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- Title
Barriers that Affect Equity in the Occupational Therapy Admissions Process: Student and Faculty Perspectives.
- Authors
Tyminski, Quinn P.; Grajo, Lenin
- Abstract
The use of holistic admissions in higher education has been demonstrated to increase the diversity of incoming student classes; yet, in occupational therapy (OT) research, admissions processes remain under-explored. This phenomenological study aimed to explore the process of OT admissions from the perspective of students, faculty, and staff at a single OT program with the goal to create a more inclusive, equitable, and holistic process. Focus groups were conducted with first-year students, and an online survey was sent to faculty to explore perspectives on the admissions process, necessary qualities for an OT graduate student, and suggestions for increasing inclusion and equity in the admissions process. Several key themes emerged: the cost of applying, lack of uniformity across different institutions' admissions requirements, and preconceived notions of institutions; flexibility in admissions requirements, connections with the institution, and the need to recruit more diverse participants. Findings of this study are consistent with the literature regarding the use of holistic processes in graduate education, recommending less focus on student academic achievements and increased view of the student as a multifaceted individual with numerous talents. As a result, recommendations can be made to change admissions processes at this institution and in OT.
- Subjects
UNITED States; SCHOOL admission -- Law &; legislation; OCCUPATIONAL therapy education; SOCIAL capital; DIVERSITY &; inclusion policies; QUALITATIVE research; FOCUS groups; STATISTICAL sampling; INTERVIEWING; DESCRIPTIVE statistics; JUDGMENT sampling; SURVEYS; THEMATIC analysis; SCHOOL entrance requirements; OCCUPATIONAL therapy students; SCHOOL admission; COLLEGE teacher attitudes; STUDENT recruitment; STUDENT attitudes; PHENOMENOLOGY
- Publication
Open Journal of Occupational Therapy (OJOT), 2024, Vol 12, Issue 2, p1
- ISSN
2168-6408
- Publication type
Article
- DOI
10.15453/2168-6408.2231