Topic
Session
ePoster Viewing
Presenter

Cultivating inter-cultural responsiveness through international student placements: a partnership between Australian and Indian occupational therapy programs.

Introduction: International placements can offer valuable experiential work integrated learning for occupational therapy students. Built upon authentic international partnerships, these placements foster genuine inter-cultural relationships between students, staff and stakeholders. Supervisors need to be highly skilled to enhance reflexivity and effective inter-cultural learning.

Objective: To critically discuss enablers of experiential work integrated learning for Australian occupational therapy students on international placements in India.

Approach: In 2024 and 2025, final year occupational therapy students from Australia completed a 4 week placement in India. In preparation, students completed advanced cultural competency training and successfully completed two other placements. During placement, students were supported by both Indian and Australian occupational therapy staff for orientation, pastoral care, clinical supervision, reflexivity and culturally responsive practice. In-depth critical reflection and feedback from students and staff informed an evaluation of these placements. Findings highlight enablers of enriching, rewarding and positive learning experiences.

Practice Implications: Successful international student placements require robust processes to manage and implement inter-cultural learning experiences. Clear application of cultural responsiveness frameworks enhances learning. Supervisors model critical reflection for navigating cultural differences in respectful and productive ways. Ongoing partnership between universities in Australia and India strengthen the integrity of collaboration, enhancing the overall quality of learning on both sides.

Conclusion: International student placements offer experiential work integrated learning opportunities that cultivate culturally responsive practitioners. This requires reflexive intercultural practices to be embedded into the design of the placement, embodied by staff, and evaluated. Learning from this experience can inform international occupational therapy placements worldwide.