Understanding Intersectionality in Occupational Therapy Education: Insights from Learners' Experiences

Area of Science:

• Occupational Therapy Education
• Social Determinants of Health
• Health Equity

Background:

• Canadian occupational therapy programs must address complex learner identities.
• Responsiveness to intersectional realities is crucial for effective practice.
• Understanding diverse populations requires an intersectional lens.

Purpose of the Study:

• To explore how occupational therapy students and recent graduates understand and apply intersectionality theory.
• To examine personal and pedagogical contexts of intersectionality in practice.
• To identify needs for curriculum transformation in Canadian occupational therapy education.

Main Methods:

• Qualitative study utilizing semistructured interviews with eight participants (five current students, three recent graduates).
• Analysis employed interpretive description and reflexive thematic analysis.
• Focus on Master of Occupational Therapy students at The University of British Columbia.

Main Results:

• Four key themes emerged: learning intersectionality, personal identity exploration, its value in practice, and re-envisioning education.
• Lived experiences are vital for gaining intersectional knowledge.
• Curriculum design significantly impacts professional identity and practice readiness.

Conclusions:

• Findings highlight the necessity of experiential and critically reflexive pedagogy.
• Recommendations provided for transforming Canadian occupational therapy curricula.
• This study advances literature on intersectionality within occupational therapy.