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Related Experiment Videos

Facilitating professional identify in occupational therapy students.

Moses Ikiugu1, Heather Rosso

  • 1University of Scranton, Scranton, Pennsylvania, USA. ikiugum2@scranton.edu

Occupational Therapy International
|August 6, 2003
PubMed
Summary

A graduate occupational therapy theory course significantly enhanced students' professional identity. The curriculum, integrating history, practice models, and societal factors, fostered critical thinking and connected theory to practice.

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Area of Science:

  • Occupational Therapy Education
  • Professional Identity Development
  • Graduate Health Sciences

Background:

  • Developing a professional identity is crucial for occupational therapy (OT) students.
  • Integrating theoretical knowledge with practical application is essential for effective OT practice.
  • Existing curricula may not adequately address the multifaceted aspects of professional identity formation in OT.

Purpose of the Study:

  • To investigate the impact of a graduate-level occupational therapy theory course on students' professional identity development.
  • To explore how course content and pedagogical methods contribute to shaping OT students' professional selves.
  • To identify key components of the course that facilitate or hinder professional identity formation.

Main Methods:

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  • A cohort of 30 graduate occupational therapy students participated in the study.
  • The course covered OT history, practice models, and socio-political-economic influences.
  • Data were collected through student surveys on course strengths and weaknesses, focusing on group discussions and electronic blackboard interactions.

    • Main Results:

    • Students identified class discussions as the most valuable aspect of the course.
    • Participants reported significant improvements in critical thinking and problem-solving skills.
    • The course successfully facilitated professional identity development by bridging the gap between theoretical concepts and practical application.

    Conclusions:

    • The graduate OT theory course effectively fostered professional identity by integrating philosophical concepts with clinical practice.
    • There is a clear need for educational interventions that explicitly target professional identity development in OT students.
    • Further research with larger samples, comparison groups, and diverse methodologies is recommended to validate these findings.