Introduction: The entry-level occupational therapy doctoral (OTD) curriculum in the US integrates the doctoral capstone as an essential component. Despite the rapid growth of OTD programs, a lack of evidence remains regarding its value and best practices which presents challenges across communities of interest, including global partners. This poster presents findings from a scoping review aimed at identifying key elements of the doctoral capstone and the development of a research agenda to guide future investigation. Framed through implementation science and knowledge translation, this work highlights how a structured research agenda can facilitate evidence-informed decision-making in curriculum design, faculty mentorship, and cross-border academic collaborations.
Objectives: Understand how the research agenda can prioritize capstone research efforts.
Analyze key components of the research agenda and its implications for a global OT audience
Methods: A scoping review was conducted using the PRISMA-ScR reporting guidelines to systematically explore the literature, including essential components, best practices, and knowledge gaps. Content analysis was performed to synthesize themes and enhance understanding.
Results: The findings informed the development of a research agenda to drive systematic inquiry into the capstone’s impact on student learning, program outcomes, and professional advancement.
Conclusion: For international educators and practitioners, this agenda serves as a blueprint to examine how experiential learning components can advance OT education, whether within U.S. collaborations or as a model for professional development in diverse settings. Establishing a global dialogue on capstone can help bridge evidence gaps, advance educational excellence, and strengthen OT’s impact in diverse contexts.