Specialty Areas of Practice in Occupational Therapy Curriculum Design: A National Survey
Document Type
Poster
Start Date
28-4-2026 12:00 PM
End Date
28-4-2026 2:00 PM
Description
Introduction Vestibular dysfunction is prevalent across the lifespan yet frequently misdiagnosed, particularly in pediatric populations, resulting in delayed intervention and decreased participation in daily occupations. Although vestibular rehabilitation (VR) is supported in related professions, its presence within occupational therapy (OT) and occupational therapy assistant (OTA) curricula remains unclear.
Purpose This study examined the extent to which VR is included in accredited OT and OTA programs across the United States and explored faculty perceptions regarding its relevance to entry-level education.
Methods A cross-sectional survey design was used. Faculty from accredited OT and OTA programs were recruited via publicly available email addresses. The anonymous SurveyMonkey questionnaire included multiple-choice, Likert-scale, and open-ended items addressing VR content, depth of coverage, perceived barriers, and opinions on inclusion in curricula and accreditation standards. There were 132 responses analyzed using descriptive statistics for quantitative data and thematic review for qualitative responses.
Results Only 17% of respondents reported that VR is included in their program curricula, most often within adult or neurological rehabilitation courses and typically at a brief or introductory level. Nearly 70% of respondents agreed or strongly agreed that VR should be included in OT/OTA education. Primary barriers identified were limited curricular time, lack of faculty expertise, and minimal emphasis within accreditation standards.
Discussion Findings demonstrate a gap between professional support for VR and its curricular integration. Addressing structural barriers and clarifying accreditation guidance may enhance entry level preparedness and expand OT’s role in addressing vestibular dysfunction.
Recommended Citation
Cemo, Lauren and Wehlen, Emma, "Specialty Areas of Practice in Occupational Therapy Curriculum Design: A National Survey" (2026). School of Allied Health Professions Research Day. 28.
https://digitalscholar.lsuhsc.edu/ahrd/2026/posters/28
Specialty Areas of Practice in Occupational Therapy Curriculum Design: A National Survey
Introduction Vestibular dysfunction is prevalent across the lifespan yet frequently misdiagnosed, particularly in pediatric populations, resulting in delayed intervention and decreased participation in daily occupations. Although vestibular rehabilitation (VR) is supported in related professions, its presence within occupational therapy (OT) and occupational therapy assistant (OTA) curricula remains unclear.
Purpose This study examined the extent to which VR is included in accredited OT and OTA programs across the United States and explored faculty perceptions regarding its relevance to entry-level education.
Methods A cross-sectional survey design was used. Faculty from accredited OT and OTA programs were recruited via publicly available email addresses. The anonymous SurveyMonkey questionnaire included multiple-choice, Likert-scale, and open-ended items addressing VR content, depth of coverage, perceived barriers, and opinions on inclusion in curricula and accreditation standards. There were 132 responses analyzed using descriptive statistics for quantitative data and thematic review for qualitative responses.
Results Only 17% of respondents reported that VR is included in their program curricula, most often within adult or neurological rehabilitation courses and typically at a brief or introductory level. Nearly 70% of respondents agreed or strongly agreed that VR should be included in OT/OTA education. Primary barriers identified were limited curricular time, lack of faculty expertise, and minimal emphasis within accreditation standards.
Discussion Findings demonstrate a gap between professional support for VR and its curricular integration. Addressing structural barriers and clarifying accreditation guidance may enhance entry level preparedness and expand OT’s role in addressing vestibular dysfunction.