Research Article  |   September 2014
Comparison of On-Campus and Hybrid Student Outcomes in Occupational Therapy Doctoral Education
Keli Mu; Brenda M. Coppard; Al G. Bracciano; J. Chris Bradberry
Author Affiliations
  • Keli Mu, PhD, OTR/L, is Chair and Associate Professor, School of Pharmacy and Health Professions, Creighton University, 2500 California Plaza, Omaha, NE 68178; kmu@creighton.edu
  • Brenda M. Coppard, PhD, OTR/L, FAOTA, is Professor and Associate Dean, School of Pharmacy and Health Professions, Creighton University, Omaha, NE
  • Al G. Bracciano, EdD, OTR/L, FAOTA, is Associate Professor, Department of Occupational Therapy, School of Pharmacy and Health Professions, Creighton University, Omaha, NE
  • J. Chris Bradberry, PharmD, CLS, is Dean, School of Pharmacy and Health Professions, Creighton University, Omaha, NE
Article Information
Education of OTs and OTAs / Conference Proceedings
Research Article   |   September 2014
Comparison of On-Campus and Hybrid Student Outcomes in Occupational Therapy Doctoral Education
American Journal of Occupational Therapy, September/October 2014, Vol. 68, S51-S56. doi:10.5014/ajot.2014.685S02
American Journal of Occupational Therapy, September/October 2014, Vol. 68, S51-S56. doi:10.5014/ajot.2014.685S02
Abstract

We compared the graduate outcomes of doctoral students in a traditional on-campus occupational therapy program with those in a hybrid program. Participants were 81 students from an on-campus program and 13 students from a hybrid program. Graduate outcomes were measured with student grade-point average (GPA) at the end of each academic year, cumulative GPA, Fieldwork Performance Exam, National Board for Certification in Occupational Therapy (NBCOT) practice exam scores, and final NBCOT pass rate. Consistent with previous research, our results revealed no significant differences on most outcome variables, suggesting that hybrid programs are an effective delivery model for postsecondary higher education. These findings may provide guidance to occupational therapy programs in curriculum design, content delivery, and program refinement and development. Replication of this study is needed with a larger sample and inclusion of qualitative data. Future studies should compare the affective domain of graduate outcomes in on-campus and online or hybrid programs.