Exploring Professional Behavior Development in Entry-Level Occupational Therapy Students

Professional behaviors are critical for fieldwork success and entry-level competency. A convergent mixed-methods institutional case study was utilized as a means to enhance professional behavior outcomes. The Philadelphia Region Fieldwork Consortium (PRFC) Level I Student Evaluation (2nd ed.) implemented pretest posttest measure, in the didactic context, track one cohort of Master Occupational Therapy (OT) students’ development during their last academic semester. Students (n=46) professors (n=5) completed pre ratings across Paired t-tests demonstrated significant differences between student faculty within group difference among students at both time points. Constant comparative analysis concurrent journal reflections triangulated with PRFC categories quantitative outcomes gain further insight into perceptions experience. Results indicate that OT is developmental receptive education on expectations practice. Further research warranted develop: 1) framework best guide academicians implement curricula an context 2) tool strong psychometric properties can be consistently measure professionalism. This adds growing body evidence supports need programs assessed addressed academia.