Rindflesch, Aaron

Reasonable accommodations in higher education are being more frequently requested by graduate occupational and physical therapy students within didactic and clinical contexts. Researchers aimed to describe the experiences of clinical educators in occupational and physical therapy mentoring graduate students with a disclosed accommodation during terminal clinical education, employing a qualitative design. Semi-structured interviews and one-time electronic survey were completed. Reflexive thematic analysis was conducted following the approach described by Braun and Clarke. Twelve occupational or physical therapy clinical educators participated in semi-structured interviews, each having mentored 1–2 students with a disclosed disability accommodation during a terminal clinical education experience. Four major thematic categories regarding accommodation use in terminal clinical emerged: 1) accommodation process, 2) team approach to accommodating, 3) fostering accommodations, and 4) ambiguity in facilitating accommodations. Clinical educators emphasized the importance of being informed about accommodations well in advance, adapting teaching methods, and maintaining regular communication between academic institutions, clinical sites, and students. Training for clinical educators on the disclosure process, legal obligations, and strategies for effective mentorship to ensure alignment of accommodation, academic requirements, and site expectations is essential.

The 2026 ASAHP (Association of Schools Advancing Health Professions) Clinical Education Committee recommendations present a framework for advancing clinical education across health professions. This report emphasizes the importance of expanding clinical education settings, integrating artificial intelligence and telehealth into curricula, ensuring alignment of interprofessional competencies with accreditation standards, and continuing to facilitate collaborative practice across disciplines. These efforts are essential to training a workforce that is not only clinically competent but also adaptable, mindful of equity, and capable of thriving in diverse, team-based care settings. Equally critical is the call to elevate research and scholarly activity within clinical education. The report emphasizes the need for academic-clinical partnerships that support and complete an inquiry into the value, effectiveness, and innovation of clinical training. These recommendations aim to advance a responsive, inclusive, and outcomes-driven clinical education system that benefits students, educators, healthcare systems, and the communities they serve. These efforts reflect ASAHP's name and mission to advance health professions.