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Occupational Therapy Doctoral Capstone Research Agenda: A Scoping Review
Jennifer Kaldenberg1, Theresa Delbert2
1Jennifer Kaldenberg, DrPH, MSA, OTR/L, SCLV, FAOTA, is Clinical Associate Professor, Department of Occupational Therapy, Boston University, Boston, MA; jenmk@bu.edu.
Summary
This study developed a research agenda for occupational therapy doctoral capstone programs to address the lack of evidence on their effectiveness. The agenda prioritizes research areas to guide future studies and inform best practices.
Area of Science:
- Occupational Therapy Education
- Evidence-Based Practice
Background:
- The American Occupational Therapy Association (AOTA) identified a need for evidence regarding the purpose and value of doctoral capstone experiences.
- Doctoral capstone projects are integral to occupational therapy curricula, tailored to each program and serving students and communities.
Purpose of the Study:
- To develop a prioritized research agenda for occupational therapy doctoral capstones.
- To guide research efforts aimed at understanding capstone efficacy and effectiveness.
Main Methods:
- A scoping review was conducted following Preferred Reporting Items for Systematic reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR) guidelines.
- Searches encompassed peer-reviewed articles from 1999 to June 2023 across CINAHL, PsycINFO, PubMed, and Embase databases.
Main Results:
- A five-category research agenda was established to guide research on the occupational therapy doctoral capstone process.
- Categories include: teaching and learning; learner characteristics and competencies; professional identity development; faculty/mentor support; and diversity, equity, and inclusion.
Conclusions:
- The developed agenda aligns with AOTA's research priorities for occupational therapy education.
- It identifies critical research gaps to inform the distinct value and purpose of doctoral capstones for stakeholders.
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