A scoping review of 24 qualitative studies found that diverse OT students most commonly report isolation, imposter syndrome, and lack of faculty support. The most cited supports were same-background mentorship, holistic admissions, and visible diverse faculty. No intervention was tested.
The review included 24 qualitative studies; the most commonly studied groups were students of color (n = 8), international students (n = 6), and students with a disability (n = 5).
The most frequently reported barriers were lack of department or peer support (15 studies, 60%) and students' feelings of isolation, imposter syndrome, and racialized trauma (12 studies, 50%).
The most commonly recommended strategies involved department or peer support (15 articles, 60%), including same-background mentorship, purposive recruitment of diverse faculty, and reworking of competency standards to address assumptions about competence.
Single-blind randomized controlled trial. Sixty-four participants were randomized across two intervention arms and assessed at twelve weeks for the primary outcome…
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