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Internationally educated occupational therapists transitioning to practice in Canada: A qualitative study
Shaminder Dhillon1, Leah Dix1, Sue Baptiste1
1School of Rehabilitation Science, Faculty of Health Sciences, McMaster University, Hamilton, Ontario, Canada.
Australian Occupational Therapy Journal
|October 10, 2018
Summary
Internationally educated occupational therapists (IEOTs) face challenges transitioning to practice in Canada. Their experiences are shaped by underestimating learning needs and the influence of prior education and practice contexts on exam performance.
Area of Science:
- Occupational Therapy
- Health Workforce Studies
- Immigration and Integration
Background:
- Internationally educated occupational therapists (IEOTs) are crucial for addressing workforce shortages in Western countries.
- IEOTs often encounter significant barriers during their transition to practice.
- Canadian governments have funded initiatives to support IEOTs.
Purpose of the Study:
- To identify the key forces influencing the practice transition experiences of IEOTs in Canada.
- To understand the factors that shape IEOTs' integration into the Canadian occupational therapy workforce.
Main Methods:
- An interpretive description approach was employed.
- Semi-structured interviews were conducted with 11 IEOTs who completed the Occupational Therapy Examination and Practice Preparation (OTepp) program.
- Data analysis involved independent coding and categorization by two occupational therapists, followed by collaborative interpretation.
Main Results:
- IEOTs' transition experiences were significantly influenced by two primary forces: recognizing the need for more than exam preparation and the impact of prior person, environment, and occupation transactions.
- Participants often underestimated their learning requirements for Canadian practice, discovering that their educational needs extended beyond national certification exam preparation.
- The similarity between participants' previous contexts (person, environment, occupation) and Canadian practice standards influenced their performance in the OTepp program and overall transition.
Conclusions:
- Individualized learning needs assessments and tailored education plans are recommended for IEOTs.
- The occupational therapy profession should foster international dialogue on educational program disparities and their implications.
- Further research is needed to explore the experiences of IEOTs who do not engage with or withdraw from formal support systems.
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