Dr. Tara Mansour, OT, OTD, MS, OTR, is an Assistant Professor and Academic Fieldwork Coordinator at MGH Institute of Health Professions. With over 20 years of clinical experience, primarily in school-based practice, Dr. Mansour has transitioned into academia, where she champions progressive educational methodologies and interdisciplinary collaboration in occupational therapy and clinical education. She oversees fieldwork education, ensuring alignment with accreditation standards while developing innovative, experiential learning opportunities that prepare students for professional practice.
Dr. Mansour is currently a PhD candidate in Health Professions Education, with a research focus on supporting clinical instructors in guiding students effectively from the classroom to clinical practice. Her scholarship explores the role of peer mentorship in occupational therapy education and the integration of artificial intelligence into fieldwork education to enhance learning and critical thinking. She is committed to developing strategies that empower students to grow as professionals, build confidence in their clinical skills, and navigate the transition to practice successfully.
Beyond her institutional role, Dr. Mansour is actively engaged in national service, contributing to the advancement of health professions education. She serves on the Clinical Education Committee of the Association of Schools Advancing Health Professions (ASAHP), working to shape best practices in clinical training across disciplines. At MGH IHP, she co-chairs the School of Health and Rehabilitation Sciences Clinical Education Committee, collaborating with faculty to support both our students and clinical site partners. In addition, she co-chairs the Generative AI Task Force, leading initiatives to explore and implement AI-driven innovations in health professions education.
Nationally recognized for her contributions, Dr. Mansour has presented at the American Occupational Therapy Association’s (AOTA) Education Summit and Fall Academic Leadership Conference. She has also authored scholarly articles on the integration of AI in clinical education, including a publication in Frontiers of Medicine. In addition to her work with AI, she has implemented Balint groups in Level II fieldwork, providing structured peer discussions that enhance student reflection, empathy, and professional development. Through her work, Dr. Mansour is dedicated to advancing health professions education by leveraging innovative pedagogical strategies and technology to support the next generation of occupational therapists.
- BS, Therapeutic Recreation, University of Connecticut, Storrs, CT
- MS, Occupational Therapy, Tufts University, Medford, MA
- OTD, Post Professional, MGH Institute of Health Professions, Boston, MA
- MS & PhD Candidate in Health Professions Education, MGH Institute of Health Professions, Boston, MA
Fieldwork Education & Clinical Instruction
- Development and implementation of Innovative fieldwork experiences
- Supporting fieldwork educators in transitioning from expert clinicians to effective educators
- Balancing feedback, cognitive load reduction, and instructional differentiation for fieldwork educators & clinical instructors
Health Professions Education & Curriculum Development
- Innovative curricular design to enhance experiential learning
- Professional behavior development and student readiness for clinical practice
- Generative AI in Heath Professions Education
Research & Scholarship
- Investigating the impact of peer mentorship on OT students’ professional development
- Conducting qualitative research on the needs of clinical educators in rehabilitation sciences
- Publishing and presenting on topics related to fieldwork education, AI integration, and clinical education
Dr. Tara Mansour’s scholarly work focuses on innovative strategies to enhance occupational therapy education, with an emphasis on fieldwork readiness, professional development, and the integration of emerging technologies. Her research explores how generative AI can support clinical reasoning, intervention planning, and student preparedness for hands-on learning, as highlighted in her Frontiers in Medicine publication. Additionally, she investigates approaches to fostering empathy, engagement, and reflective practice in fieldwork education, including the use of Balint groups to enhance student support during Level II fieldwork, as featured in OT Practice. Through her scholarship, Dr. Mansour aims to bridge the gap between didactic learning and clinical application, ensuring students develop the critical thinking, professional behaviors, and adaptability required for success in occupational therapy practice.
Mansour, T. (2024) Enhancing Fieldwork Readiness in occupational therapy students with generative AI. Frontiers in Medicine: Health Professions Education 11. https://doi.org/10.3389/fmed.2024.1485325
Mansour, T. (2024). Enhancing student empathy, engagement, and support: Balint and Level II fieldwork. OT Practice 29 (10), 18-12.
Larsen, G., Berner, K., Holland, A., Kieran, K., Lugo-Neris, M., Mansour, T., Wolf, A., & Gavini, N. (2024, November 8). Stroke rehab strategies and technological advances to improve QOL. Rehab Management. https://rehabpub.com/conditions/neurological/stroke-neurological/stroke-rehab-strategies-and-technological-advances-to-improve-qol/
