An Exploratory Study: Undergraduates' Perspectives on how Threshold Concepts Influence Professional Identity
Summary
Occupational therapy students develop professional identity through understanding core concepts. Practice education is crucial for transforming their thinking and becoming competent therapists.
Area of Science:
- Occupational Therapy Education
- Professional Identity Formation
- Educational Psychology
Background:
- Threshold concepts are pivotal for professional identity development, fundamentally altering perception and practice.
- Understanding how these concepts shape occupational therapy students is essential.
Purpose of the Study:
- To explore how occupational therapy students articulate their professional identity.
- To investigate the perceived importance of professional identity.
- To examine the role of threshold concepts in shaping this identity.
Main Methods:
- A mixed-method survey was administered to final-year occupational therapy students (n=58) at an Australian university.
- Data collection involved quantitative and qualitative responses regarding identity and threshold concepts.
Main Results:
- Students showed high agreement on identity and threshold concepts, though some expressed uncertainty (up to 24%) about specific concept mastery.
- A strong occupation-focus was identified as unique to the occupational therapy professional identity.
- Occupation-based, client-centered, and evidence-based practices were central to students' conceptualization of becoming an occupational therapist.
- Practice education settings were identified as key environments for the transformative learning associated with threshold concepts.
Conclusions:
- Professional identity in occupational therapy is intrinsically linked to a focus on occupation and its role in promoting health.
- Navigating and internalizing threshold concepts through both academic coursework and practical experiences is fundamental for developing a robust professional identity.
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