Using reflective learning opportunities to reveal and transform knowledge, attitudes, beliefs, and skills related to the occupation of sexual engagement impaired by disability

Sexuality is one area of human occupation that spans across the lifespan and is identified as an activity of daily living. Barriers to engagement in this occupation fall under the occupational therapists’ scope of practice. Teaching that fosters self-reflection about attitudes and perceptions has the power to shape the practice methodology of future practitioners. This paper presents a curriculum module that aims to go beyond basic delivery of content related to human sexuality to instead show how the teaching methodology developed competency in practitioners, changed perceptions that would serve as barriers to empathetic care, and followed the guidelines of best practice. The authors further present the setting of academia as a practice setting and, as such, one that must adhere to the same standards of evidence-based, science-driven protocols as clinical practice.