Rationale: Scholarly writing skills are integral in skill development for entry-level doctoral occupational therapy (OT) students. Scholarly writing is considered professional competency and supports high quality professional practice. It also supports critical thinking skills, development of research skills, and improved communication. Doctoral OT students need instructional strategies from faculty that promote writing skill development, clear and concise feedback, and structure in grading and construction of writing assignments. The use of comprehensive rubrics has been shown to provide clear and consistent feedback and enhance students’ scholarly writing skills.
Objectives:
Understand the importance of professional writing skills for doctoral occupational therapy students.
Discuss strategies to promote collaboration between departments to support student success.
Examine methods to give structured, consistent feedback to students related to writing skills.
Approach: Designing the support, tools, and resources around a writing center with a clear and comprehensive rubric has shown to be constructive in enhancing student learning and growth in scholarly writing.
Practice Implications: Through a collaborative approach with students, faculty, and writing center coaches, professional writing skills can be developed and supported. Writing skills have been shown to prevent medical errors, support effective communication with interdisciplinary team members, and promote advocacy for clients and the profession of OT.
Contribution to the profession: With an increased focus on scholarly writing in education, future OTs can build the confidence needed to ensure comprehensive, quality services for clients and promote research and development within the profession to serve the global community and meet the diverse needs of the population.