Essential Skills and Attributes for OT Students

By accepting admission to the Master of Occupational Therapy (MOT) program at the University of Saskatchewan, students commit to developing as reflective, accountable, and socially responsive occupational therapy professionals. Professional formation extends beyond technical competence and includes ethical responsibility, relational practice, commitment to equity and reconciliation, community responsiveness, and lifelong learning.

The MOT program has a responsibility to society to prepare graduates who meet the competencies required for safe, ethical, and effective occupational therapy practice. The program provides structured learning experiences through which students progressively develop the professional values, behaviours, knowledge, and skills expected of an entry‑to‑practice occupational therapist.

This document outlines the shared values, professional expectations, and essential skills and attributes required for meaningful participation in academic, laboratory, community, and practice‑based learning environments. Together, these elements clarify what is expected of students as emerging professionals and how these expectations support professional development over time.

Professional Commitment and Accountability

Admission to the MOT program does not constitute independent verification of a student’s abilities across all domains described in this document. Rather, the values, skills, and attributes outlined here represent foundational requirements that enable students to engage effectively in program learning and to develop entry‑to‑practice competence.

The Competencies for Occupational Therapists in Canada (2021/2024) define the roles and expectations of occupational therapists across practice contexts. Students must possess, or be able to develop with appropriate supports, the capacities described in this document and demonstrate professional judgment, ethical reasoning, and accountability consistent with legislation, regulation, and professional standards.

Completion of an accredited program alone does not authorize practice. Graduates must also successfully complete the National Occupational Therapy Certification Examination (NOTCE) and meet the registration and licensure requirements of the applicable provincial or territorial regulatory body.

Shared Values and Professional Expectations

Throughout the program, students are expected to demonstrate the following values, which guide professional conduct, learning, and engagement across academic and practice settings:

Equity, Justice, and Accountability

Students uphold equity, inclusion, and reconciliation by recognizing systemic barriers, power imbalances, and historical contexts that influence occupation and health. They act with integrity, transparency, and responsibility in all academic and practice‑based settings.

Well‑being, Participation, and Sustainability

Students value holistic health and meaningful occupational participation for individuals, families, communities, and populations, and consider the long‑term impacts of occupational therapy practice on people, environments, and systems.

Humility, Relational Practice, and Reciprocity

Students engage with humility, openness, and respect, and contribute to reciprocal relationships with clients, peers, educators, and community partners, recognizing knowledge as co‑constructed through lived experience and dialogue.

Clinical Reasoning, Critical Thinking, and Research Impact

Students commit to reflective, evidence‑informed, and ethically grounded decision‑making by integrating theory, research, practice knowledge, and lived experience.

Community Engagement and Global Relevance

Students co‑create responsive and contextually relevant solutions with clients, organizations, and communities, grounded in respect for local knowledge and priorities. Students understand global health power systems and how they shape health and occupation and commit to responsive practice in the setting of evolving local, national, and global needs. 

Experiential Learning and Innovation

Students actively engage in experiential learning and respond thoughtfully to complexity, uncertainty, and change, contributing to the ongoing evolution of occupational therapy education and practice.

Through these commitments, students accept responsibility for their professional conduct, learning, and well‑being, and for contributing to a respectful, inclusive learning environment.

 

The following skills and attributes are required for participation in academic, laboratory, community, and practice‑based learning experiences and the development of entry‑to‑practice competencies. These capacities are interconnected and developmental, and are refined progressively throughout the program.

1. Professional Values and Attitudes

Students demonstrate commitment to occupation, health, and well‑being and engage ethically and respectfully with individuals, communities, and systems.

Students are expected to:

• Value occupation‑based, client‑centred, and culturally responsive practice
• Respect diversity in culture, identity, ability, values, and lived experience
• Demonstrate accountability, self‑awareness, and openness to feedback
• Engage collaboratively with peers, educators, clients, and community partners
• Manage multiple responsibilities and adapt to evolving academic and practice demands

2. Information Gathering Skills

Students gather, interpret, and integrate information relevant to occupational participation using observation, communication, documentation, and assessment tools.

Students must be able to:

• Observe occupational performance and environmental contexts
• Attend to verbal and non‑verbal communication
• Gather information through narratives, interviews, and goal‑setting
• Read and interpret written materials, policies, and research literature
• Use assessment tools and technologies, with or without accommodation

3. Communication and Interpersonal Skills

Students communicate clearly, respectfully, and professionally in English to support client safety, collaboration, and documentation.

Students must be able to:

• Communicate information accurately and responsively
• Establish professional and therapeutic relationships
• Adapt communication to diverse needs and contexts
• Produce documentation that meets regulatory, ethical, and organizational standards

4. Critical Thinking, Reflection, and Scholarly Skills

Students demonstrate the cognitive capacity to analyze information, reflect on practice, and apply evidence to decision‑making.

Students must be able to:

• Analyze and synthesize information from multiple sources
• Apply theory and evidence to practice scenarios
• Engage in ethical reasoning and professional judgment
• Reflect on performance, assumptions, and learning needs
• Critically appraise and integrate research into practice

5. Functional Abilities

Students demonstrate sufficient functional abilities to participate safely and effectively in learning environments.

Students must be able to:

• Participate in simulations, laboratories, and practice‑based education, with accommodations as required
• Demonstrate or guide occupational performance, analysis, and adaptation
• Use tools, equipment, and technologies relevant to practice, with accommodations as required

6. Professional Self‑Regulation

Students demonstrate self‑awareness and responsibility in meeting the intellectual, interpersonal, and ethical demands of the program.

Students must be able to:

• Manage stress and adapt to complex or changing situations
• Engage respectfully in emotionally or ethically challenging contexts
• Maintain professional boundaries and emotional regulation
• Recognize when support is needed and proactively access resources

Accommodation and Support

Students who require accommodations are responsible for identifying their needs and seeking support in a timely manner. Accommodation requests are considered on a case‑by‑case basis in accordance with University, College, and program policies. Students are encouraged to familiarize themselves with accessibility and accommodation procedures at the University of Saskatchewan.