# Post-COVID-19 Pandemic Restrictions: Follow-Up on Changes Within Canadian Academic and Fieldwork Curricula

## TL;DR

This study examines how Canadian occupational therapy programs changed their curricula during and after the pandemic, and how these changes affected student learning.

## Contribution

The study provides a detailed follow-up on curricular adaptations in Canadian occupational therapy education during and after the pandemic.

## Key findings

- Many curricula shifted back to pre-pandemic methods, but some changes aligned with universal design principles were retained.
- Both in-person and virtual learning were seen as important for adapting to new practice needs.
- Fieldwork placement recruitment remained challenging, with increased use of simulation in some programs.

## Abstract

Background. COVID-19 pandemic restrictions necessitated curricular modifications in Canadian occupational therapy education. Documentation and reflection on temporary or permanent curriculum modifications and their perceived impact on student learning and outcomes is critical. Purpose. To explore and compare reported curricula changes (academic and fieldwork) during restricted and post-restricted delivery periods together with the perceived impact on learners. Method. A cross-sectional online descriptive survey was sent to key representatives from administration, curriculum, and fieldwork at all 14 accredited occupational therapy university programs in Canada. Findings. Overall, many pandemic-restricted curricula delivery and assessment changes shifted back toward pre-pandemic methods. Changes that were maintained were congruent with universal design or perceived limited adverse impact on learning. Both in-person and virtual learning were perceived as important for changing practice needs. Fieldwork placement recruitment remained a challenge, with some programs increasing the use of simulation. Interpersonal competency development and assessment method integrity were more visible and of concern. Conclusion. Interpersonal competency development and assessment method integrity were more visible and of concern. Programs demonstrated remarkable flexibility to shift, adapt, and deliver curricula, but the human cost for this accomplishment is still palpable.