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11767
O'Mahony, Shenae E.; Joosten, Annette V.; O'Brien, Jennifer
2023
An Exploratory Study: Undergraduates' Perspectives on how Threshold Concepts Influence Professional Identity.
Background. Threshold concepts are key to professional identity development, transforming the way individuals think, act, and perceive the world. Purpose. To understand how occupational therapy students describe their professional identity, its importance, and how threshold concepts contribute to identity. Method. Mixed-method survey of final-year occupational therapy students (n = 58) at an Australian University. Findings. (i) High agreement on most identity and threshold questions; but up to 24% uncertain about confidence/competence in understanding specific concepts; (ii) occupation-focus is unique to our professional identity; (ii) identity develops over time; (iii) occupation-based, client-centered, and evidence-based practices are central to thinking like and becoming an occupational therapist; and (iv) practice education provides context for threshold concepts to be transformative. Implications. Identity is defined by a focus on occupation and its relationship to health. Traversing threshold concepts through academic and practice education is essential to developing professional identity.

Keywords: Education; Ergothérapie; Occupation-based; Occupational therapy; Professional identity; Professionalism; fondé sur l’occupation; formation; identité professionnelle; professionnalisme.
Canadian Journal of Occupational Therapy
90
374-383
10.1177/00084174231154747
Education-General, Professional Role-General
Students/Trainees
Schools
Mixed Methods
Australia/New Zealand
Journal Article
Published Literature
English