Exploring the Perspectives of Community Mentors in Occupational Therapy Education

Abstract

Involving people with disabilities in the education of occupational therapy students is important for improving knowledge, skills, and attitudes that promote client-centered practice. At Queen’s University in Ontario, Canada, community mentors with disabilities are involved in an occupational therapy course designed to enhance student understanding and empathy for the lived experience of disability. With the onset of the COVID-19 pandemic, the course required adjustment to adhere to health and safety precautions. We explored the perspectives of community mentors with disabilities who participated in the course during the pandemic to better understand how pandemic-related restrictions affected the mentoring experience, their relationships with students, and educational quality. Findings revealed that all participants considered their mentor role to be beneficial and positive, regardless of the chosen method of interaction (i.e., in-person or via digital technology). However, mentors with prior experience in this role identified differences in the relational aspects of the experience. Some mentors who had established mentoring patterns pre-pandemic quickly shifted into pre-COVID routines, despite the inherent risk, seemingly based on an internalized image of what the role should entail. Other mentors indicated acceptance of the altered patterns, and noted benefits associated with the use of technology. The findings confirm that ensuring mentor autonomy, providing training to mentors, and continuing to promote the benefits of such a course are crucial to support their role in shaping future occupational therapy practice.

Keywords

• occupational therapy education
• mentoring
• disability
• lived experience
• covid-19