UW-Madison OT Program - ABOUT

OT student doing research with child
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CONTACTING US

Main Office

Occupational Therapy
School of Education
UW-Madison
2120 Medical Sciences Center
1300 University Avenue
MadisonWI  53706-1639

Tel: 608/262-2936
Fax: 608/262-1639

Email: otoffice@education.wisc.edu
or by contact form
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A Force for Change: Transforming Lives Through Occupation

The Occupational Therapy (OT) Program in UW-Madison's Department of Kinesiology is one of the most successful in the U.S. due to our outstanding faculty, staff, students and alumni; cutting-edge basic and applied research; and degree program quality. Learn about our degree programs under the "ACADEMICS" tab above.

In the past five years, OT faculty won more than $8 million in federal research grants from the National Institutes of Health. Read about exciting research by faculty and students under the "RESEARCH" tab above.

We are honored that U.S. News & World Report ranked our Program ​14th of ​163 U.S. programs in its most recent ranking of graduate OT programs.

100 percent First-time Certification-test Pass-rate
(https://secure.nbcot.org/data/schoolstats.aspx)
For ​five consecutive years, all of our OT graduates passed on their first try at the National Board for Certification in Occupational Therapy (NBCOT).

UW-Madison entry-level MS-OT Program is accredited (2008-2018) by the Accreditation Council for Occupational Therapy Education (ACOTE) (www.acoteonline.org). For further information on accreditation status, graduation rates, and NBCOT certification exam results, click here.

SPOTLIGHT

Interprofessional collaboration benefits both UW-Madison students and patients




Students with UW-Madison's occupational therapy and nursing programs are gaining valuable experience working together in interprofessional learning sessions led by the School of Education's Debbie Bebeau, the School of Nursing's Paula Jarzemksy and other faculty members.

 In the simulation designed to assist students during home health visits, both nursing students and OT students took turns asking the patient questions. The different students approached the patient in different ways, and both sides learned a different perspective from which to think about their work.


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