Occupational therapy (OT) students must be prepared to work with underserved and displaced populations, particularly those experiencing disrupted occupations. This study investigates an international fieldwork (FW) protocol developed by faculty at George Fox University (GFU) to assess its impact on entry-level OT doctorate students. Using a mixed-methods approach, the study examines changes in students’ confidence, perceptions of interprofessional education (IPE) benefits, and behaviors associated with cultural humility.
A pre-/post-survey design, including the Self-Assessment of Clinical Reflection and Reasoning (SACRR) and the Readiness for Interprofessional Learning Scale (RIPLS), will assess clinical readiness. Additionally, the Occupational Therapy Student Evaluation of Fieldwork Experience (SEFWE) will be used post-fieldwork. Debriefing for Meaningful Learning sessions will further explore student perceptions.
The pilot program, launching in May 2025, will inform future framework development and Level II FW experiences. Expected outcomes include increased student confidence in working with underserved and displaced populations, greater recognition of IPE benefits, and deeper engagement in cultural humility practices, including epistemic justice.
Findings will contribute to OT education by identifying essential components of international FW that enhance student preparedness. This study has significant implications for integrating interprofessional, global experiences into OT curricula, equipping students with the skills to support diverse communities effectively.