Introduction/ rationale: Globally, underrepresented minority (URM) students continue to face barriers to entry and completion of occupational therapy (OT) programs, thereby contributing to a lack of diversity in the profession. Hybrid OT programs provide flexible and accessible learning models that address some of the barriers that are present. Currently, research is limited that explores why URM students select hybrid programs or how institutional support impacts URM retention and success. Understanding these factors is essential for developing inclusive OT education models worldwide.
Objectives: To explore factors that influence URM students’ selection of hybrid OT programs and examine the institutional resources for support and retention.
Method/ Approach: Qualitative data was collected from URM students to identify key trends in URM OT program selection. Thematic analysis identifies trends to inform institutional policies.
Results/ Practice Implications: Strategies identified in the research serve as a model for enhancing diversity in OT education in the United States on a global scale.
Conclusion: Expanding hybrid education in OT can improve access, increase diversity in the workforce, and reduce health disparities. Future studies on the outcome of how this framework can support the needs of URM students.