Transforming Learners: Integrating Indigenous Content into a Canadian Occupational Therapy Program

Background Since the release of the Truth and Reconciliation Commission of Canada's Calls to Action in 2015, many post-secondary programs, including occupational therapy, have increased the integration of Indigenous content in curricula. However, limited research has examined how this influences learners’ beliefs and attitudes, making it difficult to assess progress toward reconciliation. Purpose To better understand the effects of Indigenous curricular content on learners’ beliefs and attitudes. Method A pre–post survey was administered to first-year occupational therapy learners as part of an ongoing program evaluation. This evaluation followed the introduction of 17 h of Indigenous content delivered across five courses. Findings Post content integration, some learners demonstrated decreased perceived professional responsibility as future health professionals and reduced support for social action and related policies, alongside a small increase in blaming attitudes toward Indigenous Peoples. No statistically significant changes were observed in causal beliefs. Learners with higher blaming attitudes were less likely to endorse support for social action or feel responsibility to enact change. Implications By sharing this evaluation, we aim to foster dialogue among programs regarding successes, challenges, and resource needs, identify strengths and areas for improvement, and underscore the importance of ongoing critical evaluation given the potential for unintended backfire effects.