Abstract
This research explored students’ perceptions and expectations of their graduate programs. Thirteen students participated and four themes were identified. Collectively, these four themes identify with the transition of becoming graduate students and subsequently newly qualified practitioners in a profession to which they desire to feel they belong, can shape, will sustain engagement with, and can overcome challenges within. The findings highlight the importance of the students’ voices as a foundation for preparing future practitioners.
Primary Author and Speaker: Rachel Samz
Additional Authors and Speakers: Carolyn Kusel, Stephanie Paly, Lydia Monfort, Allison Zimmerman, Haley Hoffman, Virginia Stoffel, Michelle Perryman-Fox
Occupational therapy students expect their graduate programs to provide the knowledge and skill-sets necessary to become competent, independent therapists (Hodgetts et al., 2007). In order to provide an understanding of ideal conditions for learning at the University of Wisconsin-Milwaukee (UWM), the aim of this research was to identify the student’s perspectives concerning the factors that contribute to or impede upon their academic experiences. Capturing student voices has the potential to benefit both the university and the student’s educational outcomes. Enabling the student’s voice permits an opportunity for students to flourish and develop relationships within a supportive environment to establish a sense of community and belonging (Couldry, 2010). The overall objective was to harmoniously integrate student perceptions with the department’s mission and vision to substantially prepare future client-centered scholarly practitioners and leaders of the occupational therapy profession.
The purpose of this research was to explore students’ perceptions and expectations of the UWM Master of Science in Occupational Therapy (MSOT) program. IRB approval was granted by UWM. This qualitative study used a social constructionist methodology (Burr, 2015) where perspectives were investigated through social lines of inquiry. Three focus groups were carried out to grasp the unique experiences of each cohort enrolled in the MSOT program. The participants included three first-year students who were three weeks into the program, nine second-year students who were one year into the program, and two third-year students who had completed all didactic coursework and were about to begin their final Level II Fieldwork. Participants were asked open-ended semi-structured questions which focused upon their unique experiences. However, in line with constructionist principles, further questions emerged within the data collection process. This allowed for questions to be asked to obtain in-depth insights to the participants’ meanings. The focus groups were recorded, transcribed, and analyzed using Braun and Clarke’s (2012) thematic analysis to derive a collective meaning across the entire data set.
The findings of this study indicated that participants appreciated the inclusive nature of the program, the support offered, and the faculty’s prominent involvement in the occupational therapy profession. However, it was noted that participants experienced an array of factors which both facilitate and impede upon their learning. Four major themes were identified: (1) “The evolution of belonging”, referring to the sense of one’s belonging across the three years in the program, (2) “The value of a voice”, meaning the desire to feel the student’s voice is heard as a stakeholder within their educational program, (3) “The desire for occupational balance”, the ability to absorb information and gain space in education to flourish, and (4) “The fear of failure”, displayed throughout the experience of entering a graduate program to the transition of becoming an occupational therapist. Collectively, these four themes identify with the transition of becoming graduate students and subsequently newly qualified practitioners in a profession they desire to feel they belong, shape, sustain engagement, and overcome challenges. The findings of this study provide awareness of the culture that surrounds occupational therapy students lived experiences to inform and influence educational institutions preparing future client- centered scholarly practitioners.
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Couldry, N. (2010). Why voice matters: Culture and politics after neoliberalism. Los Angeles; London: SAGE.
Hodgetts, S., Hollis, V., Triska, O., Dennis, S., Madill, H., & Taylor, E. (2007). Occupational therapy students’ and graduates’ satisfaction with professional education and preparedness for practice. Canadian Journal of Occupational Therapy, 74(3), 148-160. doi:10.1177/000841740707400303