Globalisation and Occupational Therapy: Poles Apart?

Abstract

This opinion piece discusses the concept of globalisation for occupational therapy throughout the world. Factors that enable and inhibit mobile working patterns amongst occupational therapists are highlighted, with emphasis given to the way that occupational therapists are educated in the United Kingdom. The advantages to practitioners and services from the developed nations as opposed to those in the developing countries are recognised. The discussion concludes that, presently, occupational therapists are not optimising the opportunities afforded by globalisation. Educators, practitioners and service providers all have a role to play in taking this agenda forward.

Enablers and challenges to international practice education: a case study

“…A second key consideration that emerged in this case study was the potential for sustained relationships with international partners to enable international placements. This finding is consistent with literature that suggests linkages between international institutions can enhance opportunities for international education (Chan 2004), and with the claim that health professionals of the future will need to be more globally mobile and contribute to broader social and political realms (Taylor 1995; Whiteford & Wright St. Clair 2002; O'Shea 1997; Westcott & Whitcombe 2003; Whiteford 2005). International relationships may create advantages for the organization of placements.…”

“…We live in a global era that is influencing every dimension of life, including the education of healthcare practitioners (Westcott & Whitcombe 2003; Sinclair 2005; Whiteford 2005). In the context of a rapidly changing and complex world, the need to educate students to participate in, and contribute to a global knowledge‐based society, while maintaining appreciation and respect for difference, has never been greater (UNESCO 1996; 2005).…”

“…Additionally, students potentially have opportunities to develop international relationships and collaborations; experience different healthcare systems; develop knowledge about international perspectives, frameworks and models; reflect on their role as global citizens and; become more comfortable with the prospect of professional mobility and knowledge exchange across borders (McAllister et al . 2006; Taylor 1995; O'Shea 1997; Westcott & Whitcombe 2003; Van Hoff & Verbeeten 2005). At another level, institutional cultures are informed and potentially transformed by international interactions over time.…”

“…It was difficult however, to find research that addressed this topic directly. Some general trends identified in the literature as enabling international education and placement include: linkages between international institutions (Chan 2004); a growing recognition of the need for health professionals to be globally mobile (Westcott & Whitcombe 2003); recognition of the need for health professionals to be able to work with individuals from culturally diverse backgrounds (Whiteford & Wright St. Clair 2002; Rundstrom 2005), internationalization of accreditation, certification and licensure within professional groups (Taylor 1995); and the mandate of many health professionals to contribute to broader social and political realms (O'Shea 1997; Whiteford 2005).…”

Course redesign to promote local and global experiential learning about human occupation: Description and evaluation of a pilot effort

“…Such a demand is especially salient for occupational therapists, whose work increasingly entails interacting with clients and colleagues from varied backgrounds. For over a decade, occupational therapists have discussed the need for globally-relevant practice, but related conversations about globalising occupational therapy education [2][3] have not been as thorough or sustained. Current university and health care priorities reinforce the need for international experiences in occupational therapy education 4 .…”