Exploring the Lived Experiences of Canadian Occupational Therapists in International Fieldwork

Background: International fieldwork placements (IFPs) may cultivate personal and professional competencies within healthcare education. Limited research explores how IFPs shape the development of Canadian occupational therapists in the early stages of their careers. Purpose: To explore how Canadian occupational therapists make sense of their IFP experience in relation to their transition from student to practitioner and their current professional practice. Method: Data were collected through semi-structured individual interviews which sought to encourage reflection and dialogue about participants' IFP experiences, post-graduation transitions, and lasting impacts. Interpretative phenomenological analysis (IPA) was used to co-construct meaning from participants' narratives and identify convergent and divergent experiences. Findings: Eight participants completed IFPs in partnership with low-income countries; one completed the placement virtually. Four key themes were identified: Self-Efficacy, Resourcefulness, Relational Growth, and Cultural Responsiveness. These themes reflect participants' engagement with complex intercultural contexts, personal and professional growth, and critical reflection on their evolving identities as occupational therapists. Conclusion: Our study provides insight into how IFPs influence occupational therapists, particularly in shaping professional identity and informing culturally responsive practices. Findings highlight the value of IFPs in occupational therapy education and may inform curriculum design, student selection, and strategies to improve accessibility.