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Occupational Therapy: Post-professional Master's

Master's
Overview
Application Requirements
Career Outcomes
Faculty
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Application Deadlines
Fall: Mar 30, Aug 1 (Domestic students applying for part-time track only)
Spring: Oct 15, Dec 15 (Domestic students applying for part-time track only)
Summer: N/A
School/Department
Occupational Therapy
Program Director
Margaret Morris
Contact
gradadmissions@tufts.edu
Format
On-campus
Commitment Options
Full-time
Part-time (Daytime)
Part-time (Evenings)
Average Duration
1-2 years
Credits
30
Tuition per Credit
$1797
Eligible for Aid/Scholarship
Yes

Overview

The Post-Professional Master's in Occupational Therapy (PPM) is designed for registered occupational therapists with a bachelor's degree in OT. As a student in the program, you'll increase your knowledge of practice and evidence-based research and strengthen your skills in a specific area of practice.

This degree can be completed on a full- or part-time basis for working professionals with the option to start in either the fall or spring semester. Part-time students typically complete the program in 2 years (5 or 6 semesters), while attending courses during the evening, online and/or summer.

Program Outcomes

The Post-Professional Master's is available in two tracks: a Non-thesis/Practice Option and a Thesis/Research Option. In both options, you'll select a concentration in an area of practice such as childhood and adolescence, upper extremity rehabilitation, management, aging, education, mental health, and assistive technology. You may also choose a self-directed concentration focused on your individual interests. Working with your faculty advisor, you'll tailor your program and select courses in occupational therapy and in other departments relevant to your professional goals and interests.

Student who select the non-thesis/practice track will further develop their clinical reasoning and professional identity to become emerging leaders and advanced practitioners in occupational therapy. Students who choose the thesis/research option will plan, conduct, and disseminate independent faculty-mentored thesis research specific to an area of occupational therapy practice.

Application Requirements

  • Application Fee
  • Resume/CV
  • Personal Statement: Please give your reasons for deciding to do graduate work in the field you have chosen. We are particularly concerned that you cover these points (3 pages double-spaced maximum):
    • What previous experiences and commitments have brought you to consider applying for graduate training?
    • What are your chief objectives in applying now?
    • How do you think this Tufts program will help you in the pursuit of your objectives and vocation?
  • Writing Sample: The Department of Occupational Therapy values the personal experiences and perspectives of our student body. Please reflect on and share how your life experiences would enrich your educational experience within the Tufts community. (2 pages max, double-spaced).
  • GRE General Test scores are not required for applicants who have a degree from an accredited U.S. institution by time of enrollment. GRE scores are required for applicants who received a degree from an institution outside of the U.S.
  • Official TOEFL, IELTS, or Duolingo English Test, if applicable
  • Transcripts
  • Foreign Transcripts: Applicants who did not receive an undergraduate or graduate degree in the United States must have their degree transcript translated into English, and it is strongly recommended that they also receive an evaluation by World Education Services (WES) or an equivalent service. Applications will not be reviewed if we do not have evaluated transcripts. 
  • Three Letters of Recommendation.
  • Certificate of Hepatitis B Vaccination will be required upon enrollment. 

Note: Applicants to the post-professional and certificate programs apply through Tufts' application.

International applicants interested in the post-professional master's program may apply as full-time students and start in the fall only.

Please contact Jill Rocca, Occupational Therapy Admissions Coordinator, if you have any questions about the application process. 

Prerequisites

  • One course in introductory statistics. The prerequisite course must be passed with a grade of B- or better and taken at an accredited college.

Tuition and Financial Aid

See Tuition and Financial Aid information for GSAS Programs. Note: This program is eligible for federal loans and Tufts tuition scholarships.

Career Outcomes

three people smiling and checking a person's pulse

Average Age: 32

*Sources: GSAS-SOE Graduate Exit Survey 2020 - 2021 and Academic Analytics (Alumni Insights)

Faculty

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Margaret Morris

Senior Lecturer
Occupational Therapy
Board Certification in Pediatrics (BCP) 2012-2022, American Occupational Therapy Association Occupational therapy evaluation and intervention in pediatrics, particularly contextual and strengths-based services Pediatrics Evaluation, including strengths-based evaluation, occupation-based evaluation, context & environment Intervention, including models of occupation-based service provision, contextual services, collaboration, strengths-based, least restrictive environment Program development, including systems approaches, strengths-based, mindfulness, social-emotional regulation, physical literacy Teaching and Learning Models of professional development, andragogy, self-regulated learning Project-based learning, technology in teaching and learning, using visual analog scales in course evaluation, concept mapping Online teaching and learning, course design (F2F, hybrid, online)
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Nancy Baker

Professor
Occupational Therapy
Chronic Pain, Virtual Reality, Musculoskeletal Health, Ergonomics Nancy Baker's research focuses on ways to mitigate musculoskeletal pain, so people with chronic pain can increase their participation in everyday life. She focuses on three pain mitigation pathways: 1) workstation ergonomics to address work environment properties that propagate pain; 2) improving care delivery in CTS; and 3) virtual reality (VR) as a therapeutic medium for pain. Baker's research is eclectic and uses a variety of tools and techniques to answer her research questions. A new area for her, her current research examines how to implement VR into clinical practice. Here pilot work has looked at what types and dosages of VR are most effective, how different diagnoses, such as chronic back pain or osteoarthritis, respond to VR, and she has partnered with rehabilitation centers to trial different implementation practices. So far, her research consistently demonstrates that VR has a significant effect on pain and that it can be feasibly done by practicing therapists. Some results found a carryover of effect past the immediate VR session. Baker is also working with colleagues to examine new paradigms in carpal tunnel treatment and is completing a trial looking at dosage for standing desk use.
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Mary Barnes

Lecturer
Occupational Therapy
Group Theory & Practice; Functional Group Model; Occupational Therapy Fieldwork, Mentoring My scholarship has focussed on development of an instrument to measure outcomes of group leader training related to common leader skills and functions and occupational therapy fieldwork. I currently participate in research projects regarding professional development, occupational therapy education, and community based program evaluation.
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Janet Brooks

Distinguished Senior Lecturer
Occupational Therapy
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Meredith Grinnell

Lecturer
Occupational Therapy
Current research interests include the use of tele-health technologies and patient participation in healthcare outcomes. Other interests include the use of social media to enhance engagement and communication within the profession as well as with patients.
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Jessica Harney

Senior Lecturer and Associate Chair of Occupational Therapy
Occupational Therapy
Rehabilitation Management, Evaluation and Treatment of physical dysfunctions, Evaluation and Treatment of Orthopedic Dysfunctions in the Athlete, Concussion Management and Education, Adaptive Sports as a Rehabilitation Tool Adaptive Sports, Concussion Management of the Athlete and Student, Professional development of the Health-Care Manager
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Brynn Speroni

Lecturer
Occupational Therapy
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Ryan Whitney

Lecturer and Academic Fieldwork Coordinator
Occupational Therapy
Professional communication, fieldwork education, professional development of emerging occupational therapists, interprofessional collaboration, complex medical pediatric occupational therapy, community-based practice

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