Introduction: International clinical placements (ICPs) could be a valuable approach to enhance cultural competency in professional education. Especially, “understanding the differences” is important for occupational therapists (OTs) having the core concept of “client-centeredness” (Wallengren, 2022). However, the uniqueness of ICPs in our country is unclear while Japan has the second largest number of OTs all over the world (World Federation of Occupational Therapists [WFOT], 2022).
Objectives: This study aims to clarify the significance of ICPs in Japan from the perspectives of Japanese supervisors.
Methods: This study conducted as qualitative study with semi-structured focus group interviews with 6 Japanese OTs who supervised American students in entry-level program. The audio data was transcribed and analyzed by thematic analysis (Braun & Clark, 2006). This research was reviewed by Ethical Committee (reference number: 2023-029).
Results: Four themes were identified for meanings of these experiences: “understanding others’ worldviews”, “recognizing of own strengths”, and “openness to internationalization” as individuals and “impact on presence of their department” as an organization. Since it was the first time for participants to have international students for their placement, they had an opportunity to reflect their past professional activities through interaction with international students. In contrast, 2 themes are emerged as challenges of ICPs: “Impact of language issues on educational effectiveness” and “response to the difference of educational requirements.” Some Japanese OTs found the differences of cultural customs during clinical placements.
Conclusion: The results based on experiences of Japanese OTs suggest that more attention should be paid to the uniqueness of educational significances of ICPs in each WFOT member country with great emphasis on internationalization as profession.