Facilitating professional identify in occupational therapy students.
The purpose of this study was to explore how a graduate course in occupational therapy theory can help prepare students to develop a professional identity. Thirty students participated in the study. The course included content on the history of occupational therapy, models of practice and the social, philosophical, political and economic factors that impact on occupational therapy. The students were divided into groups of four or five where they discussed issues assigned by the instructor. An electronic blackboard was used to share the discussion with the class. Surveys of the students' opinions were used to collect data on what the students viewed as the strengths and weaknesses of the course. The students felt that the class discussions were the strongest part of the course. They felt that the course improved their critical thinking and problem solving significantly. It was concluded from the results that the course facilitated their professional identity through the connection made between theory and practice. There is a recognized need to explore the issue of developing a professional identity in occupational therapy students through courses integrating philosophical topics and clinical practice. Specifically, it is recommended that further research be carried out in educational settings with larger samples, using comparison groups and other methodologies to evaluate the issue of facilitating professional identity in occupational therapy students.
Ikiugu
Moses
M
University of Scranton, Scranton, Pennsylvania, USA. ikiugum2@scranton.edu
Rosso
Heather
H
D000328:Adult; D001291:Attitude of Health Personnel; D004500:Education, Graduate; D005260:Female; D006801:Humans; D009788:Occupational Therapy / Q000193:education*; D011361:Professional Competence; D012649:Self Concept; D012933:Social Identification; D013334:Students / Q000523:psychology*