Findings and implications from a global survey on paediatric education in occupational therapy academic programmes and paediatric practice in occupational therapy

Purpose There is a need to identify the diversity and gaps in the educational and practice systems to better understand how to improve paediatric occupational therapy education and ongoing mentorship worldwide. This quantitative research aims to examine paediatric occupational therapy education from academics and clinicians through two separate surveys. Design/methodology/approach An educational survey was sent to the World Federation of Occupational Therapy (WFOT)-approved programs in 78 countries to quantify educational and training hours provided in the paediatric field. An additional clinician survey was sent to occupational therapists to learn about their perspective on paediatric practice and continuing education. Findings The educational survey results from 56 WFOT programs in 32 countries indicated that the total percentage of academic curriculum specific to paediatric content was on average five percent. A four-year bachelor ( n = 32) was the most prevalent entry level to the profession. Most of programs also indicated that more than 50% of occupational therapists in their respective countries work in paediatrics. The clinician survey ( n = 141) had responses from 32 countries, with the majority working full time in paediatrics ( n = 103, 72.5%). These results are consistent with the 2021 WFOT Education Survey. Originality/value From the clinician survey, paediatric feeding (70% of respondents) was the most requested area of continuing education, followed by transitions and positioning for play for children birth to three (18% of respondents). This will help guide future efforts for providing education and mentorship. As a result of both surveys, it was confirmed that more than half of occupational therapists are practicing in paediatrics across the globe. In response, academic curriculums should reflect the current practice trend; however, paediatric-specific education is relatively low.