ScholarWorks > HHS > OT > OJOT > Vol. 14 > Iss. 4 (2026)
Credentials Display
Suzanne Marasco, Ed.D., MS, OTR/L
Matthew A. Witenstien, PhD
Abstract
In response to national calls for a more representative health care workforce, this conceptual paper proposes the Model of Deliberate Occupational Therapy Practice (MDOTP), which aims to enhance pedagogical strategies related to supporting, engaging, and leveraging students’ unique cultural and experiential assets. Grounded in the scholarship of integration, authors draw from three theoretical frameworks, Funds of Knowledge, Therapeutic Use of Self, and Street-Level Bureaucracy, to provide a robust foundation for refining psychosociocultural approaches in occupational therapy education. After describing the MDOTP, a subsequent set of Guiding Principles (encourage reflective practice, development of the professional self, incorporate community-based learning, and promote collaborative learning environments) and corresponding action steps are provided to inform occupational therapy and allied health care curricula. Implications for future research and occupational therapy education are discussed.
Recommended Citation
Marasco, S., & Witenstein, M. A. (2026). Deliberate Practice in Occupational Therapy Education: A Conceptual Model for Professional Growth. The Open Journal of Occupational Therapy, 14(4), 1-13. https://doi.org/10.15453/2168-6408.2536
Comments
The authors declare that they have no competing financial, professional, or personal interest that might have influenced the performance or presentation of the work described in this manuscript.