Master of Science in Occupational Therapy, MSOT

The curriculum is delivered through a variety of lecture, lab and seminar formats, fieldwork experiences, and web-based instruction. As a student, you will be required to demonstrate proficiencies in problem solving, psychomotor, behavioral and clinical competencies as you progress through the program.

High-speed internet access is strongly recommended since you must be able to download large files and view videos in this program. A distance learning platform, Canvas, is used for online coursework. Since technology is constantly evolving, students should contact the program assistant for technology requirements needed to participate in the program before purchasing new computer software or hardware.

During your first weekend on campus you will receive a comprehensive orientation to the Weekend MSOT Program. The first semester of the program provides course work in kinesiology, neuroscience, physiology and clinical pathophysiology to ensure that you and your peers, regardless of professional background, have a firm understanding of client factors (body functions and body structures).

During the second semester, the study of occupation is intensified by examining occupational issues that are relevant from birth through adolescence. You will also begin formal preparation for your research project. In the first summer semester, you will focus on the roles of the occupational therapy practitioner in the assessment and treatment of adults and initiate your research project under the supervision of a faculty member.

In the fall semester of the second year, you will focus on occupational performance issues and use of therapeutic occupation related to older adults. You will also engage in a Level I fieldwork experience, actively participating in a setting under the direct supervision of an occupational therapist or other health care professional, and complete your research project.

Upon successful completion of you academic course work, research project, and Level I fieldwork, you are then prepared to begin the Level II fieldwork to be completed during the final two semesters. The program consists of three (3) Level I field placements and two (2) Level II placements. Our students may choose from over 800 clinical sites, or they can work closely with the fieldwork team to develop sites in their own geographic region.

The Master of Science in Occupational Therapy is offered in an accelerated format combining intensive, in-person weekend classes in Nashville, held approximately every 3 weeks, with an online component supplementing classroom activities. This is a demanding full-time program that builds on the education and skills that OTAs and PTAs have already accomplished.

View Course Requirements Here

Master of Science of Occupational Therapy
Weekend Course of Study

Fall Semester Year 1: 14 Hours

OTW 5000 Physiology and Clinical Pathophysiology, 3 Hours
OTW 5010 Neuroscience in Occupational Therapy, 3 Hours
OTW 5011 Neuroscience in Occupational Therapy Lab, 1 Hours
OTW 5030 Kinesiology in Occupational Therapy, 3 Hours
OTW 5031 Kinesiology in Occupational Therapy Lab, 1 Hours
OTW 5040 Foundations of Occupational Therapy, 1 Hours
OTW 5050 Developmental Influences on Living, 2 Hours

Spring Semester Year 1: 17 Hours

OTW 5130 Research Methods, 3 Hours
OTW 5150 Occupational Performance I, 4 Hours
OTW 5151 Occupational Performance I, Lab 1 Hours
OTW 5152 Clinical Studies I, 1 Hours
OTW 5153 Level I Fieldwork I, 1 Hours
OTW 5154 Seminar I, 1 Hours
OTW 5250 Occupational Analysis, 2 Hours
OTW 5260 Assistive Technologies for Human Performance I, 2 Hours
OTW 5270 Mental Health in Occupational Therapy, 2 Hours

Summer Semester Year 1: 13 Hours

OTW 5160 Occupational Performance II, 4 Hours
OTW 5161 Occupational Performance II Lab, 1 Hours
OTW 5162 Clinical Studies II, 1 Hours
OTW 5163 Level 1 Fieldwork II, 1 Hours
OTW 5164 Seminar II, 1 Hours
OTW 5230 Research Project, 2 Hours
OTW 5370 Contemporary Practice Issues, 3 Hours

Fall Semester Year 2: 14 Hours

OTW 5170 Occupational Performance III, 4 Hours
OTW 5171 Occupational Performance III Lab, 1 Hours
OTW 5172 Clinical Studies III, 1 Hours
OTW 5173 Level I Fieldwork I, 1 Hours
OTW 5174 Seminar I, 1 Hours
OTW 5320 Professional Issues, 3 Hours
OTW 5360 Assistive Technologies for Human Performance II, 2 Hours
OTW 5420 Professional Portfolio Seminar, 1 Hours

Spring Semester Year 2: 9 Hours

OTW 5400 Fieldwork Level II (part 1), 9 Hours

Summer Semester Year 2: 9 Hours

OTW 5410 Fieldwork Level II (part 2), 9 Hours

Total: 76 Hours

Fieldwork is viewed as an integral part of the MSOT educational experience. Fieldwork provides opportunities for students to integrate and apply academic learning. It is during the fieldwork experience that the student can learn, practice and refine skills of observation, evaluation, treatment planning, implementation and communication. In the fieldwork setting the student begins to define his or her future roles as a practicing occupational therapist and can develop the necessary self-confidence and affective characteristics essential to meeting the demands for this challenging field. Fieldwork provides many opportunities for feedback which promotes professional behaviors and attitudes and clinical expertise.

Fieldwork is an integral part of the education of an occupational therapist and must occur in an environment that provides those experiences which reinforce previous learning and which challenge and motivate the student to develop professionally and adapt to clinic situations.

The School of Occupational Therapy coordinates fieldwork opportunities for students at locations in Tennessee and across the United States within regulatory guidelines established by each state. International opportunities may also be available. Belmont University is part of the National Council for State Authorization Reciprocity Agreements (NC-SARA) which guides placement in most states.

The curriculum design is based on an adult learning model. Thus, each student must be able to determine what constitutes "current” and “emerging” practice in his/her geographic region. While the MSOT program supports the definition and examples of emerging practice provide by AOTA, the geographic diversity of MSOT students requires that the program's definition of emerging practice is flexible based on a student's geographic location. Thus, community-based practice, rural practice, and school-based practice are “emerging” practice in some geographic areas and a student must be able to provide support for what he/she identifies as “emerging” in his/her geographic region.

The academic fieldwork coordinator is responsible for the planning and implementation of integrated and sustained fieldwork experiences. The experiences occur under the supervision of and with the support of occupational therapists or other qualified individuals. To ensure that the fieldwork activities support and enhance the goals of the program there is continual collaboration by clinical educators, academic faculty, and the academic fieldwork coordinator.

Level I Fieldwork

Level I fieldwork is highly integrated with the curricular framework and supports the two curricular themes of critical thinking and clinical reasoning and professional and leadership development through engagement. The three level I fieldwork experiences progress developmentally and support developmentally-focused coursework for each semester, beginning with pediatrics in the second semester, continuing on with adults in the third semester, and ending with older adults in the fourth semester. While all fieldwork rotations include psychosocial student learning objectives, the second level I experience specifically emphasizes the psychological and social factors influencing engagement in occupation.

In support of the ACOTE standards, all level I experiences support the overall curriculum design, reflect each semester’s developmental focus, and expose students to occupational therapy practice across the lifespan and in numerous areas of practice. In support of the MSOT “bridge” students’ existing professional healthcare experiences, level I experiences specifically highlight skills necessary to transition from an assistant to a therapist, with an emphasis on evaluative and clinical reasoning skills. Level I experiences include a mix of live and virtual simulations, with debriefing to support learning. These experiences are supported in the Seminar courses, where students participate in synchronous and asynchronous discussions, and additional didactic learning activities designed to support professional growth and development.

Level II Fieldwork

Students participate in two consecutive twelve-week level II fieldwork rotations following successful completion of the fourth academic semester. Students participate in online Canvas discussion boards geared toward heightening their critical thinking and clinical reasoning skills, and their professional and leadership development throughout both level II fieldwork rotations. Through this platform, students support one another with resource sharing, and they are able to stay in close contact with the Academic Fieldwork Coordinator. Successful completion of their Level II Fieldwork fulfills the requirement for graduation and enables students to sit for the NBCOT Certification Examination.

Students in the MSOT program at Belmont have opportunities to earn additional leadership certificates through Belmont's GOLD program. Students also hone their professional leadership skills through participation in our student organizations BSOTA and COTAD. A primary focus at Belmont is developing a heart for service. Students are afforded opportunities to participate in global missions and international fieldwork placements. Students also are equipped with the knowledge and skills to develop programs and advocate for underserved populations in their home state or regions.

The MSOT program is designed for practicing occupational therapy assistants (OTA) and, as space is available, practicing physical therapist assistants (PTA). Applicants must have at least one year of work experience as a fully credentialed occupational therapy assistant or physical therapy assistant working with an occupational therapist (OTR).

The School of Occupational Therapy annually admits a class of 40 students to the weekend bridge program leading to the Master of Science in Occupational Therapy (MSOT), who begin study in August each year. The program is 22 months (or six semesters) in length, and students attend classes on campus every third weekend for in-person instruction.

Serious candidates are encouraged to submit application materials early, well in advance of indicated deadlines. Preference is given to applicants who have completed all prerequisites prior to application. Before you begin the application process, please review the Minimum Application Requirements page to be sure you meet the minimum qualifications to be considered for admission to the MSOT program. Also, before applying, please review the Distance Learning Model Self-Assessment to be certain you are prepared with the skill set required for this program.

Click here to learn more about the admissions process

Program graduates are eligible to apply to take the NBCOT national certification examination for the occupational therapist administered by the http://www.nbcot.org/ (NBCOT). After successful completion of this exam, the individual will be an Occupational Therapist, Registered (OTR). 

Application procedures for taking the national board exam for occupational therapy can be found at: https://www.nbcot.org/en/Students/get-certified

In addition, most states require licensure to practice, which is a separate process from NBCOT certification. Licensure requirements vary by each state.  However, state licenses are usually based, in part, on successful completion of NBCOT Certification Examination For specific state licensure requirements always consult the state occupational therapy regulatory agency. - See more at: http://www.aota.org/Advocacy-Policy/State-Policy/Licensure/How-To.aspx#sthash.2A9zi1bg.dpuf

Some states allow therapists to practice on a temporary license while waiting to take or receive the results of the NBCOT certification exam. If you fail the exam, you may not be able to continue to practice on the limited permit.

Note that a felony conviction may affect a graduate's ability to be eligible to take the national certification examination or obtain state licensure. 

Doctoral (OTD) and Master’s (MSOT) Programs in Occupational Therapy
Belmont University's OTD and MSOT programs meet the state educational requirements for Licensure as an Occupational Therapist in the states listed under Positive Licensure Determinations.

The Master of Science in Occupational Therapy degree program at Belmont University is accredited by the Accreditation Council for Occupational Therapy Education (ACOTE); 7501 Wisconsin Avenue, Suite 510E, Bethesda, MD 20814; 301-652-6611; www.acoteonline.org. Program performance data on the National Board for Certification in Occupational Therapy (NBCOT) National Certification Exam for all schools is available on the NBCOT website. The cost of attendance is included on the Cost & Financial Aid page.

Considering a career as an occupational therapy practitioner offers the opportunity to make a meaningful impact on people's lives. In this role, you will help individuals develop, recover, or maintain essential daily living and work skills through tailored therapeutic techniques. You will assess clients' unique needs and create personalized treatment plans, working with diverse populations, from children with developmental challenges to elderly individuals facing age-related issues. This career not only promotes independence and enhances quality of life but also allows you to engage in rewarding interactions that empower clients to participate in meaningful activities.

An educator with a Master of Occupational Therapy plays a vital role in shaping the next generation of occupational therapy practitioners. They immerse themselves in teaching, developing engaging curricula that cover crucial topics like therapeutic techniques, patient assessment, and evidence-based practices. Beyond the classroom, they often conduct research to push the boundaries of the field and ensure that their teaching reflects the latest advancements. Additionally, they mentor students, guiding them through clinical placements and fostering a collaborative environment that encourages learning and professional growth.

An advocate with a Master of Science in Occupational Therapy (MSOT) works to promote the rights and needs of individuals with disabilities or health challenges. They engage in policy development, community outreach, and awareness campaigns to improve access to occupational therapy services and resources. Advocates collaborate with organizations, healthcare providers, and policymakers to influence legislation and create supportive environments for those they serve. By raising awareness and providing education, they empower clients and communities to understand their rights and access necessary services.

A researcher with a Master of Science in Occupational Therapy (MSOT) conducts studies to explore and advance knowledge in the field of occupational therapy. They design and implement research projects that may focus on therapeutic interventions, patient outcomes, or the effectiveness of various treatment modalities. This role often involves data collection and analysis, as well as publishing findings in academic journals to share insights with the broader healthcare community. Additionally, they may collaborate with other healthcare professionals to integrate research findings into clinical practice and improve patient care.

An entrepreneur with a Master of Science in Occupational Therapy (MSOT) may create innovative businesses that provide occupational therapy services or products. They could develop specialized clinics that focus on niche markets, such as pediatric therapy or ergonomic consulting for workplaces. Additionally, they might design and market assistive technologies or therapeutic tools that enhance patient care and improve outcomes. By combining their clinical expertise with business acumen, they can drive advancements in therapy practices while addressing unmet needs in the healthcare market.

Unfortunately, no. Belmont’s MSOT program is exclusively for COTAs and PTAs. However, Belmont's OTD program is an entry level Doctor of Occupational Therapy program that is open to applicants who hold a bachelor's degree.

A bachelor's degree is not required. However, we do require a minimum of 90 semester credit hours, which is typically a little more than an associate's degree.

The GRE is not required for our MSOT program.

Fall and spring semesters have 6 on-site weekends and summer semester has 4. The schedule varies based on many factors, but is published at least a year in advance.

Sample Schedule*

*Schedule varies from semester to semester.

Unfortunately, Belmont does not have any housing or accommodations for graduate students. Many MSOT students will get together to split the cost of a hotel or home rental for the weekend.

Yes, daily access to a computer is required. High-speed internet access is strongly recommended since students must be able to download large files and view videos. A distance learning platform, Canvas, is used for online coursework. Since technology is constantly evolving, students should contact program assistant for the technology requirements needed to participate in the program before purchasing new computer software or hardware.

The skills and abilities recommended to participate in a distance enhanced education program are:

1. Being resourceful and enjoying research and reading to find answers to questions rather than listening to a lecture that provides the answers.

2. Being an excellent reader and visual learner.

3. Being motivated to complete homework and other assignments in a timely manner.

4. Ability to participate in virtual discussions and not require regular, live interaction to meet learning needs.

5. Being highly independent as a learner but recognizing the importance of working in a group.

6. Not requiring immediate feedback from instructors or the ability to schedule a time to transmit questions in advance (well before assignments are due).

7. Being comfortable taking examinations online.

8. Being confident with writing abilities but also welcoming to suggestions for improvement.

9. Ability to dedicate the same amount of time per week to complete coursework that a traditional classroom program would require.

10. Recognizing that you are ultimately responsible for your learning.

11. Ability to create, delete, modify, and save a word-processing document.

12. Ability to cut and paste images into a word-processing document.

13. Ability to cut text from a word-processing document and then paste it into another document.

14. Knowledge of how to bookmark favorite websites on the internet.

15. Ability to conduct internet searches using Google, Yahoo, AOL, MSN, or other online search directories.

16. Ability to copy and share URLs with others.

17. Ability to download and install browser plug-ins for Adobe Reader, Windows Media Player, Real Player, etc.

18. Availability of high-speed internet connection and a personal computer.

Yes, both in-state and out-of-state applicants are welcome to apply. As a private university, Belmont makes no distinction between in-state and out-of-state students. Students enrolled in our program come from a variety of different states including Alabama, Arkansas, California, Florida, Georgia, Kentucky, Illinois, Louisiana, Mississippi, Missouri, New Jersey, New Mexico, North Carolina, Ohio, Oregon, South Carolina, Tennessee, Texas, Virginia, Washington, and West Virginia.

We do not provide transcript evaluations prior to receiving an application. However, if you have questions about a specific course, please feel free to contact us at msot@belmont.edu.

The only application we require is the OTCAS application. Nothing supplemental needs to be sent to Belmont.

All materials should be sent to OTCAS; nothing should be sent directly to Belmont until after acceptance. Instructions and addresses for transcripts and recommendations (called "evaluations" on OTCAS) are available on the OTCAS website after you have created an account.

Yes. We must receive transcripts from all schools at which you have earned credit.

We require two recommendations. One must be from an OT. The second may be from a person of your choosing such as a professor, employer, another OT, etc. Neither should be from a family member, friend, clergy, etc.

We do not require a specific form, but you will need to input all of your hours into OTCAS with contact information for verification. So, you should track them in a document that can easily be referenced and uploaded.

Yes, you may. However, preference is given to applicants who have completed all prerequisites at the time of application review, and candidates are expected to have no more than two incomplete prerequisites (as verified by OTCAS) to be considered for an interview opportunity. Submitted applications that do not meet this standard will be deferred for consideration until this requirement is fulfilled. All prerequisites must be completed by the end of the spring semester (June 1) prior to enrollment. If not completed successfully, the candidate’s admission will be withdrawn.

Yes, you may, as long as the year will be complete by January 1 of the application year.

If an applicant has been working as a COTA or PTA since taking their prerequisite courses, there may be an exception to the 8-year policy. Please contact us with the specifics of your circumstances.

Depending on the school you attended, your courses may count towards the 90 hours Belmont requires. However, all prerequisites must be completed at a regionally accredited institution.

A face-to-face interview with a faculty member is a required part of the admission process. The interview days also act as visit days that include lab demonstrations and chances to talk with current students.

All interviews must be done on campus, so no remote interviews are available.

Scholarships are not available, but students typically fund their studies through loans or private sources. All questions concerning financial aid should be directed to our Student Financial Services department. You can reach the Student Financial Services Office by phone at 615-460-6403 or online at www.belmont.edu/sfs.

We're always glad to have visitors, but typically we encourage people to wait until they are invited for an interview before coming to campus, as the interview day includes a much more comprehensive look at the program, interactions with faculty and current students, a facilities tour, etc. However, if you are going to be in Nashville anyway and would like to stop by, the admissions coordinator will be glad to schedule an appointment to give you a brief tour of the building, Monday through Friday, between 9:00 am and 4:00 pm. Please contact our office to schedule.

Prospective applicants are welcome to contact Sarah Caylor, Assistant Director of Admissions, at 615-460-6798 or email at msot@belmont.edu.