Introduction/Rationale: Occupational therapy students must develop advanced communication and collaboration skills to navigate generational diversity in multigenerational healthcare settings. Despite this need, resources to prepare students are limited. This study explores how an innovative online Multigenerational Awareness (MGA) course can inspire change by equipping faculty to better prepare students for these challenges and advance inclusive, forward-thinking educational practices.
Objectives: To evaluate whether an MGA course improves faculty knowledge of generational differences and their ability to prepare students for fieldwork and clinical practice in age-diverse settings.
Methods/Approach: Eight faculty participants from occupational and physical therapy programs completed pre- and post-course surveys assessing knowledge, teaching strategies, and course utility. The MGA course included interactive modules, generational interviews, and reflective exercises. Reflexive Thematic Analysis (RTA) identified themes from qualitative responses, emphasizing the course’s impact on teaching practices.
Results/Practice implications: Pre-course themes included the need for greater awareness of generational differences and self-reflection in teaching. Post-course themes revealed enhanced insight into generational dynamics, increased adaptability, and shifts in teaching strategies. Participants valued the course’s innovative design and its role in fostering inclusivity and adaptability, aligning to prepare students for diverse clinical environments.
Conclusion / Contribution: Aligned with the theme “Inspiring Change, Innovating Futures,” this study demonstrates how MGA courses can transform occupational therapy education by promoting generational understanding and collaboration. By embracing innovation, the profession can prepare students for age-diverse healthcare environments, fostering inclusivity and ensuring readiness for the future of practice.