Technical Standards for Occupational Therapy

The purpose of this document is to clarify the technical standards that are necessary for successful completion of the didactic and clinical components of the Occupational Therapy Program at Columbia University. All students are required to meet these technical standards.

Applicants to the program are required to sign this document as part of the application submission process. If a student feels that they require reasonable accommodation for didactic and/or clinical components of the program, they must contact the Office of Disability Services (ODS) and follow the required procedures before any accommodations can be made.

If a change in status occurs after admission that affects a student’s ability to meet a technical standard, they are required to notify the Program Director and ODS.

The following abilities and characteristics are defined as technical standards, and are requirements, with or without accommodations, for admission, retention, and graduation.

I. Communication:
• Communicate efficiently, effectively, and accurately with patients, their families, other members of the healthcare team, and faculty.
• Obtain medical history in a timely fashion.
• Perceive and interpret non-verbal communications, including facial expression, body language, and affect.
• Communicate sensitively with patients and their families, establishing therapeutic relationships.
• Record information accurately and clearly.
• Communicate efficiently, effectively, and accurately in English with other healthcare professionals in a variety of patient, clinical and community settings.
• In a reasonable time-frame, develop evaluation reports using sound therapeutic judgment to meet academic and clinical demands.

II. Sensorimotor:
• Possess the capacity to perform physical examinations and execute movements reasonably required to

• manually handle and manipulate various objects and client sizes and weights to lift, transfer and guide people and objects during activities, while preventing injury to client and self.
• evaluate and address client factors and performance skills including range of motion, strength, muscle tone, activities of daily living skills, instrumental activities of daily living skills, fine motor skills, transfer skills, functional mobility, balance, response to sensation, cognitive status, and home management skills.

• Coordinate gross and fine motor movements, assume a variety of body postures, demonstrate postural control and proper body mechanics, maintain balance, and integrate senses to complete academic requirements and clinical competency.
• The ability to tolerate physical activity for up to 8-10 hours per day, sitting for up to two hours at a time and sufficient endurance to set up the educational and clinical environment, effectively manage client care within reasonable time while adhering to best practice guidelines.
• Access transportation to academic and clinical education sites.
• Respond to emergency situations in a timely fashion to provide general emergency care.
• Manipulate equipment and instruments to perform therapeutic interventions and procedures as required to attain curricular and clinical goals.
• Adhere to universal precaution measures and meet safety standards applicable to inpatient and outpatient settings and other clinical, academic, and community activities.
• Tactile sensation of temperature, texture, vibration, and pressure sufficient for administering assessments and interventions.

III. Intellectual/Conceptual, Integrative, and Quantitative Abilities:
• Possess sufficient cognitive (mental) abilities and effective learning techniques to obtain, collect, memorize, analyze, integrate, process, and apply the volume of detailed and complex information presented by the curriculum.
• Learn through a variety of methods including, but not limited to, lectures; alternative classroom instruction; demonstrations; hands on experiences; small group, team, and collaborative discussions and efforts; individual study (including in clinical settings); preparation and presentation of reports and observations; use of technology.
• Perform calculations necessary to solve quantitative problems as required by the curriculum.
• Apply knowledge and reasoning to solve problems and make decisions as outlined by the curriculum.
• Recognize, comprehend, and draw conclusions about three dimensional spatial relationships of structures and logical sequential relationships among events.
• Formulate and test hypotheses that enable effective and timely problem-solving in evaluation and treatment of patients in a variety of settings and clinical modalities.
• Remain awake and alert.
• Integrate and analyze information including information from client records, examination; and diagnostic tests to develop appropriate plans of action, as well as to provide a safe environment for the client and self.
• Apply knowledge and judgment required to demonstrate ethical reasoning.
• Possess the ability to use one’s intellectual abilities, exercise good judgment, and display professional behavior at all times. This includes, but is not limited to, expressions of empathy, respectfulness, use of authority, degree/quality of verbal interactions, use of body language and non-verbal communication, and appropriate dress.
• Demonstrate effective organization, prioritization, time management and stress management in both academic and clinical environments.

IV. Behavioral, Emotional, and Social Attributes
• Possess the emotional stability and maturity to fully apply intellectual skills, exercise good judgment, and to complete all responsibilities attendant to the evaluation and treatment of patients.
• Develop a mature, sensitive, and effective relationship with patients and colleagues.

• Tolerate the physical, mental, and emotional stress and long work hours experienced during training and patient care
• Possess qualities of adaptability, flexibility, and the ability to function in the face of uncertainty.
• Form a compassionate relationship with patients while maintaining appropriate boundaries for professional relationships.
• Behave in a trustworthy and ethical and moral manner consistent with professional values and standards.
• Exhibit sufficient interpersonal skills, knowledge, and attitudes to interact positively and sensitively with people from all parts of society, ethnic backgrounds, and belief systems.
• Cooperate with others and work collaboratively as a team member.
• Engage successfully in supervisory and instructor-student relationships accepting feedback positively and adjusting performance in a timely manner.

Adapted from the Vagelos College of Physicians and Surgeons Technical Standards for Medical Students and the University of Pittsburgh Technical standards/essential skills