91����

Cristina Dumitrescu, program director for occupational therapy at 91����’s Decker College of Nursing and Health Sciences, brings more than 25 years of hands-on experience and passion to the field. Before we explore her expertise, discuss Decker’s two Doctor of Occupational Therapy (OTD) programs, and learn about her vision for the OT division, let’s clear something up: In occupational therapy, “occupation” does not mean a job. In OT, an “occupation” is any activity that occupies your time, from getting dressed and brushing your teeth to cooking, playing, or going to school. Everyone engages in various occupations across their life roles.

Occupational therapy uses meaningful occupation as both the means and the outcome of intervention to support participation, health, well-being, and quality of life in everyday life. When illness, injury, disability, developmental differences, or other circumstances interfere with everyday life, occupational therapy helps people participate in the activities and roles that are important to them. 

OT may be helpful for a child with a learning disability who is struggling in school, or for an aging relative who wants to retain the comforts of home while managing chronic conditions, safety concerns, or depression that makes activities hard to accomplish. If an injury, disease, or condition makes everyday life difficult, OT can likely help.

Q: Your career has taken you from clinical practice and rehabilitation leadership to education, research, and academic leadership. How has that shaped you as an educator?

My journey in occupational therapy spans roles as an OT assistant, occupational therapist, director, educator, and leader — each shaping my approach to preparing future occupational therapists. Clinical practice showed me that knowledge alone isn’t enough. Practitioners must solve problems, communicate, collaborate, adapt, and focus on what matters most to those they serve. 

Education taught me that students need to engage, apply, question, and reflect, not just absorb facts. That’s why I champion active learning, real-world cases, and meaningful feedback. These experiences shape my leadership philosophy: collaborative, transparent, data-driven, and focused on growth for students and faculty. 

Q: 91����’s Entry-Level Doctor of Occupational Therapy program recently achieved accreditation from the Accreditation Council for Occupational Therapy Education. What does that milestone mean?

It is an extraordinary milestone for our college and for the University! Our Entry-Level OTD program earned full ACOTE accreditation for a seven-year term, which reflects years of work by many people, beginning with our founding program director, Jane Bear-Lehman, and continuing through the dedication of our faculty, staff, students, 91���� and Decker College leadership, clinical and fieldwork educators, doctoral capstone mentors, advisory partners, and community stakeholders.

Accreditation is much more than a process; it reflects the quality of the curriculum, faculty, resources, student learning, and the systems that support the program. I am particularly proud that we reached this milestone while preparing our inaugural cohort for graduation and entry into the profession. They were pioneers. Their experiences and feedback have helped us continue strengthening the program for the students who follow.

Q: What distinguishes 91����’s OT education?

One of our strengths is intentionally building connections across the curriculum. We want students to understand how foundational knowledge progresses to application, professional reasoning, competency development, simulation and experiential learning, fieldwork, the doctoral capstone, and ultimately, entry into professional practice.

Our curriculum integrates active learning, laboratory experiences, simulation, interprofessional education, clinical education, and community engagement. The program includes more than 24 weeks of fieldwork education, along with extensive classroom, lab, and simulation experiences. We continually ask: Can students apply what they know? Students must integrate knowledge, analyze situations, make defensible decisions, communicate their reasoning, and adapt their approach to the needs of the person, population, or system they serve. 

Q: Why is professional reasoning such an important part of your educational philosophy?

Professional reasoning is the bridge between knowing something and knowing what to do with it. A student may understand anatomy, neuroscience, development, psychosocial factors, and occupational performance separately. The challenge arises when a real person presents with several of those factors at once. That is why I use case-based learning, concept mapping, reflection, simulation, and structured questioning. 

I want students to become comfortable asking, “What do I know? What am I missing? Why am I making this decision? What evidence supports it? What matters to this client? What would prompt me to change my approach?” Developing the habit of thinking prepares students for lifelong practice.

Q: Why is leadership an important part of an OT education?

Leadership is not an accumulation of titles. I want students to understand leadership as responsibility, influence, collaboration, and service, rather than merely authority. Allocating time to reflect significantly improves the quality of task execution. Mentorship is built on trust and coachability, not admiration. It requires vulnerability and accountability. That philosophy is embedded in our doctoral education. We want graduates who can enter practice confidently and who also have the capacity to become advocates, educators, managers, scholars, innovators, and leaders. 

Q: How important are community and interprofessional partnerships to 91����’s OT program?

They are essential. Healthcare doesn’t occur in disciplinary silos, and occupational therapists rarely work in isolation. Students need opportunities to communicate and solve problems with other professionals and to understand the communities where people live, work, and participate. 

Our Health Sciences Campus offers exciting opportunities for interprofessional learning, and our students also learn through simulation, community experiences, fieldwork, and doctoral capstone partnerships. The University highlights standardized patient experiences, community outreach, acute-care exposure, and interprofessional simulation as key components of the student experience.

Those partnerships not only benefit students but also meaningfully contribute our presence and expertise to this community.

Q: What do you hope students take with them when they graduate?

I want them to be knowledgeable and clinically prepared. I want them to be curious and comfortable saying, “I don't know yet, but I know how to find out.” I want them to listen before trying to solve a problem, think critically about evidence, recognize the limits of their knowledge, and remain willing to change their thinking. I want them to understand that occupational therapy is a privilege and a responsibility. People allow us into their lives. Technical competence matters enormously, but so do empathy, integrity, humility, communication, and respect. 

Most importantly, I hope our graduates leave 91���� understanding that graduation is not the end of their education. A good occupational therapist remains a learner throughout their career.

Q: What is your vision for the future of 91����’s OT program?

My vision is for our Division of Occupational Therapy to be nationally recognized for educational excellence, professional reasoning, innovation, scholarship, research, leadership, and meaningful community engagement. I want us to continue strengthening our Entry-Level OTD program while expanding opportunities for practicing occupational therapists through our Post-Professional OTD program. I want our faculty and students to produce scholarship that advances occupational therapy education and practice.

I want deeper clinical, community, interprofessional, and international partnerships. I want us to thoughtfully explore emerging technologies while remaining firmly grounded in occupation, evidence, and human-centered care. Ultimately, I want people to associate our OT program with graduates prepared for today’s practice and with the reasoning, adaptability, and leadership capacity