Fostering skills development of undergraduate occupational therapy students through experiential group work

Abstract

Experiential learning is increasingly recognised as an effective teaching approach in health sciences, promoting active engagement and translation of theory into practice. This article describes the implementation of an experiential group work week for third-year occupational therapy students at the University of Cape Town, South Africa. Students participated in small groups, facilitated by clinician-educators, engaging in diverse therapeutic modalities including life skills, role play, projective art and activity-based assessment. These sessions provided hands-on opportunities to explore group dynamics, develop interpersonal and therapeutic skills and enhance clinical reasoning. Reflection sessions enabled students to integrate experiential insights into their professional development and future practice. By combining theory with practical experience, this teaching approach bridges gaps between academic learning and clinical application, fostering self-awareness and preparedness for practice. Recommendations include the continued integration of structured experiential learning and guided reflection throughout the curriculum to strengthen student competence and readiness for clinical environments.