Understanding Intersectionality in Occupational Therapy Education: Insights from Learners’ Experiences

BackgroundOccupational therapy education in Canada must remain responsive to the complex, intersectional realities and identities shaping learners' experiences and the populations they serve.PurposeThis qualitative study examined how current students (five participants) and recent graduates (three participants) from a Master of Occupational Therapy at The University of British Columbia understood, experienced, and applied intersectionality theory within personal and pedagogical contexts.MethodSemistructured interviews with eight participants were analysed using interpretive description and reflexive thematic analysis.FindingsFour themes emerged: (1) learning about intersectionality, (2) personal explorations of identity, (3) the value of intersectionality in occupational therapy practice, and (4) re-envisioning intersectionality in occupational therapy education. Findings underscore the importance of knowledge gained through lived experiences, the impact of curriculum design on professional identity development, and the urgent need for experiential and critically reflexive pedagogy.ConclusionThis study contributes to the growing literature on intersectionality in occupational therapy and provides concrete recommendations for curriculum transformation within the context of Canadian occupational therapy programmes.