About the Journal
Mission
The mission of JOTE is to disseminate open access, high quality, peer-reviewed research about teaching and learning as it relates to occupational therapy and occupational science.
JOTE seeks to discover and promote best practices for the education of occupational therapists and occupational therapy assistants, at pre- and post- licensure levels. JOTE advances education for occupational therapy and occupational science by featuring articles that improve the empirical understanding of teaching and learning theories and methods. JOTE publishes original scholarly articles that are of significance to occupational therapy educators and encourages submissions related to all levels of education (undergraduate, graduate entry-level occupational therapy and occupational therapy assistant education, post-graduate, and continuing education). JOTE encourages submissions of the highest quality from a wide range of areas of education research. Additionally, JOTE serves as a repository of valuable reviews of innovative educational technology, media, books, and teaching materials.
The journal is of interest to academicians, researchers, and those interested in the scholarship of teaching and learning as it relates to occupational therapy and occupational science.
JOTE publishes only open access online.
Click on Make a Submission to view the types of manuscripts accepted and Author Guidelines.
Aims & Scope
Educating occupational therapists and occupational therapy assistants is complex and multi-factored. Occupational therapy educational programs must adhere to educational standards and accrediting agency requirements, respond to community needs and changes in health care practice and policy, work within larger college and university systems, and create occupation-based and evidence-based practitioners who are prepared to work in diverse, complex, and interprofessional settings. Educators make daily choices whether to employ specific pedagogical methods such as problem-based learning, team-based learning, or service-learning. Fieldwork coordinators search for the strongest assessments of learning outcomes, professionalism, and ethical behaviors. More programs are offered online, distance, or in a blended learning format. Many programs provide bridges between educational levels, such as occupational therapy assistant to occupational therapist. Doctoral programs are rapidly growing, at both the entry and post-professional levels. Educators must rely on research to make choices that will positively impact student learning.
Given the dynamic nature of health care and the rapid evolution of educational methods and materials, educators must be vigilant to ensure best practice in occupational therapy programs. JOTE seeks to ensure that pedagogical practices in occupational therapy and occupational science are grounded in research, and evaluated for impact and effectiveness. JOTE seeks to encourage occupational therapy educators to share viable theoretical frameworks, innovative educational methods, and new knowledge to support best practice.
JOTE welcomes a variety of topics for submission, including original research, theory, educational innovations, and educational technology updates.
JOTE welcomes all forms of methodologies and analysis, including quantitative, qualitative, and mixed methods. A non-exhaustive list of topics that are appropriate for JOTE includes:
- Curriculum and instructional design
- Use of educational technology
- Teaching methods
- Online and distance learning
- Blended learning
- Fieldwork
- Outcomes
- Standardized testing
- Critical thinking
- Service learning
- Pedagogy and andragogy
- Professionalism
- Interprofessional education
- Admission, progression, and retention
- Diversity
- Student and faculty well-being
Publication History
Four issues/year
Content available since 2017 (Volume 1, Issue 1)
Online ISSN: 2573-1378
Indexed in
EBSCO
DOAJ
ERIC
