# Education of Occupational Therapists in Mental Health: A Global Survey of Educators Regarding Perceived Facilitators and Barriers

## TL;DR

This global survey explores what helps and hinders occupational therapy education in mental health, with differences found between high-income and low/middle-income countries.

## Contribution

The study identifies country-specific facilitators and barriers to mental health occupational therapy education as perceived by educators worldwide.

## Key findings

- Educational standards and student interest are seen as major facilitators in both high-income and low/middle-income countries.
- Faculty expertise is a key facilitator, while lack of it is a barrier in both country groups.
- High-income countries report regulation and workforce demand as barriers, while low/middle-income countries cite lack of teaching resources and evidence.

## Abstract

Background: Occupational therapists can address worldwide mental health (MH) needs and workforce shortages. Ways to advance occupational therapy education to build occupational therapist workforce capacity in MH require further investigation. Objective: This study aimed to identify perceived barriers to and facilitators for advancing MH occupational therapy education, as rated by occupational therapy educators from across the world, stratified into groups of high-income countries (HICs) and low- and middle-income countries (LMICs). Method: Global survey, Likert-type, created and distributed by the World Federation of Occupational Therapists. Data were subject to a secondary weighted and subgroup analysis. Results: A total of 155 responses were obtained from occupational therapy educators from 45 countries or territories; 69% of the respondents were from HICs. The weighted analysis showed that educational standards and student interest were large facilitators for both HICs and LMICs. Faculty expertise stood out as a facilitator and the lack thereof as a barrier, both across HICs and LMICs. For HICs, regulation issues, lack of recognition, lack of supervised/fieldwork practice, and lack of workforce demand were frequently reported barriers, whereas lack of teaching resources and practice evidence were often perceived as barriers in LMICs. Conclusions: Capacity building approaches are required to advance MH occupational therapy education, with tailored approaches for HICs and LMICs.