Document Type

Presentation

Publication Date

8-9-2026

Faculty Mentor

Scott Hutchison

Abstract

The significant amount of information presented to doctoral occupational therapy students creates a high extraneous cognitive load when analyzing complex, multi‑diagnosis patient cases. This limits their ability to organize information and retain classroom information long-term. This capstone project developed a concept diagram process to reduce cognitive load on students, improve case organization, and support occupation‑based decision‑making. The project introduced instructional materials, a concept‑diagram process, and a case‑based lab activity to one cohort of OTD students. Mixed‑methods feedback from 38 first‑year OTD students indicated strong benefits, including reduced overwhelm, improved engagement, clearer visualization, and enhanced collaboration. Students rated the process 80% effective overall. Findings demonstrate that the concept diagram process is a sustainable, adaptable educational tool that strengthens cognitive processing, supports clearer treatment planning, and enhances preparation for clinical reasoning in future OT practitioners.

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