement Example

To me, occupational therapy’s guiding principles – above all, equipping individuals with the skills and confidence to lead full, rewarding lives – strike a chord as the best way to restore health. It would be a privilege and an enriching experience to be part of a profession based on these ideals that could improve the lives of others.

As a result of my diverse upbringing, I have excellent communication and empathy skills. After living in various countries throughout my childhood, my family and I finally settled in the United Kingdom. Living temporarily in several different places, often overcoming language barriers, has helped me to appreciate communication and to strive to improve it. I have also encountered people from a wide range of cultures and backgrounds by living in such a diverse range of places.

My experience completing the first year of a BSc in Biomedical Sciences, which I believed did not suit my career goals or academic interests, demonstrated my aptitude for higher education and suitability to work as an occupational therapist. I left the course after feeling that course did not suit my interests or career goals. The position I held as a course representative required me to communicate effectively with fellow students and assist in formulating proposals that would improve the quality of the course for them. These skills are relevant to the work of occupational therapists, in my opinion. In addition, the experience of taking an unsuitable course has taught me not to make big decisions lightly and to pursue a career I am genuinely interested in. I feel confident that occupational therapy is the right course for me, and I look forward to completing it with full enthusiasm.

As a result of shadowing an occupational therapist, I have gained a deeper understanding of this fascinating field. The experience of eyeing the work of the therapist and seeing how the central goal of everything that they did was orchestrated at helping people to lead fulfilling lives, whether through coaching people on techniques to control problems such as anxiety or assisting individuals to develop plans for themselves, was inspirational. I was positively impressed with the therapist’s ability to understand people’s conditions through a combination of talking to them and keeping an eye on them as they went about their business, not to mention the importance that the therapist attached to assessing each individual thoroughly to ensure that the help that they offered would benefit the individual and their circumstances.

I recently spent four weeks volunteering at a local school, where I worked daily with the children. I spent a considerable amount of the time on the placement working with a disabled girl, in the form of helping her and keeping her company during breaks and lunchtimes. Being able to help children in this way was a great pleasure, and working with kids from a variety of backgrounds made me realise the significance of the role that occupational therapists can play in helping children who come from troubled families. Indeed, the rewarding experience of working with children has made me develop an interest in working as a paediatric occupational therapist one day. I was inspired to carry out this work experience through the sense of accomplishment I derived from helping to organise a Christmas party for a group of disabled children whilst I was at college. The experience made me realise that helping people was something that drives me to make the most of my skills and abilities. I believe that qualifying as an occupational therapist would be an ideal profession for me to be able to do this.

Recommended reading:

• How to Write a Personal Statement That Stands Out
• How to Write a Personal Statement for a PhD
• UCAS Personal Statement: A Writing Guide And Tips For Success
• Tips for Writing a Personal Statement for the University
• UCAS Reference Letter: Ultimate Writing Guide

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Write an Awesome Personal Statement for OT School

So you want to be an occupational therapist, but you still have to jump through the many hoops of applying for grad programs. One mandatory part of the process is writing a great personal statement specifically for occupational therapy school, which can be pretty intimidating when it’s time to put pen to paper.

Well, I’m here to help!

I personally spent quite a bit of time crafting the best possible personal statement I could for OT school, and have since read and edited many, many personal statements from pre-OT applicants. (Want me to edit yours? Sign up here !)

These are my top tips for you to craft a great occupational therapy personal statement that will help you stand out from the large crowd of pre-OT applicants. 

First, the Do’s and Dont’s of Statement Writing

• Do start early: Give yourself enough time to brainstorm, write, and revise your personal statement well before the deadline. This will really reduce your feelings of stress and being rushed.
• Do show sincerity in your writing. It’s encouraged to let your positive emotions and enthusiasm shine through. 
• Do talk about why you want to be an occupational therapist. You want the programs to see that you are serious about this decision. You are not just applying because you can’t think of anything else to do for a career.
• Do in one way or another demonstrate through your writing that you know what OT is and why it’s important.
• Do showcase why you’ll make a great addition to their program, adding unique qualities that will differentiate you from the other applicants. 
• Do talk about your shadowing experience, volunteering and work experience that is relevant to the field of OT. Make sure you keep patient information confidential if you discuss certain cases you observed.
• Do feel free to use the language of OT if you know it and are familiar with it (i.e. interventions, treatments, occupations, goals, evidence-based, functional treatments, etc.)
• Do tie your personal statement together. If you make several different points, try to piece them together for the reader to show that you’ve really thought through the big picture.
• Do have at least two people (but the more the better) read and proofread the final draft of your statement. Ask friends, family members, and someone at your school’s writing center. This can help spark ideas and ensure your application is completely free of typos or grammatical errors. The last thing you want is admissions to immediately notice any glaring spelling mistakes that you may have missed.
• Do keep the length to 1-2 pages max. You want it to be short and sweet. If any sentence or paragraph looks unnecessary after you do a final read-through, get rid of it. As a general rule, personal statements run on average 600-800 words.

Don’t…

• Don’t start your essay with clichés. In fact, leave them out of your statement altogether. An example of this is “I’ve always wanted to help people” (they see this all the time).
• Don’t plagiarize. There are a lot of personal statement examples on the internet that you can absolutely use to guide your writing process. Do not use them word for word. Programs can find out and will exclude your application.  U se the examples as templates of what kind of content you’ll cover in your statement.
• Don’t try to be humorous in your personal statement. Even if you’re hilarious, this is not the time to show this. 
• Don’t just talk about your childhood. Focus on college and post college achievements unless something in your childhood or adolescence is what drove you to a career in occupational therapy. Remember that this isn’t an autobiography, it’s a statement on why you’ll be a great OT.
• Don’t guess what you think the reader wants you to say. Be honest and don’t write in a way that is out of line with who you really are. Don’t just write something to try to impress people.
• Don’t be a downer. Avoid going into detail about your dislikes, negative views, or problems in your life. If you have a low GPA or lack of experience, don’t mention it unless you can put a positive spin on it. Listing excuses for your low GPA or GRE score isn’t a good idea either, unless you really feel the need to tie in why your GPA is lower but how you’ll be an awesome therapist despite this.
• Don’t mention specific programs in your statement if you’re using OTCAS . It will be sent to every school you apply to and therefore won’t make sense. If you apply to an individual school (not on OTCAS) then absolutely mention the school and why you’re passionate about their program.

Check out the How Get Into OT School Guide! It’s the most comprehensive resource that covers everything you need to know.

Ask yourself this question:.

A bonus tip I found while perusing the Student Doctor Network Forums while researching this topic, which is to ask yourself this question:

“Can you replace your personal statement with a degree other than OT?  If not, it’s solid. If you can, then try to revise to make it only relevant to OT.”

And that’s a wrap!

If you have any other tips or tricks you’ve discovered while writing your personal statement for OT school, please feel free to add them in the comments section. I wish you the best of luck with your statement writing and your overall OT school application process!

Be sure to check out these other helpful resources:

Writing the Personal Statement (Purdue OWL)

Start Your Grad School Personal Statement in Just 1 Hour! (The Muse)

Writing a Personal Statement (Emory Pre-Health Advising)

5 Big Mistakes I Made When Applying to OT School (My OT Spot)

This post was last updated on May 12, 2023.

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As I’m working on my application essay this week, your article is very helpful! Thank you.

I’m so glad it was helpful for you 🙂 Best of luck with your applications!

Thank you for this article! I just wanted to know, do you offer services proof reading other people’s personal statements? That would be really helpful for me!

Hi May, I do offer personal statement reviewing that you can set up here . Instead of the traditional coaching call that’s linked, it will instead entail personal statement edits and feedback via email 🙂

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Privacy Overview

Complete Personal Statement Guide for Pre-OT Occupational Therapy School Programs

Introduction.

This detailed guide will provide you with tips, do’s, don’ts, examples, and other helpful things along the way to write your personal statement for OT school.

You may be thinking:

• Where do I even start with writing a personal statement?
• Maybe I can look for some more examples online.
• My story does not seem as exciting as these examples.
• These examples don’t really relate to me.
• I don’t like the writing style or “feeling” that these examples give me.
• How do I even go about this?

Or maybe you didn’t have any of these thoughts and you are just looking for some extra tips to polish up your personal statement before you send it to the world. This guide will still help!

While this guide was written with Pre-OT’s for occupational therapy personal statements in mind, it of course can apply to other professions such as physical therapy, speech therapy, PA, RN, even undergraduate programs.

I am not part of any admissions committee or affiliated with them in any way. However, as a graduate of an occupational therapy program, I also read and edited many other personal statements for friends and family. This guide is not a guarantee that you will get accepted or a guarantee that you will produce the best personal statement. This is just my opinion and unfortunately, the writing is all up to you!

Fortunately, you already have the hard part done – building your education, experiences, personal character, and goals!

Not quite there yet, that’s okay too – this guide will give you a preview of how to prepare to write your personal statement.

The Process

The process of writing a personal statement may involve something like:

Reflecting, getting something typed on the screen, getting writer’s block, getting distracted, taking a break, editing it, reflecting, typing some ideas, deleting those ideas, repeat, have it proofread, reading it out loud, reflecting, make more edits, and you’re done! While this sounds like a lot, it’s doable.

Set-up and Preparation

Start Early

When you feel like you are ready to write your personal statement, start writing! Don’t wait until the last minute to write. Personal statements require editing, giving it some time for your mind to clear to re-read, having it proofread by someone else, and making more edits.

Install Grammarly

We use Grammarly as a browser extension for its spellcheck and grammar check. It is really good at catching mistakes as you go and the free version is all you really need to get some basic editing done. This allows you to focus on the writing and not the spelling. Software like Grammarly also helps if you especially have a hard time with writing in general. While it can suggest edits for errors, it is up to you to write the content.  AI is not quite there yet, but we are close!

Cheating & plagiarizing

I just have to say it. Don’t cheat or plagiarize. Don’t hire someone to write for you. I hear stories of students cheating here or there, so it must still be happening. Grad school is not the time to jeopardize all the hard work you put in.

Have a back-up system for your document

It would be a huge set-back to lose all your hard work. These days, you can easily use the cloud such as Dropbox or Google Drive/Docs for storing your files. This goes for your personal statement document as well as your graduate school application files such as notes, deadlines, resumes, etc. All it takes is a coffee spilled on your laptop for you to lose all your hard work (it happened to my classmate in OT school). Better yet, back up all your data that is important to you. Lectures, recordings, assignments.

Write in a place you feel productive

It doesn’t have to be a quiet library. It just has to be what works. If it’s a coffee shop, then go there. Write in a place you associate with positive work (but also don’t get distracted too easily, e.g. a cat cafe) – like to your favorite study area.

It’s okay if it doesn’t seem perfect or even good at first

After all, you are writing something like this probably for the first time, with a unique set of experiences for a specific intention of impressing the OT’s admissions panel. It can be difficult for artists to create art or music, or write a book in one session. So don’t stress it!

• Re-research the profession, job description, duties, etc. BLS.gov is my favorite go-to for profession research. We have a video on it here .
• Follow the personal statement prompt and instructions. Read it several times to make sure. If there is a word limit, don’t go over. Double-check before you submit.
• Pay attention to the file format that is requested from the programs. Word doc? PDF? Make sure your file actually opens after you upload it and is not corrupt, if possible. If you are uploading to a central application like OTCAS, make sure you meet those guidelines.
• Write in the same tense and person throughout (“I”, first-person is fine).
• Write in an order that makes sense and flows to the reader, e.g. chronologically.
• Write with a purpose. Each sentence should be there for a reason and not be filler. Exclude extra information or too specific of information that doesn’t contribute to your story.
• Example: Nowadays, I want to be an occupational therapist first and foremost because I want to help people and really make a difference in each of their lives.
• Better example: My goal is to become an occupational therapist who makes a difference in people’s lives.
• Warning : I wouldn’t you use this specific example in your personal statement because it’s probably been overused. Try to be creative by saying how you want to “help” people in  other ways .
• Be honest, try to copy an example’s voice, do not write over-the-top or fabricate the story.
• Be politically correct and culturally sensitive.
• My personal statement didn’t have big GRE words or fancy syntax. It told a great story that was (in my opinion) to the point, compelling, persuasive, and driven.
• Describe your values and goals while highlighting your strengths.
• In my opinion, it is best to talk about college, work, and other achievements and experiences in your “adulthood”.
• Even traveling experience (shows cultural awareness) as an adult is more noteworthy than say winning a basketball game in high school (less relevant to OT)
• Tip: think about when you first were motivated to become an OT and start from there, not earlier.
• Don’t use cliches or minimize them as much you can. Readers see this a lot and it does not make a big impact on their impression of you.
• Don’t use slang/informal speech, e.g. “sticking with it” -> perseverance.
• Don’t make jokes and be careful if you decide to use humor (what may be funny to you may not be to the reader). It’s safe to leave humor out and just get to the point.
• Avoid being sarcastic.
• Pay attention to your use of OT – it can be occupational therapy or occupational therapist, but personally, I get confused when people use “OT” interchangeably.
• In my final submitted personal statement, I only abbreviated “MSOT” and “EMT” and did not “OT” once.
• Example: I got accepted to shadow at [facility] and was observing observed patients do their rehab exercises.
• Pay attention to these verbs in sentences that run longer. Consider shortening them to make it less tiring to read, avoiding avoid run-on sentences. (see what I did there?)
• Don’t abbreviate or hyphenate too often or incorrectly . If you do it one way, be sure you are at least consistent throughout. e.g. evidence-based, not evidenced based.
• O ccupational therapist is capitalized like this correctly.
• However, an Occupational Therapist is not correct if capitalized like this.
• This is the correct capitalization for an occupational therapist.
• The same goes for the field of occupational therapy.
• O ccupational therapy is capitalized correctly in this sentence.
• Abbreviations are always capitalized, e.g. OT.
• Don’t write anything negative about anyone, organization, place, etc .
• Don’t write in a negative tone, be a “Debbie Downer”
• “OTs make a lot of money.”
• “I will be the best occupational therapist because…”
• “I am the best candidate because”
• “Since I am… , therefore”
• “Unlike others”, or
• “Other professions” talking down, avoid talking about other professions in general. No one profession is better than another, the same applies to OT. Think about why OT over other professions leading to your decision to become one).
• Think about how someone in another profession, say a PT would feel after reading your personal statement. They should not feel offended after reading your personal statement, but instead think, “wow, such and such would make a great OT.” Not that OT is better than PT, that kind of thing.
• When I become an occupational therapist. If I become an occupational therapist.
• Don’t repeat yourself, you only need to say something once in its context. Of course, the bigger message can be repeated, e.g. intro and conclusion. Just don’t sound repetitive.
• Don’t use the same phrases (especially close to each other), try using different words. That doesn’t mean you should just look up words in a thesaurus. Really think about what’s the point you are trying to make.
• Don’t use profanity.
• In everyday speech we say things like, “that’s crazy”. Someone with a mental illness who really is crazy could be offended. I had a teacher whose pet-peeve was people who said things were crazy . Remove crazy from your personal statement.
• “He probably was abused since he was in a recovery program/”
• I would avoid using “ normal” too. “Occupational therapists help patients get back to their normal.” This implies the patient was abnormal before. Better words: recover, improve, rehabilitate, strengthen, adapt, overcome, etc.
• Other labels: retarded, slow, crippled, mental, insane
• You can include a facility name, e.g. Standford hospital – as long as you don’t talk about it in a negative context.
• “Standford hospital treats a lot of poor patients.” Standford hospital is a valuable asset to the community for the underserved.
• Don’t include anything that can be seen as a weakness, e.g. low GPA, took a semester off, DUI, unexplained career changes.
• This is your chance to “say” what you want to say and include your story that is not apparent in the other pre-requisites. All the other candidates likely have high GPAs and had to take the same pre-requisite courses, but they did not shadow at your facility with your patient , so here’s your chance to distinguish yourself.
• What experience may be unique to you ?
• For example, I included my experience of being an EMT to make myself stand out.
• This could backfire and show your lack of research into how broad OT can be. Don’t forget about mental health too! OT’s study to be  generalists , not specialists.
• While it’s okay to want to work with a specific population as a goal, don’t accidentally make it sound like you think OT’s only do one thing. Hope this one makes sense.

Question’s to address or reflect on

Reflect. Write. Take a break. Repeat.

• What is your experience with other backgrounds and cultures in your pre-OT journey?
• How did you realize that OT was for you? Why not PT? (Reflect, but don’t answer this directly.)
• What or who were the influence(s) or influencers?
• This is a rich opportunity to mention your specific OT shadowing experience at the stage in which you want to be an OT.
• I would include at least 1 example from this, 2 is better, but not too much either.
• Not just becoming an OT (graduating) but afterwards. e.g. 1 year post-grad, 5 years, where you see yourself 10 years out.
• What challenges did you overcome in your pre-requisite pre-OT journey?
• What sets you apart from other applicants? Why should I not pick person A or person B over you?
• Tip: research the school’s website for their mission statement, OT program background, etc. to get familiar with the specifics. If you can include and relate to some of this, even better!
• “My motivation to help others and my passion for occupational therapy will guide me to be successful in the [program].” or

Since [school] strives to “[OT program mission statement]”, I firmly believe that [school] will help me reach my goals of becoming a successful occupational therapist.

Recommendations

• Talk about why you want to be an OT, but not just to “help” people. How? Which population/community/background? Conditions? Why? Tip: three major categories of OT are: mental health, pediatrics, and adults/older adults. Nurses help people too. How is OT different for you?
• Hint: occupations ! meaningful, client-centered.
• Check out the OTDUDE Podcast and other podcasts for ideas; Episode 1: What is OT
• Reflection tip: other professions may be based on the medical model or helping people become healthy, but OT is different because…
• Check out AOTA.org for some phrasing of the profession to inspire you.
• If you are comfortable, use OT related terminology or phrases, but don’t go overboard, e.g. occupation, intervention, treatment, activities of daily living, evidence-based, collaborative, interdisciplinary, client-centered, holistic, functional. Plain English is fine, you don’t have to sound like a journal article.
• As mentioned, highlight why you would be a valuable candidate (fit) to their program. Think about not only your experience but your character and quality traits . Examples: creativity, leadership, patient, resourceful, reliability? Teamwork and communication?
• Show indirectly through your stories or experiences why you will be successful in the program and not “drop-out”. Perseverance.
• Psychologically, readers tend to remember the beginnings and end more than the middle.
• How will being an OT help you achieve your goals, career? Not just short-term, but think bigger. While this sounds cliche – OT is not just a job, it will become your life. A person’s job (and career) is a large part of their identity.
• The reader should feel like they read about a person they would want to meet in the program and in real life, someone who can contribute something to the cohort, school, faculty, alumni – long term relationship. You will not only graduate as a student but a colleague in the field of occupational therapy to the faculty.

Here is a template I created to get you started. This is of course not a magic template that works for everyone or neither was it created by any OT entity for students. Copy & paste this into your favorite word processing program and write away.

Paragraph 1

Sentence 1: Attention-grabbing sentence. Hook into your story.

Supporting sentences: Support the above story with specifics.

Concluding sentence: “Thesis statement” stating why you chose (or) may be a successful OT.

Body Paragraphs (2, 3, 4, 5, etc.)

Opening sentence: As a , I [did this, and that] at [place or company or school]

Supporting sentences: strengthen your narrative in the opening sentence. These sentences should not deviate from the opening sentence topic or story, otherwise start a new paragraph. Should answer a [ Question’s to address or reflect on] section (see above).

Concluding sentence(s): wrap everything in this story up, optionally include a transition sentence.

Concluding Paragraph

Opening sentence: restate why you will be a successful OT.

Supporting sentences: start wrapping things up. Big picture. If applying to a specific program, consider answering why this program (e.g. does its mission statement appeal to you?).

Final sentence: end strong stating that you want to be an OT. Mention because it is in your long-term goals.  Consider ending everything with the words “occupational therapist” (identity), e.g. “…be a successful occupational therapist” OR “occupational therapy”, e.g. “… to pursue a career in occupational therapy”.

Here are some examples. All identifying information and some facts were fabricated for example sake.

After graduation, I did a lot of soul searching in terms of the career I wanted to pursue. Did I want to appease my parents and pursue [career]? Should we expand [business name] and take it to the next level? I knew I wanted a career that could help people in my day-to-day, but none of those paths fulfilled that desire. After my [family member] injured her arm and was unable to return to work or help out around the house, I saw her frustration and loss of dignity. Our family took a significant financial toll. When my [family member] finally saw an occupational therapist, I motivated her to do the exercises from her care plan and she eventually regained upper arm function. My [family member’s] perseverance inspired me to become an occupational therapist to help people develop, recover, and improve the skills needed for daily living, working, and leading active lifestyles .

• This excerpt, although really did happen, sounds cliche with phrases like soul searching, take it to the next level.
• While the reflection part and figuring out what to do may seem important, it can be shortened to and still get the message across.
• Using the family member is a good example especially since it related to a story with an occupational therapist.
• The last two sentences highlight that I know what OT is (and why I want to become one) but can be cleaned up.

I was inspired by a personal experience with an occupational therapist when my [family member] suffered a rotator cuff tear and was unable to perform her activities of daily living . My [family member] became discouraged and did not do the recommended home exercises , but I saw the value in them and helped my [family member] complete them daily to recover. I learned the value of occupational therapy and how important it is to take a holistic approach by involving caregivers .

• Mentioning ADL’s shows I know what OT’s do.
• Shows my direct involvement with OT intervention.
• Shows my understanding of OT’s holistic approach.
• Words like “value” are strong. The word caregiver is often used in OT documentation.

I was hired as a EMT at [employer] in [city] for a small business that reminded me of our own [business name]. My role as a EMT at [employer] involved caring and treating for the sick and injured that involved tasks such as CPR or patient comfort and advocacy. As an EMT I again found that I was a valuable asset to the company having known how to speak some Spanish. Patients and staff members challenged me and tested my patience. My contact with patients out in the field was a unique experience that exposed me to the reality of what a healthcare profession involved. Due to the physical demands of the job and the high stress environment, many EMTs “burned out” and quit. I admit that I have thought about quitting, but I found the interactions with my patients far more rewarding and continued to work close to two years as an EMT. Working closely with these patients taught me to be sensitive to each person and their unique experiences. As an EMT, I developed my critical thinking skills to adapt the environment to my patients in order to safely transfer care, as well as educate patients on how to minimize hazards and prevent further injuries. Hearing my patients personally thank me for my care and education reassured me that I was pursuing the right career in helping patients resume their activities of daily living and accomplish their own goals.

• How would you improve this example?
• Lots of specifics can be taken out like employer name, city.
• Role as EMT is well-known, better to include more significant things such as experience, outcome, or relevance to OT.
• Being bilingual is nice, but more for a resume than a personal statement as it does not add to the story.
• Leave out specific thought process of thinking about quitting (weaknesses). Perseverance was also already shared in a previous example – talk about another quality instead, e.g. stress management, working with diverse population, fast-paced environment, patient education as an EMT and how it translates to OT.
• Reflect on how one story can share multiple strengths you have not mentioned so far in previous examples.
• The example does not translate or relate back to OT in a clear manner, but alludes to the qualities of one. This can be written to be more obvious because EMT and OT have very similar qualities that are needed to be good practitioners.

As an EMT, I developed my critical thinking skills with my patients in order to safely transfer care and educate patients on how to prevent further injuries. Hearing my patients personally thank me for my care and education reassures me that I am pursuing the right career by helping patients resume their activities of daily living and accomplish their own goals .

Much shorter, to the point, and use of effective words that highlight what OT’s also do – educate, doing it safely, prevention of disease and injury, and meeting client’s goals.

FAQ and Self-Doubt

Addressing negative self-talk and negative beliefs about yourself.

“This is my 100th time applying…”

Maybe it will be your 101st that you get in. You see this all the time with graduates taking the board exam who fail X number of times. Don’t give up!

“I was never good at writing.”

Writing takes practice. I never liked writing in grade school. Now I enjoy writing about OT. So use your resources, e.g. spell-check, someone to proof-read, reading other examples. You CAN do it.

“My experience is not that special.”

Not everyone did CPR on their patient, observed a miraculous rehab recovery, etc. It’s what you make of the moments, how you interpret it, become inspired by it, how it changes you, and make you want to be an OT. It’s all from YOUR perspective. You can take 2 people who watch the same movie. One person could be moved by it and the other not be interested, right?

“The more I read this, the more I feel like it is not good enough.”

Take a break, put it down, and come back to it. Have someone else read it and get their opinion. Sometimes, we get stuck in our own thoughts and they can trick us and lead us down a negative path of thinking.

“I have the opposite problem, I have too much to write about and not enough room.”

You can probably take our your younger experiences. Leave the “resume” stuff out. Try to pick the most “OT” related or healthcare moments. If you do not have these examples to draw from, choose ones that fit the characteristics of a good OT. Each example should not be a repeated theme of another and highlight something profound.

“Now I am not so sure what OT’s do anymore, after writing all this.”

Go on BLS.gov for OT’s, listen to OT podcasts (to become inspired), watch some YouTubers on OT.

“I am having doubts about OT vs. (other profession)”

Avoid reading forums, facebook groups, Reddit for OT. These are often skewed towards OTs who may be burned out (which could happen for any other profession on social media). Dig deep into why you wanted to be an OT in the first place! If still in doubt, maybe you should observe some more, talk to some more OT’s and listen to some OT podcasts (because they are positive about the profession usually). I would avoid YouTube as many who are burned out could make videos.

“No one can proofread my personal statement.”

Try writing workshops, a school or public library, or similar resources. A simple google search could help and you won’t necessarily need to pay. Avoid suspicious websites and  uploading  your work to avoid others from plagiarizing you. Use people or resources that you trust.

“This is my 100th draft, it’s not perfect yet”

Deadlines will often help with this. Don’t let them catch you off guard. Consider going back and making an outline and seeing if you covered everything you want to talk about. A timer may help. Get the approval of at least 2 readers to give you support for how awesome your personal statement is.

“I don’t know where to start in writing”

That’s okay, start writing about a story or experience you have in mind and build around it. Start in the middle as intros and conclusions can be very difficult to begin writing.

• Read some other examples online, but don’t stress about it. If possible, have someone who may have been accepted to a graduate program send you theirs. You can use it as a template or for inspiration to the types of stores, tone, conclusion paragraph used, etc.
• Set a timer (e.g. Pomodoro method) so you won’t stress out and remind yourself to take breaks, move-on, just get something out and fix it later. Exact grammar, spelling, and other “writing” can be fixed later – focus on content.
• Get into a habit of writing, set a schedule …or do it randomly, no-schedule (whatever works for you ). Maybe it’s writing every other day in the morning, after a nap, after playing video games, after a meal, after walking your dog, or whatever sets you up for success.
• Have at least 2 people read (and edit) your personal statement. Don’t take it personally and not all suggestions are necessarily correct.
• In the earlier stages of writing, if deciding between two stories or segments in your writing, consider having two drafts and see which one your proof-readers prefer.
• Read your personal statement out loud, spaced out, e.g. 1 week later (when it is no longer fresh and you forgot some of what you wrote). Make edits as needed.
• Candidates come from all walks of life, have different personalities (e.g. type-A vs. B), extroverted vs. introverted, outspoken vs. quiet – so some of these tips (or your editor suggestions) may not appeal to you or seem unnatural, etc. This can be your strength. Follow your gut. It’s not like OT schools are only looking for outspoken, extroverted candidates. It’s how you use those qualities to better the world with OT. This is what makes you unique, special, and distinguished. Highlight those features!
• Take care of yourself – eat well, exercise, manage your stress, breathe.

Thank you for reading this long guide. I wish you the best in your journey to becoming an occupational therapist (or whatever career). See you all in the field!

• Personal Statements
• Occupational Therapy personal statement

Occupational Therapy Personal Statement Example

Sample statement.

Occupational Therapy is a highly rewarding career that allows you to meet a range of people from different backgrounds and get real job satisfaction. If you’re planning on applying to study Occupational Therapy at university, and you’re struggling with your personal statement, here is an example to help you out:

I have been interested in a career within the care industry for a long time and after completing various work experience placements I have decided that Occupational Therapy is the correct career path for me.

At school I spent time at a paediatric ward as part of my work experience placement and was able to shadow various members of staff, including the paediatric occupational therapists.

I got to see first-hand how different therapy techniques, such as art therapy, can be combined with an individual’s care plan to give them as normal a life as possible. This placement gave me a valuable insight into the daily life of an occupational therapist and convinced me that I was making the right career choice.

During my time at college I was employed part time in a care home for the elderly as a kitchen assistant. This allowed me to become familiar with one of the environments that an occupational therapist could find themself in. My time at the care home also allowed me to see how different kinds of specialist equipment and therapy can be used to make a real difference to a patient’s life.

My time at school and college, as well as my part time work, has helped me to develop my communication and teamwork skills. I enjoy interacting with other people and meeting new people. I also enjoy learning about how the human brain works, which is why I studied Psychology and Sociology at A Level.

I hope that my time at university will enable to me to further understand how people interact with each other and develop the vital skills I need to become a good occupational therapist. I look forward to the new challenges life at university will bring.

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Although most applicants focus on GPA and test-scores, the personal statement is a very important component of your application and should be carefully composed. This is your opportunity to highlight things about yourself that may not be mentioned in other sections of your application and to distinguish yourself from other applicants.

You should have several different people objectively read your personal statement and provide constructive feedback. In addition to the Health Professions Advisory Committee (HPAC) , your letter writers are often a great option. There are also resources on campus that can assist you, such as the UH Writing Center , University Career Services , and your major advisor. Consider the feedback you receive carefully, but be sure that the personal statement is still written in your voice!

Below we have outlined some advice and general guidelines to consider while writing your personal statement. Keep in mind that these recommendations are not restricted to medical/dental applications, but can be applied while writing essays for any healthcare professional program.

• See also UH University Career Services Personal Statement Tips
• Sign up for the UH Writing Center Personal Statement Workshops

Types of Prompts

Before beginning your personal statement, it is important you carefully review the specific question (or prompt) that is being asked and the character-limit, as there can be distinct differences between the application services.

TMDSAS ( 5000 characters ):

• Explain your motivation to seek a career in medicine. You are asked to include the value of your experiences that prepare you to be a physician.
• Explain your motivation to seek a career in dentistry. You are asked to discuss your philosophy of the dental profession and indicate your goals relevant to the profession.
• Personal Characteristics Essay - Learning from others is enhanced in educational settings that include individuals from diverse backgrounds and experiences. Please describe your personal characteristics (background, talents, skills, etc.) or experiences that would add to the educational experience of others. The personal characteristics essay is required to all applicants and limited to 2500 characters, including spaces.
• Optional Essay – The optional essay is an opportunity to provide the admissions committee(s) with a broader picture of who you are as an applicant. The essay is optional, however, you are strongly encouraged to take advantage of this opportunity. Consider briefly discussing any unique circumstances or life experiences that are relevant to your application which have not previously been presented. Optional Essay is limited to 2500 characters, including spaces.

AMCAS ( 5300 characters ):

• Why have you selected the field of medicine?
• What motivates you to learn more about medicine?
• What do you want medical schools to know about you that has not been disclosed in other sections of the application?

AACOMAS ( 5300 characters ):

• What motivates you to learn more about osteopathic medicine?

AADSAS ( 4500 characters ):

• Explain a defining moment that helped steer you toward a career in dentistry. Consider using that moment as the focal point of your essay.
• Be colorful, positive, imaginative and personal when discussing why you are a good candidate for dental school. Ask yourself—in a pile of 100 applications, would I enjoy reading my statement? Be sure to convey your passion for dentistry in your statement.
• Be yourself.  Don’t use jargon, clichés or big phrases that you would not use in daily conversation. Remember, dental schools want to know about the real you.
• Be original and thoughtful: Discuss how you would contribute to the profession and patient care, all of which will help you stand out from other applicants.

AACPMAS (4500 characters):

• State below why you are interested in becoming a Doctor of Podiatric Medicine. Provide information about your development for a career in Podiatric Medicine

CASPA (5000 characters):

• In the space provided write a brief statement expressing your motivation or desire to become a physician assistant.

OptomCAS (4500 characters) :

Essays can be customized for each individual Optometry program.  Most Optometry schools include this as their main essay question:

• Please describe what inspires your decision for becoming an optometrist, including your preparation for training in this profession, your aptitude and motivation, the basis for your interest in optometry, and your future career.

OTCAS (no character limit):

• Your Personal Statement should address why you selected OT as a career and how an Occupational Therapy degree relates to your immediate and long-term professional goals. Describe how your personal, educational, and professional background will help you achieve your goals.

PTCAS (4500 characters):

• Prompt: Every person has a story that has led them to a career. Since there are a variety of health professions that "help" others, please go beyond your initial interaction or experiences with physical therapy and share the deeper story that has confirmed your decision to specifically pursue physical therapy as your career.

PharmCAS (4500 characters):

• Your Personal Essay should address why you selected pharmacy as a career. How the Doctor of Pharmacy degree relates to your immediate and long-term professional goals. You should describe how your personal, educational, and professional background will help you achieve your goals.

VMCAS (1000 characters):

• There are many career choices within the veterinary What are your future career goals and why?
• In what ways do veterinarians contribute to society and what do you hope to contribute?
• Consider the breadth of society which veterinarians What attributes do you believe are essential to be successful within the veterinary profession? Of these attributes, which do you possess and how have you demonstrated these in the past?

When should I start writing?

You should begin working on your personal statement early in the spring semester prior to your intended application year and submitting your application materials to HPAC (if applicable).  Remember that the people who are helping you with your statement will need time to review it and you will need time to work through multiple drafts before submission.  In addition, some of your letter writers may want to see a copy of your personal statement before they write your letter, so you should strive to have a competent draft by mid-March.

What should be included?

It is important to treat the personal statement as an answer to a question (i.e., the prompt), rather than the opportunity to flex your creative writing muscles. Indeed, most applicants are STEM majors without much experience in creative writing; therefore, it is recommended that you avoid using the essay to practice your creative writing skills and stick to simply addressing the prompt in a direct, concise way. Some questions you may want to consider while planning your essay are:

• Why have you selected the field of medicine, dentistry, or other health profession?
• What motivates you to learn more about medicine, dentistry, or other health profession?
• How have you demonstrated your interest and commitment to your decision?
• What experiences have allowed you to develop the skills necessary to be successful in this program and to become an effective physician, dentist, PA, etc.?
• Did you have any exposure to role models who influenced your decision? Which of their attributes inspired you?
• Are your perceptions of this profession realistic?
• What are your professional goals?
• Is there anything you wish for your chosen health professional schools to know about you that has not been disclosed in other sections of the application?

Depending on the nature of the prompt, you may also wish to include information such as:

• Unique hardships, challenges, or obstacles that may have influenced your educational pursuits.
• Commentary on significant fluctuations in your academic record that are not explained elsewhere in your application.

What should NOT be included?

• Avoid clichés and over-using/mis-using terms : How many times do you think admissions committees have read the phrase, “I want to become a physician because I like science and I want to help people”? Similarly, words like empathy and passion are, while applicable, can become empty in meaning when overused or misused. Consider exemplifying these terms, rather than simply stating them.
• Avoid unnecessary drama: While you may feel compelled to "hook" the reader with a dramatic opening to your statement, doing so may detract from the overall purpose (i.e., describing your decision to pursue medicine/dentistry) and may induce many an eye-roll by committee members.
• Avoid being vague : "[Insert experience] was challenging and rewarding." What does that mean? Be specific about what was impactful and how it affected you.
• Avoid brash decision-making :  Your decision to become a doctor/dentist should be the result of a series of thoughtful, conscious, and reflective decisions. NOT an instantaneous realization or epiphany. Similarly, you have not “always known” that you want to be a physician/dentist. No one is "born to be a doctor." Nothing is innate, you have to work for it.
• Avoid excuses :  In general, there are better uses for your personal statement than explaining away and justifying poor grades, incidents of misconduct, etc. Indeed, TMDSAS offers additional essays and opportunities to discuss these issues. However, if you choose to address these subjects, be sure to focus on what you have learned from those incidents and how your experiences have made you a stronger person.  Always accept responsibility and avoid blaming anyone else for your decisions or mistakes.
• Avoid restating your resume or activities section :  Choose ONE or TWO significant and distinguishing experiences to elaborate upon when outline the reasons behind your decision to pursue a career in healthcare. There is no need to narrate completely your 4+ years of college or carefully detail your activities from year to year; indeed, there are other sections in the application where you can detail your experiences and what you learned from each.
• Avoid grandiosity :  Claiming that you plan to cure cancer (or HIV, or healthcare disparities, or anything else) shows a grave lack of understanding of whatever problem you are planning to solve. Similarly, avoid “I know what it is like to be a physician/dentist from [shadowing/clinical volunteer experience].”  No, you do not.  That is precisely why you are hoping to go to medical/dental school.
• Avoid inflammatory or controversial topics :  You do not know the values, beliefs, and background of the committee member reading your essay.  For these reasons, you are advised to avoid making any strong statements regarding politics, religion, and other polarizing topics.  Be extremely cautious to avoid expressing any views that could be construed as derogatory to any group.  Additionally, your beliefs are not the only “correct” beliefs. 
• Do not lie :  Honesty and ethical behavior are the hallmarks of being a healthcare professional. Do not include details anywhere in your application or essay that you are not prepared to talk about or that are simply untrue.

Additional Recommendations

• Use simple formatting : Avoid the use of bullet-points, italics, and symbols.
• Read your statement aloud : As you draft your statement, reading what you have written aloud can help you determine whether your writing "flows" well and is an easy read for a reviewer.

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Guide to a Better Personal Statement for Occupational Therapy

Table of Contents

Writing a personal statement is integral to the occupational therapy application process. This is your chance to introduce yourself to the admissions board and explain why you want to study occupational therapy. A strong personal statement will highlight what makes you unique and set you apart from other applicants.

With careful preparation, thoughtful writing, and self-reflection, you can create a compelling personal statement for occupational therapy . Keep reading to learn more!

Understanding Occupational Therapy

Before getting started with your statement, it is vital to understand what occupational therapy involves. Occupational therapists deal with people of all ages with physical, developmental, social, or emotional difficulties that limit their ability to lead active, independent lives.

They provide assessment, treatment, and consultation services to help people increase their skills and knowledge to manage daily tasks.

Reflect on Why You Are Pursuing This Career Path

Think about what motivates you to pursue a career in occupational therapy.

Ask yourself the following questions: What experiences have led me to this path? How has my background prepared me for the challenging work of an occupational therapist? What values or qualities do I have that will be beneficial when working with clients?

As you reflect on these questions, take note of any stories or unique insights that could be included in your personal statement .

Write Your Statement

When writing your personal statement, begin by introducing yourself. Provide an overview of why you are interested in pursuing a career in occupational therapy . Use this section to explain what you have learned about the field and why you are passionate about it.

Then, discuss your skills, experiences, qualities, and values that make you a good fit for this profession. Remember to keep the focus on how your background has prepared you to become an excellent occupational therapist. Finally, wrap up your statement by illustrating how becoming an occupational therapist will help you fulfill your professional goals and contribute positively to society.

Get Feedback

Solicit the opinions of those close to you before sending in your personal statement. Ask them if there is anything else they would add or take away from the statement. Additionally, consider asking someone in the field of occupational therapy to review your essay and provide feedback. This will help ensure that your statement is professional and conveys the message you want to present to admissions committee members.

Example of a Personal Statement for Occupational Therapy

I can’t wait to start my Occupational Therapy profession. I believe it is the perfect blend of my interpersonal skills, scientific knowledge, and passion for helping others. Having an autistic older brother gave me firsthand experience with the life-changing effects of occupational therapy. This experience inspired me to discover more about this field. I have a thirst to develop my own thoughts on what makes a good therapist.

I have worked with patients with physical disabilities at a local hospital and completing research projects related to child development. This makes me confident that I possess the necessary skills and qualities needed to become an excellent occupational therapist. My capacity for empathy and patience allows me to understand the unique needs of each individual patient. My problem-solving abilities help me find creative solutions to their challenges. In addition, I have developed excellent communication skills and an unwavering commitment to advocating for my clients.

Becoming an occupational therapist would enable me to fulfill my dream of improving the lives of those with physical, developmental, social or emotional difficulties. With thoughtful writing, self-reflection and dedication to the field, I am committed to creating a professional portfolio. One that reflects my qualifications and passion for this career path.

By taking the time to fully prepare for your personal statement, you can create a compelling narrative. Ensure it shows why occupational therapy is the right career path for you. Keep in mind that this document is an opportunity to showcase your unique qualities and experiences that set you apart from other applicants.

With careful planning and thoughtful writing, you can create a powerful personal statement that demonstrates your commitment to becoming an excellent occupational therapist . Good luck!

Abir Ghenaiet

Abir is a data analyst and researcher. Among her interests are artificial intelligence, machine learning, and natural language processing. As a humanitarian and educator, she actively supports women in tech and promotes diversity.

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Personal Statement

I am applying for the masters in Occupational therapy. I am in my final year at York St John University, studying Drama: Education and Community and in my three years of studying this course, what I have enjoyed most is working with community groups and noticing the impact that drama and theatre can have on people’s lives. I have worked with various community groups, including but not limited to, people who have experienced mental health problems, children from ages ten to eighteen and women in prison. I currently hold three volunteering jobs and have also been a student ambassador for eighteen months. Having worked with these community groups, I have realised the importance of occupations as therapy.                  

This course is well suited to my style of working as it geared towards the ‘person-centred’ approach, of which I am very much in favour of. Having already seen the relationship between health, well-being, participation and occupation, more specifically in the field of drama and theatre, I am well attuned to the possibilities of occupational therapy. I am aware of the ever-changing systems put in place to facilitate those in care and am more than prepared to adapt and cater to whatever challenges may arise. At the end of this course, I wish to take up a career as an occupational therapist.

In the second year of my studies, myself and seven of my course colleagues carried out an eight-week drama club project at Park Grove Primary School for key stage two pupils. Our objectives were to encourage pupils to consider the challenges but also benefits of growing up and becoming independent. Drama was an effective tool to achieve these objectives as it created an osmosis between myself, my co-facilitators and the participants. The pupils became active in their learning and this created a dialogue between themselves and the facilitators. This project also became a turning point in my capability to adapt workshops according to ability, for example, one of the pupils in the group was not fully mobile. Therefore, we adapted games such as ‘stuck in the mud’, as instead of travelling between people’s legs to ‘free’ other participants, they passed under people’s arms. This is turn was no major alteration and it enabled full participation, which as a facilitator is crucial as it ensures that no one is targeted and the whole group can be involved.

I am currently a volunteer for two theatre companies based in York, named ‘In the Moment’ and ‘Out of Character’, which comprise of mental health service users. Having worked with Out of Character for two years and In the Moment for almost a year, I have heard of many negative experiences with the current mental health services. The main point being that in review meetings based on the patients, there has been situations where neither the patient nor their family have had an active role in helping to decide the best treatment, as matters had already been decided before they even entered the meetings. There has also been points where they have not been allowed in at all and this is turn has caused a negative view of those in health care. This is one of the most prominent reasons why I would like to pursue a career in occupational therapy, as a large part of its execution is participation and in doing that, the individual in question is involved in their care. To me, it makes sense that the person-centred approach is most appropriate, unless there are extreme circumstances that prevent that individual from being able to make rational decisions that are safe.

Finally, I have been a student ambassador for eighteen months and we have many different schools come to the university to learn more about higher education. Recently we had what we call an ‘aspirations day’, which is centred on getting younger people to think about university and we had a group of twenty-one year eight students who were visiting us for the day. At lunch time, there was one student who got upset because she had been told not to bring a packed lunch, despite the school knowing that she is not keen on certain foods. In this situation, there was an issue with the teacher who ended up treating this student like she was a problem, in addition to this, none of the students had met this teacher before so they were not comfortable interacting with her. This in turn meant that the student was refusing to speak and did not co-operate and some of the staff became concerned that she was not going to stay on task. However, as a student with a shorter age gap, I waited for an opportune moment to calmly interact with her and look for something else to talk about that might interest her, in this case, it was the fact that she was a twin. Within twenty-five minutes, I had her talking to me about her interests and she started to become more engaged with the day. For me, the most crucial aspects to this situation, was patience and understanding, there is no point in trying to fight a losing battle. In a person-centred setting, it is the individual in question who is the most important as at the end of the day, it is them whom we are caring for. As long as they are safe, we should cater to their interests and needs in order to help them progress. In addition to this, the more you know, the more able you are to prepare and plan for new situations because you already have an idea of what that individuals needs and wants are.

Having had experience in facilitating drama workshops, two of the most crucial elements are reflection and feedback. At NHS Peppermill Court, an acute mental health facility, myself and my colleague conduct half-hour workshops on Mondays called ‘games and movement’, intended to help improve basic tool handling, social interaction and self-esteem. Each week we are required to write up a reflection on the session, thinking about what went well, what could be improved and what we could do next time. These prove useful for both myself and my colleague and the occupational therapy staff at the facility as we are always looking to improve and adapt future workshops. Sometimes this proves a challenge as we have different participants each week with different abilities, but it allows us to consider how we may deliver those workshops. This has also strengthened my recording skills as each week we are required to keep a record of how effective these workshops are. As an occupational therapist, it is crucial to keep record of individual’s progress and my own progress, as it then allows me to critically analyse the quality of my work and how that can be developed.

I am also confident in communicating with others as in both my job as a student ambassador and as a retail assistant at Primark, I meet numerous amounts of people every day. I am confident in approaching people who need help or may just want to chat, and this can often create a more comfortable and positive atmosphere, therefore improving their experience. In occupational therapy this is vital as you really need to have the drive to speak to people and be confident in communicating with anyone who may walk through the door. The more confident and friendly you are, the more likely patients will feel they able to trust you with their care.

I am applying for the occupational therapy masters as I already some of the crucial skills that are required of an occupation therapist: the adaptability to work with the changing system, the understanding of the importance of participation and the ability to reflect and critically analyse crucial information. In this course, I hope to strengthen these skills even further and get a better academic understanding of occupational therapy and discover more about the scientific aspect of occupational therapy. After the two-year course, I hope to pursue a career in occupational therapy and help to improve many individuals’ quality of life.

Thank you for taking the time to read this personal statement, I hope to hear from you soon.

Chlöe Timson

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I help as many people as I can in the area of Occupational Therapy for a variety of reasons. I have found over the years drafting statements for applicants in OT that these clients are among the kindest people in the world. I admire their ethic of service. I also find Occupational Therapy relevant in special ways to my own academic field of Religion, especially with the emphasis on the importance of human dignity and spiritual fulfillment.

The Statement of Purpose letter is perfect. Wish me luck! Thank you again, I will recommend your services.

M.S. (Application for M.S. in Occupational Therapy, April 2011)

Occupational therapy is a health profession that was created over 90 years ago to help people of all ages help themselves participate in meaningful activities (occupations), to take care of themselves, be productive, learn, play and interact with others to the best of their abilities. Classes, labs, and internships are based on the belief that staying occupied and engaged is how people stay healthy, create their identity, participate in life, and feel good about themselves.

These programs will help you to integrate knowledge from both the arts and sciences and to assess and treat each individual client in a way that meets their individual needs and goals. You will learn how to promote health and well-being by helping people stay occupied in meaningful ways. You will learn how to become a leader among your colleagues and the public and how to help others to understand how occupation impacts health. You will have the opportunity to practice in various settings with people across the lifespan, with or without a disability or illness.

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I want to help you get admitted to graduate school in Occupational Therapy

Many years ago as an undergraduate student at Indiana University, I enjoyed very much working with autistic adolescents, despite the great challenges involved. As a result, I especially appreciate the opportunity as a statement writer to help applicants to graduate school in OT to get accepted and to have fulfilling careers.

There are many excellent graduate programs in Occupational Therapy that will prepare you for a lifetime of distinguished service in OT, providing you with the knowledge, skills and value of lifelong learning to practice occupational therapy in customary and innovative ways within an ever-changing world. Throughout the course of your studies, you will become an exceptionally keen observers, active listener, creative strategist, critical thinker, resourceful leader and practical educator who helps people set and meet goals, overcome challenges and thrive in the face of adversity.

I began my studies in the humanities and social sciences, first thinking about psychology and ending up majoring in philosophy as an undergraduate student. Along the way, I had several work study jobs that made big impressions on my long term career development, including in the area of occupational therapy. I was employed for about one year for the Occupational and Developmental Training Center in Bloomington, Indiana. I went in at night in order to care for developmentally disabled adolescents, getting them up and rolling in the morning to greet their day, breakfast, toiletries, etc. One client in particular has proven to have etched out a most enduring memory in my mind. My client Tracy was 16 years old and built like a Sumari Warrior. She also had razor sharp teeth, all of which made her rather dangerous because she had the mental development of a 6-month-old baby. On my first day of work, within hours of my arrival, I found myself prying her mouth open to secure the release of the fingers of shrieking staff person whose fingers had been bitten to the bone.

It is our duty to make sure that Tracy’s life is fulfilling. Given what Tracy has to work with, this is no easy task. OT is a science and an art of its own with some of the greatest challenges in the world. I am convinced that this area of studies attracts applicants many if not most of whom have golden hearts and a passion for service to the weak and disabled, those who need them most. This is why it is a great pleasure and honor for me to help you in the drafting of a statement that is highly effective and will be successful at getting you admitted to the program of your choice in Occupational Therapy.

The Humanitarian Side of Occupational Therapy

Many, many American occupational therapists and physical therapists have volunteered in Haiti in clinics, hospitals, and through medical missions. They have come with varying tasks in mind and organized their trips through various different organizations.

While Haiti is a very appealing place to work, there is a common regret that therapists express when they return home—that they had to leave projects and therapy programs unfinished. 

Others regret that they didn't know enough about the lives of the Haitian people, they tried therapy approaches that did not work, or they didn't realize how they would be received.

Thankfully, things are changing in Haiti: little by little, big things are happening in the Haitian rehabilitation community. For example:

• Haiti now has a professional PT association, recognized by the government. There have about 24 members who are Haitian PTs with bachelor's degrees from foreign universities such as the Catholic University of Santo Domingo in the Dominican Republic.
• The government of Haiti now has an agency that protects the rights of people with disabilities. The French acronym for the agency is SIEPH, meaning "the society for integration of people with handicaps”. They plan for the improved accessibility of buildings and access to jobs.
• The government of Haiti is planning to increase the size of the public health infrastructure. They will build public health clinics in rural areas and develop a health insurance system.
• Rehabilitation technician training programs have worked together to form a unified curriculum. They have applied to the government of Haiti for a certification process, including a certification exam.
• The first OT and PT academic degrees are now being offered at the Episcopal University of Haiti.

Building Rehab Education

A small group of U.S. faculty members are working now on building the curriculum for each program, which will meet the international standards for bachelor's degrees. 

A four-year programs is recommended as the minimum entry-level degree length by the World Federation of Occupational Therapy (although a three-year certificate would also meet the international standard for OT). A four-year bachelor's degree is also the minimum for physical therapy, as per the World Confederation of Physical Therapy.

In the U.S., a nonprofit foundation is now being formed to provide ongoing support for the Faculté Science Réhabilitation de Léogâne (FSRL). The nonprofit is called "Haiti Rehabilitation Foundation”. In addition, the Quinnipiac University of Hamden and North Haven, Connecticut, is working on a University Partnership agreement.

They will also develop agreements with fieldwork sites in Haiti, with professional supervision, to meet the WFOT and WCPT standards. Building a positive working relationship with clinical affiliation sites will bear fruit in job openings for the new graduates in 2018.  The intention of the UNEPH/FSRL program is to move to an all-Haitian faculty. Master's level OT and PT degrees will need to be developed as well to achieve this.

In the meantime, there are plenty of opportunities to explore humanitarian work through organizations like Doctors without Borders, Handicap International, Helen Keller International, HelpAge International, International Committee of Red Cross (ICRC), International Federation of Red Cross and Red Crescent Societies. Check them out and let us know if you need a personal statement or other document to ensure your success!

Occupational Therapy Personal Statement Examples

• 1 Personal Statement Examples & Course Overview
• 2 Career Opportunities
• 3 UK Admission Requirements
• 4 UK Earnings Potential For Occupational Therapists
• 5 Similar Courses in UK
• 6 UK Curriculum
• 7 Alumni Network

Personal Statement Examples & Course Overview

• Personal Statement Example 1
• Personal Statement Example 2
• Personal Statement Example 3
• Personal Statement Example 4
• Personal Statement Example 5

Ever been intrigued by the idea of helping individuals live fulfilling and productive lives despite physical, mental, or social challenges? Inspired by the prospect of empowering people to engage fully in daily activities, through therapeutic practices?

If so, a career in Occupational Therapy could be your ideal journey. This rewarding field equips you with the knowledge and skills to devise personalised therapy programmes, aimed at enhancing individuals’ ability to participate in everyday tasks.

Occupational therapy is a health profession that focuses on helping people with physical, mental, and emotional disabilities to develop skills to participate in everyday activities.

Students in the occupational therapy course will learn how to assess, diagnose, and treat individuals with physical, mental, and emotional disabilities. They will also learn how to design and implement interventions to help individuals achieve their goals.

Occupational therapy is a dynamic and growing field, and students will gain an understanding of the latest trends and research in the field.

Additionally, students will gain an understanding of the ethical and legal aspects of the profession, as well as the social and cultural implications of providing services to people with disabilities.

The course will also provide students with the opportunity to gain hands-on experience through clinical placements, giving them the opportunity to apply their knowledge and skills in real-world settings.

👍 When writing a personal statement : Highlight your passion for the course, demonstrating your understanding of it. Use relevant personal experiences, coursework, or work history to showcase how these have fostered your interest and readiness for the course.

Career Opportunities

A person with an occupational therapy degree can pursue a wide range of careers and professions. These include:

1. Occupational Therapist: Occupational therapists help people with physical, mental, or developmental disabilities to perform everyday activities. They evaluate their clients’ needs and create individualized treatment plans to help them reach their goals. They may work in hospitals, rehabilitation centers, private practices, schools, and other settings.

2. Occupational Therapy Assistant: Occupational therapy assistants work under the supervision of an occupational therapist to help clients perform activities of daily living. They may provide direct patient care, assist with therapeutic exercises, and help with other tasks related to the client’s treatment plan.

3. Occupational Therapy Aide: Occupational therapy aides provide support to occupational therapists and occupational therapy assistants. They may help with administrative tasks, such as scheduling appointments and maintaining patient records. They may also provide direct patient care, such as helping with therapeutic exercises.

4. Rehabilitation Counselor: Rehabilitation counselors work with individuals who have physical, mental, or developmental disabilities. They help them develop the skills needed to live independently and find meaningful employment. They may also provide mental health counseling and other support services.

5. Research and Development: Occupational therapists may pursue research and development roles in the medical field. They may be involved in developing new treatments and therapies, as well as conducting research to improve existing treatments.

UK Admission Requirements

In order to be accepted into the Occupational Therapy course at a UK university, applicants must have a minimum of three A-Levels, or equivalent qualifications, at grade C or above.

These A-Levels must include at least one science subject, such as Biology, Chemistry, or Physics. Additionally, applicants must have a minimum of five GCSEs at grade C or above, including English Language, Mathematics, and Science.

The entry criteria for this course is similar to other health-related courses at UK universities, such as Nursing or Physiotherapy. The main difference is that the Occupational Therapy course requires applicants to have at least one science A-Level , whereas other health-related courses may not. Additionally, some universities may require a minimum of two science A-Levels for the Occupational Therapy course.

UK Earnings Potential For Occupational Therapists

The average earnings for someone with a degree in Occupational Therapy in the UK is £34,000 per year. This figure is expected to increase in the coming years due to the growing demand for occupational therapists in the UK.

The demand for occupational therapists is expected to increase due to the aging population and the need for more health and social care services. Additionally, the UK government is investing heavily in the NHS, which is likely to lead to an increase in the number of jobs available for occupational therapists.

The job market for occupational therapists is also expected to benefit from the increasing number of people with disabilities and chronic illnesses, as well as the growing demand for mental health services.

Similar Courses in UK

Other related university courses to Occupational Therapy include Physiotherapy, Speech and Language Therapy, and Social Work.

Physiotherapy is a healthcare profession that focuses on the assessment, diagnosis, and treatment of physical impairments, disabilities, and pain. It is a hands-on approach to helping people improve their physical functioning and quality of life.

It is focused on the physical body and its movement, whereas Occupational Therapy is focused on the person as a whole, including their physical, mental, and emotional well-being.

Speech and Language Therapy is a healthcare profession that focuses on the assessment, diagnosis, and treatment of communication and swallowing disorders. It is focused on helping people improve their communication skills and swallowing abilities.

It is focused on communication, whereas Occupational Therapy is focused on helping people achieve their goals in life, such as being able to perform activities of daily living.

Social Work is a profession dedicated to helping people improve their lives and well-being. It is focused on helping people overcome their challenges and achieve their goals. Social Work is focused on helping people develop their social skills, whereas Occupational Therapy is focused on helping people improve their physical, mental, and emotional well-being.

UK Curriculum

Occupational Therapy covers a range of topics, including anatomy and physiology, neuroscience, psychology, sociology, and research methods. It also covers a range of clinical topics, such as musculoskeletal, neurological, and mental health conditions, as well as paediatrics and geriatrics.

In addition to the theoretical components of the course, students will also gain hands-on experience in the form of placements. These placements will involve working with clients in a variety of settings, such as hospitals, schools, and community centres. During the placements, students will be able to observe and practice a range of occupational therapy skills, such as assessment, intervention, and evaluation.

The course also includes a range of practical activities, such as role-play, group work, and problem-solving exercises. These activities are designed to give students the opportunity to apply their knowledge and skills in a real-world context.

Finally, the course also includes a range of modules on professional practice, such as ethics, communication, and legal and professional issues. These modules are designed to equip students with the skills and knowledge they need to practice as an occupational therapist.

Alumni Network

Notable alumni from the occupational therapy course include Dr. Jeanette M. Taira, who is a professor at the University of Southern California’s Division of Occupational Science and Occupational Therapy.

She is a leader in the field of occupational therapy, having published numerous articles on the subject and having served as a mentor to many occupational therapy students. Dr. Taira has also been involved in numerous research projects, including a study on the use of virtual reality in the treatment of children with autism.

In addition to Dr. Taira, other notable alumni from the occupational therapy course include Dr. Mary Vining Radomski, who is the director of the National Center for Medical Rehabilitation Research at the National Institutes of Health. She has been a leader in the field of occupational therapy for many years, having published numerous articles on the subject and having served as a mentor to many occupational therapy students.

Alumni events and networking opportunities for occupational therapy students are available through the American Occupational Therapy Association (AOTA). The AOTA hosts an annual conference, which provides a platform for alumni to network and share their experiences. Additionally, the AOTA offers online networking opportunities, such as webinars, to help alumni stay connected with one another and to stay up-to-date on the latest developments in the field.

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Master of Occupational Therapy

Excellence in Education, Excellence in Practice

The UW Master of Occupational Therapy (UW MOT) degree is a two-year program of rigorous academic coursework integrated with fieldwork education. As an OT program located within the Department of Rehabilitation Medicine, we offer students several unique benefits:

• A 4:1 student-to-faculty ratio: Each of the 24 students we admit per year receives personal attention from expert faculty. Our students develop strong camaraderie with their cohort and work together with faculty and staff to sustain a collaborative Community of Learning.
• An interdisciplinary curriculum that emulates real-world occupational therapy practice:  Our students have the opportunity to take required and elective coursework with students from other health disciplines.
• Authentic, immersive community-based Clinical Learning Experiences: In addition to their fieldwork education, our students engage with clients in real-life settings through course assignments and a year-long Graduate Capstone Project where they work in small groups to develop and implement programs in response to community needs.
• A utomatic qualification for Educational Staff Associate (ESA) Certification: Our graduates qualify for ESA Certification in the State of Washington so they can take jobs working with children in the public school system with no additional training.

Our graduates are eligible to take the  National Board for Certification in Occupational Therapy  (NBCOT) exam*. After successful completion of this exam, the individual will be an Occupational Therapist, Registered (OTR). In addition, all states require licensure in order to practice; however, state licenses are usually based on the results of the NBCOT Certification Examination.  

*A felony conviction may affect a graduate’s ability to sit for the NBCOT examination or attain state licensure. An individual who is considering entering, or who has already entered, an occupational therapy educational program can have their background reviewed prior to actually applying for the exam by requesting an  Early Determination Review . Each early review case is reviewed on an individual basis. After NBCOT has completed its review, the individual is notified in writing regarding whether he/she will be eligible to sit for the NBCOT exam, provided all eligibility requirements are met.

The University of Washington Division of Occupational Therapy is currently in Applicant status with ACOTE, our accrediting body, as we explore a possible transition from an entry-level master of occupational therapy (MOT) program to an entry-level doctorate (OTD). Updates will be posted as they are made available.

ACOTE Accreditation Status

The entry-level occupational therapy master’s degree program is accredited by the Accreditation Council for Occupational Therapy Education (ACOTE) of the American Occupational Therapy Association (AOTA), located at 7501 Wisconsin Avenue, Suite 510E Bethesda, MD  20814. ACOTE’s telephone number c/o AOTA is (301) 652-AOTA and its web address is  www.acoteonline.org .

Accreditation through this national professional organization ensures that our graduates meet the national standards to become highly skilled occupational therapists. Our program received a 10-year re-accreditation in 2022. Annual written reports for the program are submitted to ACOTE every year. The next full accreditation self-study report and on-site accreditation visit will be held in 2031-32.

MOT Student Outcomes

We have a 100% graduation rate. During the last 3 academic years of 2020-21 through 2022-23, every one of the 72 students (100%) enrolled in our program graduated. An academic year begins in Autumn Quarter and ends with Summer Quarter.

During the calendar years of 2021, 2022, and 2023 of the 73 students that took the NBCOT exam 100% passed the exam. Certification exam results can also be found on the NBCOT website .

Curriculum Summary

The UW Master of Occupational Therapy (UW MOT) degree is a 9-quarter lock-step program that begins in Autumn Quarter. The first 7 quarters of coursework are followed by 6 months of full-time Fieldwork II clinical placements. We focus on preparing graduates for the complexity of occupational therapy practice through didactic coursework and authentic, immersive Clinical Learning Experiences in the community. View the course plan in the  MOT curriculum summary .

First-year students focus on the foundations of occupational therapy, the therapeutic analysis of activities and occupations throughout the lifespan, the process of occupational therapy service delivery, and therapeutic communication groups. They also learn applied human sciences such as functional anatomy and neurobiology.

In the second year, students learn occupational therapy theory and practice in mental health, physical disabilities, pediatrics and geriatrics through academic coursework integrated with 4 weeks of full-time community-based Fieldwork I and other Clinical Learning Experiences.

Clinical Learning Experiences

Our philosophy is that clinical skills are best refined through working with real clients in real-world environments. We provide a variety of immersive Clinical Learning Experiences in the community in addition to typical classroom-based labs and simulations. Students gain real-world practical experience outside the classroom and develop clinical reasoning and technical skills through course-related assignments, the Graduate Capstone Project, and Fieldwork Levels I and II.

Course Assignments

At least one course per quarter includes a structured Clinical Learning Experience assignment. These assignments are designed to build on each other throughout the program. For example, to master clinical interviewing skills, students first interview a resident at a local retirement facility to build an occupational profile. They continue to refine this skill by interviewing parents as part of a pediatric assessment, and consumers who use assistive technology in everyday life. More examples of structured Clinical Learning Experience assignments:

• Focused treatment observation and analysis
• Standardized test administration
• Transfer training
• Client assessment and treatment
• Community site usability evaluation
• Home accessibility assessment

Graduate Capstone Projects

Second-year students apply their scholarship to real-world practice settings through collaborative Graduate Capstone Projects. The Graduate Capstone Project combines an in-depth clinical learning experience with an opportunity to give back to the community through service learning. The projects extend over four quarters. Students write a scholarly paper, design a professional poster, and present their projects at the annual UW MOT Graduate Symposium. Each team is guided by a faculty advisor and one or more community mentors. Every year, several students present their projects at local, state, and national conferences. 

Fieldwork Levels I and II

Fieldwork is the occupational therapy term for clinical education that is required under national accreditation standards. It includes Fieldwork I and Fieldwork II. Fieldwork II always occurs in community settings. The accreditation standards for Fieldwork I placements, however, allow for a variety of clinical experiences including classroom-based simulations and labs.

Students in the occupational therapy program comply with the requirements detailed in the University’s affiliation agreements with clinical sites, and as required by the UW School of Medicine, regarding the completion and documentation of immunizations. These are in accordance with recommendations by the Centers for Disease Control and Prevention for healthcare personnel and requirements for the UW School of Medicine. Additionally, students must pass criminal background checks before and during the program and in compliance with the University’s affiliation agreements with clinical sites.

Fieldwork Level I

There are four Fieldwork I experiences in the program at a community setting under the supervision of an occupational therapy practitioner or other health professional. Each placement is linked to a theory and practice course in mental health, physical disabilities, pediatrics, and geriatrics. We integrate this real-world practical experience in the field into core coursework through assessment reports, treatment planning, documentation notes, and class discussions.

Fieldwork Level II

There are two full-time Fieldwork II experiences which take place the last two quarters of the program. Each Fieldwork II experience is 12 weeks long. These placements occur at two clinical sites under the supervision of occupational therapy Fieldwork Educators. During each placement, the student gradually assumes full responsibilities for a client caseload. By the end of each experience, students have the skills necessary to work as an entry-level occupational therapist in that practice setting. In our program, one Fieldwork II placement must be in physical disabilities. The other is the student’s choice between mental health, pediatrics, or geriatrics.

Second year students apply their scholarship to real world practice settings through collaborative Graduate Capstone Projects. Students work in small groups with a community partner to address a program development, education, or advocacy need and then present their projects at our annual symposium.

Community Engagement

Faculty Research

Since 2018, our faculty have served as key investigators on research grants from national agencies totaling more than $19.25 million. We conduct cutting-edge research that addresses multiple conditions across the lifespan at the individual, community, population, and policy levels through collaborations within and beyond the University of Washington. Areas of faculty research include:

Person-Focused Research

Don Fogelberg studies the prevalence and impact of sleep disturbances in people with central nervous system injuries or disorders, including spinal cord injury, multiple sclerosis, traumatic brain injury, and Parkinson Disease. Dr. Fogelberg was interviewed about his sleep research.

Tracy Jirikowic has conducted multiple studies that examine sensorimotor assessment, intervention and functional performance in children with neurodevelopmental disabilities with an emphasis on children with fetal alcohol spectrum disorders.

Organization-and Community-Focused Research

Tracy Jirikowic has led two recent projects that established a patient-centered outcome research network to address the environmental and social barriers to community participation for individuals with intellectual and developmental disabilities and their families. Funded by the Patient-Centered Outcomes Research Institute, this work builds on a number of MOT Graduate Capstone Projects.

Danbi Lee focuses on community-based and participation-centered intervention and outcomes studies informed by qualitative research with people with disabilities. She has conducted single- and multi-site clinical trials that examine the  effects of self-management interventions  on health, quality of life, and community participation outcomes of people with stroke and other disabilities.,

Policy-Focused Research

Tracy Mroz studies the impact of policy and delivery systems on access to and quality of post-acute care, including an examination of the  quality of rural post-acute care  for Medicare patients and a  comparison between community-entry and post-acute home health  for rural Medicare beneficiaries as an investigator with the  WWAMI Rural Health Research Center . She also collaborates with the  UW Center for Health Workforce Studies  to research the  therapy workforce in skilled nursing facilities  and  occupational therapy as part of the behavioral health workforce .

Danbi Lee conducts studies exploring disability-related diversity, inclusion, and equity issues within healthcare and health workforce education. She studies the integration of disability studies within occupational therapy practice and education in collaboration with the Occupational Therapy and Disability and Studies Network. She also collaborates with the  UW Center for Health Workforce Studies  to research inequitable care based on race and disability and experiences of the home care workforce.

Regional Engagement

Our faculty and students engage with the community through volunteer work and service learning in keeping with the mission of the University of Washington as a public institution.

Interdisciplinary Health Fairs

Students have opportunities to volunteer at various Health Fairs around the Seattle Metro Area, some targeting specific underserved populations.  Education and screenings provided can include: developmental screening for infants and children, ergonomics in the workplace to prevent injuries, use of adaptive equipment to complete activities of daily living, and fall prevention training.

Sensory-Friendly Performances at Seattle Children’s Theater

Throughout the year, our students volunteer as ushers during sensory-friendly performances at the Seattle Children’s Theater. These performances emerged from a previously-completed Graduate Capstone Project. Students help families find seats that meet their needs, lead children to quiet booths if they need a break, and answer questions about the sensory-friendly experience.

Adaptive Yoga at Adaptive Yoga Northwest

During adaptive yoga sessions for people with mobility restrictions, student volunteers help class attendees move their bodies into and maintain different yoga poses.

Student-Led Community Projects

Each year, our students complete community-based Graduate Capstone Projects developing innovative approaches to needs identified by members of the local community. Many of these projects create long-term change in our region. Recent examples include A Pacific Science Center Visit Guide for Families with Children with Autism Spectrum Disorder and Arthritis-Friendly Trails at Seattle Parks and Recreation.

For Fieldwork Educators

Community Fieldwork Educators offer our students the benefit of their expertise and the opportunity to receive supervised hands-on training. In return, the experience of supervising a future occupational therapist offers Fieldwork Educators access to current practice trends and cutting edge research. Read more about the value and purpose of fieldwork  from the American Occupational Therapy Association (AOTA).

Fieldwork I Educator Resources

• Level I Fieldwork (AOTA) describes the experience, offers guidelines, and sample evaluation forms for educators
• UW Level I Fieldwork Sequence and Objectives describes how we prepare our students for their Level I fieldwork experience and outlines the responsibility of the Fieldwork Educators

Fieldwork II Educator Resources

• Level II Fieldwork (AOTA) describes the experience, offers guidelines, sample evaluation forms for educators, and an official position paper
• UW Fieldwork II Roles and Responsibilities describes in detail the responsibilities of the Fieldwork Educator, the Academic Coordinator, and the student
• OTA and OT Aide Supervision Overview
• UW Level II Fieldwork Objectives

Advisory Board

The Occupational Therapy Program Advisory Board ensures that our program continues to offer students the most relevant coursework informed by current best practices in occupational therapy. Each member contributes a unique perspective on the evolving trends and challenges in clinical practice. They assess program effectiveness, guide quality improvement, and strengthen ties between our program and the broader occupational therapy community.

• Director, Providence Sound Hospice
• Occupational Therapist, Rehab Care Services, VA Puget Sound Medical Center
• Occupational Therapist, Mary Bridge Children's Hospital
• Occupational Therapist, Downtown Emergency Services Center
• Occupational Therapist, Highline Public Schools
• Occupational Therapist, Muckleshoot Early Learning Programs
• Occupational Therapy, Behavioral Health & Rehabilitation, Harborview Medical Center
• Occupational Therapist, Providence Home Health, Snohomish County
• Occupational Therapist, University of Washington Medical Center
• Inpatient Cancer Care Therapies Supervisor, Occupational Therapist and OT Clinical Fieldwork Coordinator, Seattle Children’s Hospital
• NHA Chief Operating Officer, Horizon House
• University of Washington
• Occupational Therapist, Swedish Edmonds

Janet M. Powell Alumnus of the Year Award

The Janet M. Powell Alumnus/a of the Year Award recognizes outstanding alumni from one or more of the University of Washington Division of Occupational Therapy entry-level and advanced degree programs who have made significant contributions to the field of occupational therapy. The Advisory Board selects the recipient each year and the recipient speaks at the annual graduate symposium and pinning ceremony. If you would like to nominate someone for this award, email  [email protected] .

2019 - Renee Watling

2018 - Patricia Burtner-Freeman

2017 - Betsy VanLeit​

2016 - Jeannette Anderson Murphy​

2015 - Rose Racicot​

2014 - Roger Ideishi​​

Student Financial Award Recipients

Each year, we are able to award several partial scholarships to students through the generous gifts made by alumni and friends. These awards are made on a competitive basis to second-year students who demonstrate academic merit and financial need.

Elizabeth M. Kanny Endowed Student Support Fund for Occupational Therapy Students

In 2019, former director of the UW Occupational Therapy Program, Elizabeth Kanny, established a fund for students who have demonstrated a commitment to diversity or who have overcome personal or educational obstacles.

Elise Dziko

BA in Psychology and Criminal Justice

Seattle University, WA

My younger sister went to OT as a child, and that made me want to have the ability to help other children like her. I realized OT is the perfect mix of working with both someone’s mind and body. I am very interested in either working in an inpatient acute setting or working in an outpatient pediatric clinic.

Patricia A. Folsom Endowed Fund for Occupational Therapy Students

Established in 2011 by UW MOT alumna Patricia Folsom to help MOT students offset the costs associated with attending school.

Alex Kirschner

BS in Secondary Education and Biology

Marian University, IN

I was drawn to OT because of the incorporation of the whole individual and the focus on that individual’s personal goals. Having worked in inclusive summer camps and non-profits, I am excited to be working with individuals in the rehabilitation side of medicine. Currently, I am interested in pediatrics and neurorehab.

Fallon Endowed Scholarship Fund

Established in 1989 by Walter and Dorothy Fallon in honor of their daughter’s unfulfilled wish of becoming and occupational therapist. This fund is intended to help dedicated occupational therapy students complete their education and make a positive contribution to the field.

AnnMarie Colavito

BS in Health and Exercise Science

Virginia Commonwealth University, VA

I was introduced to OT when I shadowed in a hand therapy clinic that focused on post-surgical therapy and wound care. I love the wide scope of what OT can do and that I can practice in a wide range of settings and specialties. I am interested in focusing my OT career in a burn ICU or on traumatic brain injury!

BAS in Environmental Studies

Evergreen State College, WA

I was introduced to OT working at a public school. I enjoyed seeing the creative ways that OTs can help students meet their goals and had fun picturing ideas for expanding on that. I am looking forward to graduating and working in the school system again, as I find that work deeply rewarding.

Fatima Mahamoud

BA in Public Health

University of Washington, WA

I became interested in OT through my daughter’s experience in Early Intervention Services. OT helped us figure out the HOW of doing the things she enjoyed. It really helped me to re-evaluate my perceptions of disability and what it means to participate in life. I hope to add meaning to the lives of children and their families in my own OT career.

Admissions Overview

Learn more about the program

Tour (In person)

The tour will cover those locations most frequented by MOT students. Maximum of 12 attendees. The next tour will be scheduled during Summer Quarter. Details to come.

Applicant Q&A Sessions (Virtual)

These sessions are an opportunity for applicants to ask questions about the MOT Program and admissions.

Register here for June 7, 2024 | 8 – 8:30 AM (PST) - with academic counselor

In keeping with the  University of Washington  and  Department of Rehabilitation Medicine commitment to diversity , we seek students who are dedicated to providing culturally responsive services in an increasingly diverse world. In our holistic admissions process, we consider a balance of an applicant’s experiences, attributes, and academic history. Our admissions reviews are conducted entirely online and do not include an interview. Please review all application instructions and requirements carefully, ask us for clarification, and prepare and submit the complete application by the deadline. We do not grant exceptions or extensions for submitting application materials, and we require complete applications for review.

2023-24 Application Cycle

Application deadline was December 1, 2023, for Autumn 2024 entry. Decisions were emailed to applicants on Feb 23, 2024.

2024-25 Application Cycle

Applications will open in mid-July to December 2, 2024, for Autumn 2025 entry.

Admissions Criteria

Applicants must meet all the requirements listed below.

Language Requirements

• Students must meet the  UW Graduate School’s English language proficiency requirement  at time of admission.
• A bachelor’s degree from a regionally accredited college or university in the US (or equivalent from a foreign institution).
• All majors are accepted.

Grade Point Average (GPA)

• A Cumulative GPA of 3.0 or higher on a 4.0 scale for all college-level courses (includes undergraduate, graduate, and prerequisites courses)
• A Prerequisite GPA of 3.0 or higher on a 4.0 scale for all completed prerequisites
• No more than one prerequisite grade of 2.7 (B-)

OT-related Experience

• This video goes into greater detail.
• Clinical site observation
• Shadowing or interviewing OT or OTA
• Completion of online OT module designed by a university
• Rehabilitation-related research participation
• Work or volunteer experience with persons with disabilities

Prerequisite Coursework

• All 3 natural sciences and 2 of the 4 social sciences must be graded at the time of application submission.
• Courses must be taken at a regionally accredited institution of higher education which may include traditional or online courses at universities, community colleges, or AP scores/CLEP posted as earned college credit on an official college transcript.
• Courses do not expire but we do expect applicants to be knowledgeable and comfortable with the material.
• Download this prerequisite checklist to help organize your coursework.

Program Costs

We provide a breakdown of miscellaneous fees and other considerations  here . Costs may vary on some items and tuition can change with the start of a new academic year.

How to Apply

We highly recommend prospective students allow at least one year to prepare the program application in addition to the time needed to complete the prerequisite courses. This will help ensure that all materials are submitted by or before the deadline. All program communications will be via email. Utilize this checklist to help you stay organized.

Application Deadline

Entry to Autumn 2025 - Dec 2, 2024 9:00 PM (PST)

To be considered for admission to the University of Washington Master of Occupational Therapy Program, you must:

• Meet the requirements listed in the Admissions Overview
• Submit an application through the  Occupational Therapy Centralized Application Service (OTCAS)
• Submit the  University of Washington Graduate School  application

Contact  [email protected]

For more information about resources available from the UW and life in the area, visit our life in Seattle page.

Professional OT Links

• American Occupational Therapy Association
• American Occupational Therapy Foundation
• AOTA Job Board
• National Board for Certification in Occupational Therapy
• Washington State Occupational Therapy Association

AOTA's Multicultural, Diversity, and Inclusion Network

• Association of Asian Americans & Pacific Islanders in Occupational Therapy (AAPI-OT)
• National Black Occupational Therapy Caucus (NBOTC)
• Network for Lesbian, Gay, Bisexual, and Transgender Concerns in Occupational Therapy (The Network)
• Network of Occupational Therapy Practitioners with Disabilities and Their Supporters (NOTPD)
• Occupational Therapy Network for Native Americans (OTNA)
• Orthodox Jewish Occupational Therapy Chavrusa (OJOTC)
• Terapia Ocupacional para Diversidad, Oportunidad, y Solidaridad (TODOS) Network of Hispanic Practitioners

Instructional Resources

Orthotic Splinting Instructional videos

Core Faculty

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Ranee Munaim , MS, OTR/L, CHT

Tracy Mroz , PhD, OTR/L, FAOTA

Danbi Lee , PhD, OTD, OTR/L

Tracy Jirikowic , PhD, OTR/L FAOTA

Donald Fogelberg , PhD, OTR/L

Keri DeGroot , OTD, OTR/L

Lauren Butler , MOT, OTR/L

You are here

• About occupational therapy
• Become an occupational therapist

How to apply for occupational therapy university courses

Applying for an occupational therapy programme is an exciting time as you are taking the first steps towards becoming a qualified occupational therapist.

Before submitting your application to become an occupational therapy student:

Selecting where you would like to study occupational therapy

Take some time to consider which occupational therapy programme is right for you. Things to consider include the location of the university, the campus facilities and the learning structure of the programme, for example,

• Does the university deliver some of the programme online? 
• Is there a part-time route available to facilitate those who have child-care, other caring roles or other needs?
• Does the university offer the apprenticeship route to occupational therapy (available in England only at present)?
• Is there an accelerated Masters programme available for people who already have an undergraduate degree in a related subject?
• Is the campus easy to reach by public transport and to assist you when on placements?
• What accommodation is available for students?
• Are there opportunities to undertake placement or some of the learning overseas?
• Where might the practice placement elements take place?
• What equality, diversity and inclusion policies does the university have in place?
• What resources staffing and support does the occupational therapy programme offer?

Think about how you like to learn, and research which occupational therapy programme accommodates that the most. The admissions team at your selected university will be able to give you much more information when you make contact with them, and it’s a good idea to check out the university campus websites too.

Attending open days are also a great opportunity to meet the teaching team and talk to current occupational therapy students at the university.  Nowadays as a result of the COVID pandemic, some of these open days will have been held as online events but should still allow you to ‘meet’ the teaching teams and some fellow student applicants, as well as take a virtual tour of the university.

Also, it is important to check to see if the occupational therapy programme is accredited by the Royal College of Occupational Therapists.  This means that the programme meets the educational quality standards set by the UK professional body as well as (via delegated authority) the World Federation of Occupational Therapists   and that you could work abroad in most countries of the world with the degree that you attain in the UK.

Obtaining work experience

Most universities also request that for you to be eligible to apply onto an occupational therapy programme, you need to have obtained work experience shadowing an occupational therapist in practice.  It’s the start of a lifelong journey into good practice if you appear to be well prepared at the time of your application, and have a good understanding of what occupational therapy is about. You might consider contacting local hospitals, trusts, charities and your local council where an occupational therapist is based to seek more about their experiences.  

During the aftermath of COVID-19, we realise that it will be difficult to gain access to hospitals and other organisations as a result of the restrictions, however, arranging a telephone or a video call with an occupational therapist and having a list of questions to ask them is a very good alternative.  You might also have been taking part in some sort of volunteering to help out with vulnerable groups or societies (or even befriending an individual) which would be an excellent way of demonstrating your interest in the allied health professions and supporting people to have a better life-quality.

Remember that occupational therapists will be extra- busy just now, so do plan contacts in advance if you can.

Completing your university application

Now that you have selected the university you want to apply to, the next step is completing the application. When applying for an occupational therapy programme, either through UCAS or directly to the universities you have chosen, you will be asked to write a personal statement. Make sure that you spend time on constructing this, a good idea is to brainstorm ideas first so that as you start writing the application you have a clear direction and focus.

Your personal statement is an opportunity to:

• Show your understanding of the role of an occupational therapist
• Explain how you have set out to gain a depth of experience, by examples of volunteering work and/or speaking to a range of people who work in different settings
• Demonstrate how the experience you have gained in preparation would help you to become engaged with your studies from the very start of your course

To help inform your understanding also consider taking a look at the videos we have produced, as these offer useful examples of practice. Have a really good think about why you want to be an occupational therapist and what attracts you to this career.

Demonstrate you have the skills of an occupational therapist

Take the opportunity to highlight to the admissions tutors that you already are beginning to show the skills, attributes and qualities of an occupational therapist. Think about occasions when you have used effective team working skills, empathy and good interpersonal skills and consider how you can draw upon these whilst you are a student occupational therapist. Consider how your own life experience and past studies, if you have already been a student, will support you in a career in occupational therapy.

Finally – the very best of good luck in your application.  If you choose to study occupational therapy, you will never regret it!

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Next Start Term: Summer 2025 MUSC Applications Open: July 1, 2024 OTCAS Applications Open: July 2024 Early Admission Application Deadline: September 1, 2024 Application Deadline: November 2, 2024

Note: Admissions for this program are not rolling. More information on the admissions timeline can be found below.

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The program takes a holistic approach to admissions. That means we consider a combination of GPA, relevant work experience, volunteerism, etc., in addition to the in-person interview (if offered). Applicants receive additional profile points on their application for unique life experiences and service experiences in the AmeriCorps, the Peace Corps, or prior military service.

Applicants should demonstrate strong academic backgrounds and life experiences to be competitive. These may include additional OT volunteer work over and above the minimum 15 hours, volunteering in a community setting other than OT, significant leadership experience, research activity, scholarship history, and significant academic or community volunteer awards.

Admissions Requirements

The GRE is no longer required for admission.

• A bachelor’s degree from a regionally accredited college or university.
• *Clemson University students who are on the Accelerated Pathway track must provide signed verification of Clemson general education requirements validated by the Clemson Registrar’s Office by time of matriculation into MUSC.
• Complete 20 hours of prerequisite coursework at a regionally accredited college or university. A minimum of 12 hours need to be completed by the application deadline. The remaining hours must be completed by matriculation into the program. In-person and online courses are accepted. (see course list below)
• Three references from individuals who know you and your abilities. We prefer two academic (professors or advisors) who are familiar with your academic ability and accomplishments, and one professional, preferably an occupational therapist.
• We cannot assist in finding placement for shadowing opportunities.
• AOTA Online Modules/Continuing Education
• OT State Association Online Modules/Continuing Education
• Complete an application through the Occupational Therapy Centralized Application Service (OTCAS) . Fee waivers may be available to qualified applicants.
• Complete the MUSC application. Cost to apply .
• Submit a resume and personal statement through OTCAS. The personal statement should describe why you should be admitted to the program and any unique attributes you would bring to the profession. 

Early Admission:

MUSC offers early admissions for students who meet the eligibility criteria. Early admissions is determined by a holistic review of the application by the Admissions Committee, and an interview is not required. Applicants who are interested in early admission must submit their completed MUSC and OTCAS applications by September 1st for consideration. Applicants are not required to withdraw applications from other programs if they are accepted into the program.

Applicants must have the following to be considered for early admission:

• Submission of the completed OTCAS & MUSC Application by September 1.
• An overall cumulative GPA of 3.5 or higher
• A prerequisite GPA average of 3.5 or higher (at least 12 of 20 prerequisite hours completed at the time of application)
• At least Anatomy & Physiology I (or equivalent course) with a B or higher

Note: Before applying to our program, please be aware that a felony conviction may affect your ability to sit for the examination administered by the National Board for Certification in Occupational Therapy after you graduate and, subsequently, your ability to attain state licensure. The National Board for Certification in Occupational Therapy offers an early determination to assess examination eligibility. Go to www.nbcot.org and read the Early Review section for details.

Prerequisite Courses

Prerequisite special notes:.

• *Anatomy and Physiology prerequisites need to be rigorous courses. A minimum of 3.0 (B) is strongly preferred for all Anatomy and Physiology Lecture and Lab courses. Advanced Placement courses are not accepted. Combined Anatomy and Physiology courses are accepted; however, you MUST take Anatomy and Physiology I and II to fulfill the separate Anatomy and Physiology requirements, including labs.
• View Frequently Approved Prerequisites for the OT program. To speak with an admissions specialist about your coursework or request an unofficial transcript evaluation, please call 843-792-2536 or email [email protected] . The Office of Enrollment Management offers unofficial transcript evaluations between March 1 and June 30.
• If all prerequisite coursework has not been completed by the application deadline, please include courses in progress and those you plan to complete in the "Plans for Remaining Academic Year" in the application's supplemental forms section.
• Dual enrollment courses are accepted for prerequisite courses so long as the course appears on your college transcripts.
• We do not accept advanced placement, transfer of credit, or credit for experiential learning. Applicants do not receive credit for previous coursework and/or experience.

Application Process

• Complete the MUSC Application . Opens July 1. 
• Official transcripts from all colleges or universities attended for all college credit courses.
• Three references: Two academic and one from an occupational therapist (see above)
• Personal Statement. See details above.
• Plans for Remaining Academic Years Form
• Log of Occupational Therapy Experience (15 hours minimum)

All above information must be received on or before the application deadline to be considered for admission to the program. It is the applicant's responsibility to review the progress of his/her application by viewing the  Application Progress Portal  and ensure that all application materials (including official reference forms, and all official transcripts are received by the application deadline).

Early Admissions Timeline:

Regular admissions timeline:, international applicants.

MUSC’s OT programs are unable to admit international students requiring an F-1 visa. Applications will only be accepted from U.S. citizens, permanent residents, or those holding other valid nonimmigrant visa classifications that allow participation in lawful study while in the United States.

Use of Marijuana and/or CBD Products

Marijuana is a Schedule 1 drug and is illegal to purchase in South Carolina. Apart from a narrow and limited scope of codified/documented medical exceptions, it is illegal for individuals to use marijuana/tetrahydrocannabinol (THC) in South Carolina. Although cannabidiol (CBD) products may be purchased and used in South Carolina, please be aware that CBD products may contain higher levels of THC than represented on packaging and use of CBD products can result in a positive drug screen for THC/marijuana. Be aware that current drug testing methods cannot accurately ascertain the origins of THC metabolites (i.e., whether from marijuana or CBD products). Your academic program has the authority to conduct random and/or scheduled drug testing; if your test result is reported as positive for THC metabolites (even if you only used a CBD product), your ability to be accepted into the program, progress in the program, and/or successfully complete the program may be negatively impacted.

Scholarship Eligibility

MUSC offers scholarships for which you may be eligible. Some are awarded based on academic achievement; others are awarded based on community service, for example. However, the majority of scholarships awarded at MUSC are based on financial need. This means those scholarships are only awarded to students who need some financial assistance to cover the cost of tuition and fees. If you would like to be considered for a financial need-based scholarship, you must have an up-to-date Free Application for Federal Student Aid (FAFSA) on file. Make sure you list Medical University of South Carolina on your FAFSA form, along with MUSC’s code: 003438. We encourage you to submit the FAFSA as early as possible. It is recommended to submit the FAFSA in January if you plan to enroll in the Fall.

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I invite you to fill out my  Interview Form  at this link. Even if you have a draft, the information on the interview form is often helpful and serves as the basis for me to make creative improvements to the statement. I spend more time with the statement for my premium service customers at  US$299.00 ; this is especially true when it comes to making major contributions to creative ideas. My standard service at  US$199.00  is for clients who already have a well-developed draft. My premium service is for clients who want my ultimate effort and further revision after they have a chance to make changes. 24 Hour turnaround time.

OT Occupational Therapy Personal Statements and Statements of Purpose for Graduate School, Writing and Editing Service, Samples, Help

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Occupational Therapy Masters Personal Statement of Purpose

Master's Degree Occupational Therapy Personal Purpose

I want to help you get accepted to Graduate School in Occupational Therapy, OT Degree Programs

As a young man, I enjoyed very much working with autistic adolescents, despite the great challenges involved. As a result, I especially appreciate the opportunity to help applicants to graduate school in OT to get accepted and to have fulfilling careers. Now, as an older man, I try to be a young father to my only child, David, now 7, who is on the Autism Spectrum. Thus, I am in a good position to understand the critical role played by Occupational Therapy in the lives of so many of us.

There are many excellent graduate programs in Occupational Therapy that will prepare you for a lifetime of distinguished service in OT, providing you with the knowledge, skills and value of lifelong learning to practice occupational therapy in customary and innovative ways within an ever-changing world. Throughout the course of your studies, you will become an exceptionally keen observer, active listener, creative strategist, critical thinker, resourceful leader and practical educator who helps people set and meet goals, overcome challenges and thrive in the face of adversity.

I began my studies in the humanities and social sciences, first thinking about psychology and ending up majoring in philosophy as an undergraduate student. Along the way, I had several work study jobs that made big impressions on my long term career development, including in the area of occupational therapy. I was employed for about one year for the Occupational and Developmental Training Center in Bloomington, Indiana. I went in at night in order to care for developmentally disabled adolescents, getting them up and rolling in the morning to greet their day, breakfast, toiletries, etc. One client in particular has proven to have etched out a most enduring memory in my mind. My client Tracy was 16 years old and built like a Sumari Warrior. She also had razor sharp teeth, all of which made her rather dangerous because she had the mental development of a 6-month-old baby. On my first day of work, within hours of my arrival, I found myself prying her mouth open to secure the release of the fingers of shrieking staff person whose fingers had been bitten to the bone.

It is our duty to make sure that Tracy’s life is fulfilling. Given what Tracy has to work with, this is no easy task. OT is a science and an art of its own with some of the greatest challenges in the world. I am convinced that this area of studies attracts applicants many if not most of whom have golden hearts and a passion for service to the weak and disabled, those who need them most. This is why it is a great pleasure and honor for me to help you in the drafting of a statement that is highly effective and will be successful at getting you admitted to the program of your choice in Occupational Therapy.

I have developed a special interest in Occupational Therapy primarily because I think that this field attracts good people who are interested in the most important things in life, rather than primarily making money and showing off what it can buy. Most of all, it is their sense of service to their fellowman. I also do a lot of work for nurses and social workers, for the same reasons. Five years ago exactly, I was living in the south of Mexico, working hard on my computer, drafting statements, and I lived with a family. Grandpa was in a wheelchair, and he would get daily visits from an OT professional. As I worked, I would look up and observe. I reflected at that time about the importance of what I was observing, especially for grandpa. But, it is also important to note that I feel strongly that the OT visit to grandpa was also healthy for the entire family and the visitors like myself as well. Especially his two grandchildren, who at that time were about 8 and 13. Clearly, this served to cultivate a sense of community in the children as well. It was healing for them to see someone caring for their grandfather.

Dr. Robert Edinger

Sample Introductory Paragraphs

I have developed a special affinity and affection for the guiding ethical and human principles that drive the discipline of Occupational Therapy. I can see nothing that would be as noble for me to pursue than a professional lifetime spent giving my all to helping individuals to recover and function, thereby enabling them to improve their lives through activities that enhance their psychological and emotional well-being, in addition to their physical health. In love with the discipline itself, and still only twenty-three, I look forward to having broad-ranging experiences helping vulnerable members of my community and their families as an OT professional, working with clients that range from pediatric to geriatric. I love the diversity of OT.

My undergraduate focus on Athletic Training combined with my work as an Outreach Certified Athletic Trainer since graduation has provided me with something special to give to the profession of Occupational Therapy. Furthermore, I now hold two professional positions: also working as a Direct Support Specialist for Dependable Home Health Care in St. Paul, Minnesota, providing home patient care for the physically, developmentally, and intellectually disabled – from pediatric to geriatric patients. I have only been working in this new position since this past May 2014, but my heart has already been stolen by my patients. I see my future in their faces, helping them to live to the fullest each day. For this reason, a master's program in OT is ideally suited to the realization of my professional goals, for the long as well as the short term.

Sample First Two Paragraphs.

I am a young woman from Korea, now 27 years old, and I am making America my permanent home. I finished my undergraduate studies at XXXX University in 2013 in Biology with a minor in Communication and Cultural Studies and spent a total of 8 years in the USA, in Michigan as well as Indiana, which enabled me to bring my English skills up to a professional level. I also have relevant experience that has increased my confidence that Occupational Therapy is my ideal career since I worked for a sports rehabilitation center for professional baseball players as a business developer and coordinator. This experience left me with the impression that, while I excel at business development, my true calling is that of a therapist.

Most of all, however, my great passion for Occupational Therapy comes from the experience of my uncle. Most Korean families are remarkably close; and my uncle was always a central figure in my family, filling a leadership role and working hard on behalf of all of us. When he was injured and became incapacitated, it was a terrible blow to my entire family, especially since his wife abandoned him because of his accident. Since that time, I have watched my uncle recover little by little, slowly rebuilding his life, something that would not have been possible without extensive rehabilitation and occupational therapy.

Letter of Intention to Remain on the Wait List for Graduate Admission to the Occupational Therapy Program

I am writing to reaffirm my interest in being a part of the Graduate Occupational Therapy Program at XXXX College. Your program is my first choice for returning to graduate school for several reasons. I live in New York and completing your weekend program would allow me to continue in my present position in the area of human resources so as to be able to fund my attendance at your weekend program at XXXX College.

In a few days, I will begin serving as a volunteer with XXXX Therapy of Rockland, NY. This organization is comprised of highly trained OT professionals who treat various conditions such as fractures of the upper extremities, reconstructive hand surgery, traumatic injuries, and also have a special concern for children and pediatric issues in OT. As a volunteer with this organization, I will be able to spend an entire year closely observing some of the most distinguished OT professionals in my area in preparation for entry into your program. I intend to give my all to this organization so that upon my enrollment at XXXX College I will already have extensive experience in OT issues, challenges, and will be better positioned to excel as a student in your program.

As a Haitian woman who has spent her entire professional life in the area of Human Resources and Development, I have long distinguished myself in the areas of diversity and inclusion. I look forward to bringing this experience to your program and sharing in your celebration of diversity at XXXX College. I want to thank you from the bottom of my heart for reconsidering my application for admission to your distinguished program.

Many OT Programs, if you make the first cut in the selection, will send you additional questions to answer, a sample of the response to which follows. You should coordinate these responses with the statement that you submitted previously.

At XXXX hospital where I volunteered, I met several patients who were coming to see occupational therapists due to discomfort in their hands. Most of the patients were middle-aged adults and most of the causes of their discomfort were due to overuse of their hands at work; other problems were the result of rheumatoid arthritis. I would assist these patients by putting their hands in a paraffin bath to reduce the swelling while soothing the pain in their joints and muscles.  Other patients came to see a therapist to regain function lost because of recent injuries such as falling down the stairs. We helped all these patients by educating them and providing them with assistive devices that would help them to carry out their daily activities until they were able to fully regain their lost functions. 

 I observed an occupational therapist in the inpatient unit conducting evaluations to be able to discharge some patients and admit others. Thus, I learned the immense importance of documentation and how to document a patient’s progress notes and evaluation reports to record the status and condition of the patient and the treatment that has been or needs to be provided, all of which may be read by other health care professionals and/or third-party payers.

 At XXXX College, I was known as a student who strived to become a tremendous asset to the college by devoting all my talents and time to my studies and volunteer activities.  I served, for example, as a mentor scholar in the ALANA Men in Motion Program, a college organization where minority male students meet once a week during the school semester to discuss current issues in the media. I also served as a tutor at the center for academic program support where I assisted students with their math, chemistry, and computer science coursework. One of my greatest achievements was being nominated to the Green Key Honor Society, a college honor program that represents HCC in the community by organizing events to raise money for charitable causes.

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Occupational Therapy, M.S. Admission & Graduation Requirements

Pre-requisite courses.

• Anatomy & Physiology (A & P) I with lab (must be completed within the past 5 years)
• Anatomy & Physiology (A & P) II with lab (must be completed within the past 5 years)
• In lieu of a combined A & P, you may take one semester of anatomy and one semester of physiology. Online and in-person classes accepted. 
• Abnormal Psychology (3 units)
• Lifespan Development or Developmental Psychology or Human Development (3 units)
• Medical Terminology (at least 1 unit).
• Introductory Statistics (in behavioral or social sciences) (3 units)
• Sociology, Anthropology or Social Psychology (3 units)
• These courses may be taken at any regionally accredited community, public, or private college or university. Online courses at regionally accredited colleges are also acceptable for psychology, sociology, anthropology, or statistics courses.
• You may have up to 8 credit hours of prerequisite courses in progress at the time of application to the program. If you are accepted into the program while currently enrolled in one to eight units, you will be provisionally accepted. The provisional acceptance will be changed to full acceptance once transcripts are received that confirm successful completion of outstanding prerequisite courses that are aligned with the criteria above.

Grade Point Average (GPA)

• Applicants must meet a minimum GPA of 3.0 in their most recent 60 semester units of work, including both graduate and undergraduate coursework.
• Pre-requisite courses may only be repeated once; the second course grade will be used to calculate the average GPA.

Undergraduate Degree

• Completion of an undergraduate degree from a regionally accredited university.

Letters of Reference

• Three letters of reference (personal or professional) are required. You will be provided with the link on OTCAS.

Personal Statement

• How has your past work, volunteer, or service experiences prepared you to become an occupational therapist?
• Explain why you selected occupational therapy as a career and how an Occupational Therapy degree relates to your immediate and long-term professional goals. Describe how your personal, educational, spiritual and professional background will help you achieve your goals.

Work/Volunteer Experience

• Preference is given to applicants who have prior work and/or volunteer experience in healthcare or educational settings. You will describe applicable work and volunteer experience on the OTCAS .

National Board for Certification in Occupational Therapy (NBCOT) Early Determination Review

• The National Board for Certification in Occupational Therapy (NBCOT) requires disclosure of all felony convictions. The results of this background check may impact eligibility for certification and licensure. If you are concerned about your eligibility due to past legal or mental health conditions, it is strongly advised to complete the NBCOT® early determination review process . Felony convictions may be resolved by the NBCOT®’s Qualifications Review Committee. For more information, refer to https://nbcot.org .

Additional Requirements for Admission to PLNU MSOT Program

Upon conditional acceptance to the MSOT Program at PLNU, applicants must complete the following for full acceptance to the program:

• Pay a deposit of $700.00 to PLNU to secure your seat.
• Complete health and immunization requirements listed below
• Criminal Background Check and Drug Screening 
• Candidates for the MSOT degree must meet state professional regulation standards to be licensed to practice occupational therapy.  To meet this standard, all candidates accepted for seats in the occupational therapy program must undergo a criminal background check (CBC) and a 12-panel drug screen (DS) prior to full acceptance in the program.
• Upon program acceptance, students are given information on how to obtain the criminal background screening and drug panel screening. Students will upload their results into a compliance tracker no later than 2 weeks prior to the start of their first term.
• Failure to comply with these criminal background screenings may result in a delayed start to the following year.
• Any negative findings are referred to the OT Admissions Committee for further review.
• Depending on the nature and severity of the finding, students may be called upon to address these findings via interview or in writing. Based on this review, the Admissions Committee will provide one of the following recommendations: Revocation of acceptance to Point Loma Nazarene University’s Occupational Therapy program or no further action needed.
• In addition, any student convicted of a felony offense while in the program must immediately notify the OT Program PD of the offense. Failure to notify, submission of false information, knowingly making false statements or concealing applicable information will be referred to the Student Progress and Promotions Committee for a recommendation of action to the Chair including Disqualification.
• Immunizations/Vaccinations/Health Records/Trainings
• All students accepted into the PLNU MSOT Program will be provided with information about these requirements by the OT Program Coordinator after admittance.
• Students must provide proof of immunizations, vaccinations, health screenings and health insurance and upload these results into a compliance tracker no later than 2 weeks prior to the start of their first term.

Required Health Records include the following:

• A copy of the student’s medical health insurance including hospitalization and emergency care (must be kept current while enrolled).
• Proof of a comprehensive health examination signed by a licensed healthcare provider.
• Proof of immunizations.
• Failure to comply with required health documentation by two weeks prior to the start of the first term may result in a lack of full admittance to the Program and a delayed start until the following year.

Failure to comply with proof of annual required health requirements may result in disqualification/dismissal from the MSOT program.

• Clinical entities may require additional testing/immunizations/training. The cost of additional requirements will be borne by the students and must be completed prior to the start of the clinical experience.
• All health screenings and BLS CPR-AED training costs are borne by the student.

Observation Hours

• A minimum of 40 observation hours (virtual or in-person) are required. Documentation of hours should be uploaded to the OTCAS . In lieu of observation hours, however, students may watch videos and write a paper about the OT profession from viewing the American Occupational Therapy Association (AOTA) website’s career resources. Refer to below for more details on this second option. 
• What were the OT practice areas discussed in the AOTA career videos?
• How do current OT practice areas support the original tenets of the OT profession?
• What surprised you about the OT profession?
• What practice areas resonated with you and why?
• Additionally, there is a 20-hour video learning platform that can be used to obtain credit for 20 observation hours. The cost of this video learning is $49.99 and can be located on the site  ClinEdWeb . Send completed certificate to  [email protected] . 

International Students

• The Test of English as a Foreign Language (TOEFL), taken within the last 2 years, is required for any applicants for whom English is not their native language. The TOEFL requirement may be waived for applicants with a bachelor’s degree or higher from an accredited US institution. To review your application, we must receive official scores from ETS for the TOEFL. Only the IBT (Internet Based Test) form of the TOEFL will be accepted. We require a total score of 93 and a speaking score of 26 for entry into our program.

PLNU MSOT Mission

• The mission of the PLNU Occupational Therapy program is to produce competent and professional graduates who provide evidenced-based and occupation focused interventions that serve others as an expression of faith.

OT Centralized Application Service (OTCAS)

• The application cycle for each year opens the preceding June 1st and closes the mid-July before the start of the program. Applicants to the MSOT Program must apply online using the Occupational Therapy Centralized Application Service (OTCAS).
• To learn more about the OTCAS application process and to create your OTCAS account, please visit the  OTCAS portal . The deadline for having a complete and verified OTCAS application is indicated on the Occupational Therapy program page.
• All documents related to admission must be uploaded to the OTCAS, except your letters of recommendation, which will be automatically sent to the graduate admissions office.

Notification of Admission

• Applications must be submitted by the deadline indicated on the Occupational Therapy program page. Students who meet the admission criteria who submit their application earlier, will be contacted to set-up an interview with the MSOT Program Director.
• Invited individuals have two weeks to accept their invitation and to pay the PLNU admission deposit ($700.00). All applicants will be notified concerning a waitlist once the cohort is filled.

Preferences

• Point Loma Nazarene University graduates.

Accommodations

Students with a documented disability may request disability accommodations by contacting the Educational Access Center .

• Criminal Background Check and Drug Screening : Candidates for the MSOT degree must meet state professional regulation standards to be licensed to practice occupational therapy.  To meet this standard, all candidates accepted for seats in the occupational therapy program must undergo a criminal background check (CBC) and a 12-panel drug screen (DS) prior to full acceptance in the program.
• All students accepted into the PLNU MSOT Program will be provided with information by the OT Program Coordinator about health and immunization requirements. 
• Students must provide proof of immunizations, vaccinations, health screenings and health insurance and upload these results into a compliance tracker no later than 2 weeks prior to the start of their first term. 
• A copy of the student’s medical health insurance including hospitalization and emergency care (must be kept current while enrolled) 
• Proof of a comprehensive health examination signed by a licensed healthcare provider. 
• Failure to comply with proof of annual required health requirements may result in disqualification/dismissal from the MSOT program. 

Admissions Assistance

For further guidance on the admissions process, contact the graduate admissions office at [email protected] or call (619) 329-6799.

Graduation Requirements

To earn and receive a Master of Science in Occupational Therapy degree, a student must satisfy all the following:

• Successful completion of all didactic educational requirements.
• Successful completion of two, 12-week, Level II Fieldwork experiences.
• A completed application for degree candidacy conveyed to the Office of Record.
• Payment in full of all tuition, fees, and other financial obligations owed to the university, including a degree processing fee.
• All requirements completed within five years from the time of initial enrollment.

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Daniel Nguyen: Faculty Lecturer and Occupational Therapist Working in Long-term, Geriatric Care, and Return to Work

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Daniel Nguyen, erg., completed his MSc (Applied) in Occupational Therapy in 2012. Since that time, he has worked in geriatric care in several long-term care settings within the CIUSSS Ouest-de-l’ile de Montreal, supervised 19 OT students, and is currently working in return-to-work. He has been a faculty lecturer at the School of Physical and Occupational Therapy since 2018.

As part of our Question-and-Answer series to showcase the McGill Occupational Therapy program and illustrate the diversity of the profession, Daniel recently answered these questions.

How did you decide on OT as a career choice?

When I applied out of CEGEP, I was looking for a career in health care which was practical and hands-on, and I didn’t know too much about the profession, it just seemed like an interesting option. It was during my clinical placements, especially my placement at Villa Medica Hospital where I realized the important, and positive, impact we have on a client’s recovery process and their personal life. I remember being surprised that I was able to apply much of the learning we had done in class right into the clinic! It made me reflect on the impact of our decisions in improving other peoples’ conditions and how important participation was in one’s quality of life. That professional objective, to maintain that for our clients, is so important but the broadness of it also makes it difficult to describe in words alone.

What are some of the skills you feel make a great OT?

Being an active listener with a genuine interest in other people is important. OT practice is very client centered, so you may encounter the same condition or problem and even the same environment but completely different issues just because it's a different client with different personal needs.

Another key characteristic is to be interested in problem solving. We learn anatomy, physiology, and pathology of different conditions but there is no guidebook to solving every problem and each issue is different from person to person. In my current work, I help healthcare workers who are going through mental health issues that have led them to take time off work. Each work environment is different, everyone has different life experiences and stressors affecting them so helping them build up their skills to get back to work, identifying strategies to cope with different stressors combined with the right intervention plans during their return-to-work timeline requires creative problem solving.

Just to give you a few examples, my interventions in my current practice have ranged from helping a client develop strategies to dial in their day to day schedule at home in preparation for their return to work, deal with an overloaded Outlook inbox to role-playing and strategies on how to navigate workplace discussion to avoid sensitive topics.

Finally, a holistic view is important. I’ve heard one of my colleagues say that the OT’s superpower is their activity analysis. OTs are skilled at instantly breaking down a specific activity in multiple components and seeing how all these components interact with each other. To understand how personal systems and environmental components affect the participation in an activity, that's a very specific OT skill.

How would you describe OT to someone? 

I usually explain that OTs answer three fundamental questions. When observing a client, we ask ourselves: What can’t they do, why can't they do it and what can we do about it? That's it.

If for example, you meet a client with carpal tunnel syndrome (CTS) who has difficulties at their office job. Your first part would be to identify which tasks are affected by the CTS. In this case, typing on the keyboard could be an answer to the first question of what they can’t do. Then we ask ourselves the reasons why the client can’t type. This will be identified through our different assessment tools. In this case, we could measure multiple factors such as range of motion, endurance, strength, fine motor dexterity, body positioning, office set-up, the type of keyboard, potential accommodations in the workspace, the relationship that the client has with their employer that could affect the implementation of said accommodations, etc. Finally, we ask ourselves what we, as OTs, do about it, which would be to develop a treatment plan to manage the symptoms, improve on the physical limitations that have been assessed and make recommendations on optimizing the office area so that in the end, the client performs their task in a more efficient and satisfactory manner.

Why did you choose McGill University?

I am born and raised in Montreal and had always attended school in French. Although I spoke both English and French, I wanted the opportunity to learn in English at the University Level.

Any advice for someone deciding on a career in OT?

I would advise them to get a good understanding of what OT is and the role of an OT from multiple health care professionals. OT is a very broad and holistic program and having a better understanding of it when going into the program will help you contextualise what you are learning and imagine what kind of practice you may see yourself doing later. You also have to enjoy anatomy, physiology and learning about the development through the lifespan.

Do you have questions about OT? 

Please feel free to contact  daniel.nguyen2 [at] mcgill.ca (subject: Question%20regarding%20OT%20program%20or%20profession%20from%20OT%20webpage%20) (Daniel via email.)

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