Authors : Tri Budi Santoso; Linda Harumi

Volume/Issue : Volume 11 - 2026, Issue 6 - June

Google Scholar : https://tinyurl.com/4ft3euy8

Scribd : https://tinyurl.com/2vn6yjs2

DOI : https://doi.org/10.38124/ijisrt/26jun326

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : Background: This descriptive phenomenological study listens closely to the lived experiences of occupational therapy (OT) students to better understand their learning needs and strengthen clinical readiness. We define learning needs as the gap between current student competencies and the professional standards required for real-world practice. Methods: Thematic analysis of in-depth, semi-structured interviews with ten seventh-semester OT students identified five principal themes: personal well-being, academic workload, clinical preparedness, faculty and peer support, and priorities for systemic enhancement. Results: Findings show that student needs are deeply holistic. Beyond the classroom, learners navigate stress, time pressures, and self-doubt that quietly shape their confidence. Academically, they describe overlapping deadlines, dense lectures, and a strong preference for interactive, case-driven learning. The most pressing challenge lies in clinical preparation: limited lab resources, uneven specialty training, and genuine anxiety about making mistakes or falling short of supervisor expectations. Conclusions: These insights call for better curriculum synchronization, investment in realistic simulation training, structured soft-skills development, and mentorship that supports both academic and emotional well-being. Ultimately, this research advocates for an OT education model that truly centres the learner.

Keywords : Learning Needs; Occupational Therapy; Phenomenology; Clinical Readiness; Curriculum Design.

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