Perceived impacts of confucianism on placement experiences of Hong Kong pre-registration occupational therapy students in the United Kingdom

Introduction: this study explored the views of Hong Kong pre-registration Occupational Therapy (OT) students in the United Kingdom (UK) about how Chinese culture influences their practice placement experiences. Students from diverse cultural backgrounds may encounter various challenges during OT placements, but little is known about how OT students from Hong Kong—where Confucianism traditionally shapes workplace expectations and the hierarchical teacher‑student relationship—experience placements in the UK. Method: two online focus groups to collect qualitative data were conducted in November 2022 with four participants who were UK-based OT students from Hong Kong (N=8 in total), two facilitators (OT students from Hong Kong, based in UK), and one silent observer (research supervisor). Results: findings indicate that participants held a vertical hierarchical mindset with an awareness of social positions. They interacted with placement educators using the expected bottom-up attitude and behaviours. While their participation in discussions reflected eagerness to learn in UK placements, participants defined respect as not challenging or rejecting their superiors. Students described challenges in relationships with supervisors associated with differences between common UK work practices and the traditional Confucianism teachings. However, exposure to supportive and collaborative placement environments also facilitated adaptation, fostering confidence, communication, and professional development. Conclusion: learning experiences and academic outcomes of Hong Kong OT students were significantly impacted—positively and negatively—by Confucian work culture. While students described challenges rooted in cultural differences, exposure to supportive UK placement environments also promoted professional and personal growth.