By Dave DeFusco
For Leeyah Azizi and Dalia Planer, graduates of the Katz School of Science and Health, the Occupational Therapy Doctorate program wasn鈥檛 just an academic milestone鈥攊t was the launchpad for careers defined by leadership, innovation and a commitment to service. Their journey from students to professionals exemplifies the transformative power of education grounded in empathy, evidence-based practice and the scholar-practitioner mindset.
Azizi鈥檚 work as a home health occupational therapist at VISIONS Services in New York brings her face-to-face with clients of all ages, many of whom are visually impaired or navigating complex challenges. For her, occupational therapy is deeply personal. 鈥淚t鈥檚 the definition of client-centered care,鈥 said Azizi. 鈥淚n their homes, clients show you exactly where they struggle, and you have to think creatively to find solutions.鈥
Her creativity was put to the test early in her career when she worked with a legally blind man who had recently undergone a leg amputation. The obstacles were daunting: a tight budget, linguistic barriers and the emotional toll of his circumstances. But Azizi rose to the challenge, teaching him to wrap his residual limb for a prosthetic fitting and connecting him with a Spanish-speaking social worker to secure free prosthetics. This ethos鈥攅mpathy paired with innovation鈥攄efines her approach to OT.
鈥淎n occupational therapist鈥檚 role is to explore all possible resources that can benefit their client, and that鈥檚 what I was taught at the Katz School,鈥 said Azizi. 鈥淚t鈥檚 about finding ways to make things work, even when resources are limited. I wanted to ensure I was providing the best level of care, which I think I managed to do.鈥
Planer, an independent contractor with NPORT Staffing, provides occupational therapy services to preschool and elementary students at PS 87 William Sherman public elementary school and SAR Academy in the Bronx. Her work focuses on sensory processing, fine motor development, self-regulation and motor planning. Whether she鈥檚 helping children improve their pencil grip or teaching mindfulness techniques to manage emotions, Planer鈥檚 work is rooted in evidence-based practices.
鈥淚 collaborate closely with educators and parents to ensure each student鈥檚 success,鈥 she said. 鈥淭here鈥檚 a reason why we do things the way we do, and it鈥檚 all backed by research.鈥
Planer credits the Katz School for instilling in her the confidence to lead. 鈥淚 walked away from the program with the ability to communicate effectively, whether I鈥檓 speaking with parents or teachers, or leading a session with students,鈥 she said.
Both Azizi and Planer emphasized the importance of their tight-knit cohort at the Katz School, which included fellow graduates Judy Chalouh-Benjamin, Brynna Kaplan and Suzan Khavkin. Together, with the help of Dr. Amiya Waldman-Levi, director of scholarship and research of occupational therapy at the Katz School, they co-authored the article 鈥淒eveloping a Scholar-Practitioner Mindset: Grounded in Research Informed by Practice, Rooted in Care,鈥 published in the AOTA OT Practice magazine in December.
鈥淥ur approach to education is informed by transformative learning theory,鈥 said Dr. Waldman-Levi. 鈥淚t is a pleasure for any educator to see their learners embody a growth mindset as well as a sound clinical skill set.鈥
In the article, they emphasized how the scholar-practitioner mindset transcends traditional evidence-based practice by integrating critical thinking, clinical reasoning and leadership. While evidence-based practitioners apply existing research to clinical scenarios, scholar-practitioners contribute to the creation of new knowledge. They identify patterns across client cases, develop innovative protocols and advocate for systemic improvements in care. This mindset is essential for OTs, they said, who must address complex societal and cultural needs while navigating constraints like cost and resource limitations.
Central to the Katz School鈥檚 OT Doctorate is the scholar-practitioner model, a holistic approach that integrates research, practice and leadership. Students are trained not only to apply existing research but to contribute to the creation of new knowledge, identifying patterns across cases and developing innovative solutions.
鈥淭he scholar-practitioner approach equips OTs to not only adapt to societal challenges but to lead in addressing them,鈥 said Planer. 鈥淭he Katz School鈥檚 OT Doctorate instilled this ethic in us, but it really came alive because our cohort was phenomenal. We were there to help each other grow and learn together, and that sense of community made all the difference.鈥
The OT Doctorate program鈥檚 curriculum emphasizes:
- Research-Based Learning: Students master evidence synthesis, research proposal writing and Institutional Review Board (IRB) applications.
- Interprofessional Collaboration: Mock IRB committees and teamwork exercises mirror real-world clinical and research environments.
- Project-Based Learning: Capstone projects tackle real-world challenges, from fall prevention for older adults to promoting resilience in families.
The program鈥檚 graduates are not only skilled clinicians but also advocates and innovators. Azizi focused her capstone on supporting families of neurodivergent children post-COVID-19. Chalouh-Benjamin developed a fall prevention program for community-dwelling older adults. Kaplan applied a disability studies perspective to accessibility in performance spaces. Khavkin explored leisure participation鈥檚 impact on college students鈥 academic performance and anxiety. And Planer created a strength-based training program to promote child and family resilience.
For Azizi, the heart of OT ultimately lies in empathy. 鈥淚t鈥檚 about sitting down with your clients and asking, 鈥榃hat do you feel is important in your life? What would make you feel more independent, confident and safe?,鈥欌 she said. 鈥淭he Katz School gave us the tools to not only care for individuals but to lead, innovate and make a lasting impact.鈥
