Experiences and Perceptions of Arab Occupational Therapy Students Regarding Integrating Wheelchair Training into...

The World Health Organization (WHO) estimates that over 80 million people globally require a wheelchair, yet access to appropriate wheeled mobility devices and skilled service delivery remains severely restricted, particularly in low- and middle-income regions. Academic rehabilitation programs frequently lack structured, evidence-based wheelchair service provision curricula. This study evaluated the implementation, efficacy, and student perceptions of integrating the International Society of Wheelchair Professionals (ISWP)-recognized Wheelchair Training Program (WTP) into Arab occupational therapy (OT) higher education.

A mixed-methods study design was conducted across eight Arab countries (total sample size N = 282 undergraduate OT students). Data were analyzed by categorizing participants into three distinct operational groups: Group 1 comprised participants from countries with quantitative pre-post outcome data (Saudi Arabia, Jordan, United Arab Emirates; n = 118), using a 10-point validated test adopted from the ISWP WSTP competency examination; Group 2 comprised participants engaged in Focus Group Discussions (FGDs, n = 96); and Group 3 comprised participants engaged in Semi-Structured Individual Interviews (n = 68). Qualitative investigations (Groups 2 and 3) were conducted between February and May 2025 across Oman, Lebanon, Palestine, Syria, and Morocco.

Quantitative evaluation in Group 1 (n = 117 matched pairs) demonstrated a significant baseline knowledge deficit (Pre-test mean = 3.71, standard deviation = 1.26) and substantial post-intervention written knowledge gain (Post-test mean = 7.84, standard deviation = 1.28; mean increase = +4.13 points, t = -36.741, p < 0.001, Cohen's d = 3.40). Significant gains were consistently achieved across Saudi Arabia (4.23 ± 1.32 to 8.09 ± 1.10, p < 0.001), Jordan (2.97 ± 0.92 to 7.36 ± 1.43, p < 0.001), and the United Arab Emirates (3.82 ± 1.09 to 8.05 ± 1.20, p < 0.001). Thematic synthesis of qualitative data from Groups 2 and 3 yielded four core themes: (1) Transformation from theoretical awareness to clinical self-efficacy; (2) Overcoming regional curricular deficits in seating biomechanics and adaptive technology; (3) Culturally responsive rehabilitation and person-first terminology; and (4) Structural barriers to institutional integration and academic sustainability.

Integrating a standardized hybrid wheelchair training program into academic OT curricula significantly enhances student theoretical knowledge and self-reported clinical confidence, offering a scalable approach to address educational gaps across the Arab region. Institutionalizing standardized ISWP/WHO-aligned modules within entry-to-practice healthcare degrees is essential to guarantee equitable, high-quality assistive technology service delivery.