Relevance of an undergraduate occupational therapy education program: a critical participatory action research study

Abstract Introduction Today’s fast-paced life puts health-promoting professions in a challenging position, especially in view of a broader definition of health. In Georgia, where the occupational therapy profession is still developing, aligning education with local societal needs is crucial for its growth and impact. Scholars have tried to define the developing role of occupational therapy, yet little research examines how professional education prepares therapists for the emerging challenges of the context. Acknowledging the impact of various factors in education helps the profession become more accommodating to the local context. Objective How does the occupational therapy education program prepare professionals for community needs in the context of Georgian society? Methods The local professional occupational therapy program was reviewed through critical participatory action research using a constructivism lens. Action and data collection methods used with different community members were: photovoice, semi-structured interviews, and World Café. Results Three main themes and four categories emerged from collected data: 1. Learning by doing – ready for the pediatric field: a) Learning by doing – ready for the real world b) Preparing pediatric occupational therapy practitioners 2. Making learning attainable to students and supported by teachers: a) Lack of accessible literature b) Support on and off the field 3. Belonging to a supportive professional community. Conclusion The CPAR process led to creating shared knowledge that can be a stepping stone toward contextually relevant occupational therapy curricula and practice. These findings contribute to the ongoing development of the occupational therapy education in diverse contexts ensuring that programs are responsive to the needs of learners and professional practice.