From work-integrated learning to virtual case studies : navigating an alternative to fieldwork in paediatric occupational therapy

Abstract

Work-integrated learning (WIL) is a crucial component of learning in the undergraduate occupational therapy (OT) programme. WIL provides essential work exposure, allows for theory-practice integration and forms part of the 1 000 clinical hours required by the Health Professions Council of South Africa (HPCSA), in order for graduates to be registered as occupational therapists. In March 2020, with the implementation of COVID‑19 restrictions, OT training – characterised by regular face-to-face contact between lecturers, students and service users – had to transform rapidly to virtual contact sessions. Although the HPCSA adapted regulations to allow for alternatives to traditional WIL, navigating the transformation to alternative clinical learning activities was challenging for teaching staff. Lecturers were concerned about whether they would be able to guide students to reach the learning outcomes of the curriculum.