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.
