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Enhancing professional identity of first-year occupational therapy students with the community-academia student tutoring program.
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- Author(s): Tal-Saban, Miri; Zaguri-Vittenberg, Shahar; Weintraub, Naomi
- Source:
British Journal of Occupational Therapy; Feb2024, Vol. 87 Issue 2, p106-113, 8p- Subject Terms:
OCCUPATIONAL therapy students; OCCUPATIONAL therapy education; PROBLEM solving; STUDENT assistance programs; RESEARCH methodology; SELF-evaluation; CURRICULUM; SIMULATION methods in education; ACADEMIC achievement; UNDERGRADUATES; OCCUPATIONAL therapy; ABILITY; TRAINING; LEARNING strategies; COMPARATIVE studies; CRONBACH'S alpha; PROFESSIONAL identity; COMMUNITY-based social services; PSYCHOSOCIAL factors; COMMUNICATION; INTERPERSONAL relations; QUESTIONNAIRES; DESCRIPTIVE statistics; STUDENT attitudes; PEOPLE with disabilities; DATA analysis software; OCCUPATIONAL therapists; REFLECTION (Philosophy) - Source:
- Additional Information
- Abstract: Introduction: Delayed professional identity of occupational therapists inhibits successful transition from student to professional. One of the objectives of development of the Community–Academia Student Tutoring (CAST) program is to encourage professional identity formation among first-year undergraduate occupational therapy students. It focuses on developing competence in communication and professional knowledge through a learning-community setting while interacting with individuals with disabilities, thus enhancing students' self-reflection abilities. Methods: Mixed-method design assessing change before and after participation among 193 students, in competence components essential for professional identity, and factors supporting its formation. Open-ended questions assessed the students' perceived contribution of the CAST program. Results: Significantly higher competence in knowledge about people with disabilities and relating to them; increased sense of belonging to a learning community and self-reflection abilities compared to before. Relationship with a person with disability and belonging to a learning community predicted 25.4% of the variance in perceptions of program contribution. Central in the students' experience were development of self-reflection abilities and interpersonal relationship skills, and learning occupational-therapy concepts through meeting people with disabilities. Conclusions: First-hand relationships with people with disability and self-reflection in a structured learning-community setting, may help develop first-year students' communication skills and their professional identity as occupational therapists. [ABSTRACT FROM AUTHOR]
- Abstract: Copyright of British Journal of Occupational Therapy is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Abstract:
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