The Psychosocial Occupational Therapy Competency Assessment, Revised--POT-CA(R)
Saved in:
| Title: | The Psychosocial Occupational Therapy Competency Assessment, Revised--POT-CA(R) |
|---|---|
| Language: | English |
| Authors: | Jenna C. Yeager, Derek Piggott |
| Source: | Journal of Occupational Therapy Education. 2026 10(1). |
| Availability: | Journal of Occupational Therapy Education. 521 Lancaster Avenue, Richmond, KY 40475. e-mail: jote@eku.edu; Web site: https://encompass.eku.edu/jote/ |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Occupational Therapy, Achievement Tests, Skills, Graduate Students, Doctoral Students, Allied Health Occupations Education, Clinical Experience, Interviews |
| ISSN: | 2573-1378 |
| Abstract: | The Psychosocial Occupational Therapy Competency Assessment (POT-CA) was originally published in 2017 as a framework for assessing student development of foundational skills in evaluation, clinical reasoning, and therapeutic interactions in an occupational therapy psychosocial theory and practice course. The COVID-19 global pandemic necessitated the adaptation of this final student competency assessment for virtual administration. The Canadian Occupational Performance Measure (COPM) was selected as the performance-based element of the competency assessment in lieu of the previously required Allen Cognitive Level Screen (ACLS-5), which was unavailable to students due to pandemic restrictions. The purpose of this article is to present an analysis of the revised elements of the competency assessment, the POT-CA(R), as a model for the development and evaluation of interviewing skills and clinical reasoning in a Level I psychosocial fieldwork class. Methods included qualitative thematic analysis of instructor comments provided on the final POT-CA(R) rubrics for one cohort of master's degree (MS) [n=18] and one cohort of entry-level doctoral (ELOTD) [n=18] occupational therapy students. The primary themes represented in instructor feedback included observations regarding student competence in the implementation of a client-centered interaction style, including the facilitation of a supportive context to encourage client engagement in the interview. It was observed that the addition of the COPM in the revised POT-CA(R) created opportunities for skill development that were viewed as feasible and useful in the preparation of students for entry-level skills that are foundational to all practice areas. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1502770 |
| Database: | ERIC |
| Abstract: | The Psychosocial Occupational Therapy Competency Assessment (POT-CA) was originally published in 2017 as a framework for assessing student development of foundational skills in evaluation, clinical reasoning, and therapeutic interactions in an occupational therapy psychosocial theory and practice course. The COVID-19 global pandemic necessitated the adaptation of this final student competency assessment for virtual administration. The Canadian Occupational Performance Measure (COPM) was selected as the performance-based element of the competency assessment in lieu of the previously required Allen Cognitive Level Screen (ACLS-5), which was unavailable to students due to pandemic restrictions. The purpose of this article is to present an analysis of the revised elements of the competency assessment, the POT-CA(R), as a model for the development and evaluation of interviewing skills and clinical reasoning in a Level I psychosocial fieldwork class. Methods included qualitative thematic analysis of instructor comments provided on the final POT-CA(R) rubrics for one cohort of master's degree (MS) [n=18] and one cohort of entry-level doctoral (ELOTD) [n=18] occupational therapy students. The primary themes represented in instructor feedback included observations regarding student competence in the implementation of a client-centered interaction style, including the facilitation of a supportive context to encourage client engagement in the interview. It was observed that the addition of the COPM in the revised POT-CA(R) created opportunities for skill development that were viewed as feasible and useful in the preparation of students for entry-level skills that are foundational to all practice areas. |
|---|---|
| ISSN: | 2573-1378 |
