Introduction: Understanding graduates’ perspectives concerning their educational curriculum is important as it provides insights into their experiences, identifies gaps in education, and ensures alignment with evolving professional demands. These perspectives help in refining curricula to enhance competency and preparedness for clinical practice.
Objective: This research studied the perspectives of occupational therapy graduates regarding their educational experiences at the occupational therapy department at Kuwait University.
Methods: A convergent parallel mixed-methods approach was utilized using a self-developed questionnaire with close- and open-ended questions. Descriptive analysis and t-test served as primary analyses of the quantitative data, and thematic analysis was used to analyze the qualitative data. The study included 83 participants.
Results: Results reflected their satisfaction level with support received from the occupational therapy faculty members (3.7 ± 1.1), which was also significantly higher among the experienced therapists compared with the non-experienced therapists (P=0.035). On the other hand, the least satisfaction level reported by the study participants was related to OT laboratory classes in terms of tools/equipment (2.7 ± 1.0) as well as the OT laboratory classes in terms of space (2.8 ± 1.1). Additionally, the participants acknowledged the comprehensive curriculum coverage, including professional behaviors, occupation-based models, and environmental adaptation. Curriculum content related to emerging areas of practice and interdisciplinary practice were areas of concern to improve.
Conclusion: Understanding graduates' perspectives is crucial for advancing the educational curriculum, enhancing clinical learning environments, and ensuring that graduates are well-prepared for professional challenges. Study implications and future directions are presented.