Post-COVID-19 Pandemic Restrictions: Follow-Up on Changes Within Canadian Academic and Fieldwork Curricula

Area of Science:

• Occupational Therapy Education
• Curriculum Studies
• Higher Education Pedagogy

Background:

• COVID-19 pandemic restrictions forced significant curriculum modifications in Canadian occupational therapy (OT) programs.
• Documentation and analysis of these changes and their impact on student learning are crucial for future educational planning.
• Understanding the long-term effects of emergency remote teaching and learning is essential for the profession.

Purpose of the Study:

• To investigate and compare curriculum adjustments in academic and fieldwork components of OT education during and after pandemic restrictions.
• To evaluate the perceived impact of these modifications on student learning experiences and outcomes.
• To identify which changes were retained and the rationale behind their continuation.

Main Methods:

• A cross-sectional online descriptive survey was administered to key representatives across all 14 accredited Canadian OT university programs.
• Data collection focused on administrative, curriculum, and fieldwork perspectives regarding pandemic-related changes.
• The study examined both restricted and post-restricted delivery periods.

Main Results:

• Many pandemic-induced curriculum and assessment changes reverted to pre-pandemic approaches.
• Retained modifications often aligned with universal design principles or had minimal perceived negative impact on learning.
• Both in-person and virtual learning modalities were recognized as valuable for evolving practice needs.
• Fieldwork placement recruitment continued to be challenging, leading some programs to increase simulation use.
• Interpersonal competency development and the integrity of assessment methods emerged as significant concerns.

Conclusions:

• Canadian OT programs exhibited substantial adaptability in curriculum delivery during the pandemic.
• While programs demonstrated flexibility, the human toll of these rapid adaptations is still evident.
• Ongoing challenges in fieldwork placement and a heightened focus on interpersonal skills and assessment integrity require continued attention.