title: The conceptualization, formative evaluation, and design of a process for student professional development.
abstract: This article describes a process for student professional development and the efforts of faculty over almost 2 decades to conceptualize, formatively evaluate, and refine it. Initiated in 1987, the process underwent numerous changes to address both conceptual and pragmatic concerns derived from faculty and student ad hoc feedback. Currently in place is a process that addresses these concerns while lending itself to effective use among master's level students. The development and iteration of the process is offered as a case for consideration by other educators engaged in similar efforts.
authors.affiliation: Department of Occupational Therapy, School of Allied Health Sciences, The University of Texas Medical Branch, Galveston, Texas 77555-1142, USA.
authors.forename: Lana
authors.initials: L
authors.lastname: Ledet
authors.forename: Christina Kaufman
authors.initials: CK
authors.lastname: Esparza
authors.forename: Suzanne M
authors.initials: SM
authors.lastname: Peloquin
mesh_terms: D001291:Attitude of Health Personnel; D004500:Education, Graduate / Q000379:methods*; D004521:Educational Measurement; D005178:Faculty; D005246:Feedback; D006801:Humans; D007400:Interprofessional Relations; D009788:Occupational Therapy / Q000193:education*; D011361:Professional Competence; D016730:Program Development; D012655:Self-Evaluation Programs; D013334:Students / Q000523:psychology*; D014481:United States