Evaluating and enhancing the doctoral capstone experience (DCE) : a mixed-methods analysis of outcomes and curriculum development
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The transition to entry-level Doctor of Occupational Therapy (EL-OTD) programs has sparked debate over the effectiveness of the doctoral capstone experience (DCE), a critical component for validating this educational shift and informing accreditation standards. This project evaluated the University of Missouri's Occupational Therapy (MUOTD) DCE to enhance curriculum design and outcome assessment. Anchored in the Person-Environment-Occupation (PEO) framework, the project integrated a literature review, student exit surveys, and site evaluation. Over 14 weeks, data from 44 of 44 Class of 2024 and 35 of 43 Class of 2025 MUOTD students were gathered through exit surveys and mentor evaluations, analyzed via thematic analysis. Findings highlighted strengths in evidence-based coursework, hands-on practice, and interprofessional engagement. Identified weaknesses included unclear DCE expectations, project selection, self-directed learning adoption, and capstone coursework sequencing. The literature emphasized inconsistent DCE implementation across OTD programs and scarce alumni outcome data, necessitating standardized outcome measures. These insights affirm MUOTD's DCE has potential to foster advanced practice readiness but requires implementation refinement and further outcome collection. By evaluating the MUOTD doctoral capstone, proposing standardized outcome measures, and streamlining surveys, this project empowers Occupational Therapy (OT) educators and accreditors to advance evidence-based education, strengthening professional leadership and societal well-being through enhanced occupational therapy practice
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OTD