Date Presented Accepted for AOTA INSPIRE 2021 but unable to be presented due to online event limitations.
This research explored students’ perceptions and expectations of their graduate programs. Thirteen students participated, and five themes were identified. Collectively, the themes identify with the evolution of belonging. This encompasses the transition of becoming graduate students and subsequently newly qualified practitioners in a profession within which they belong, shape, engage, and overcome challenges. The student voice as a foundation for professional education is highlighted.
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
INTRODUCTION: Occupational therapy students expect their graduate programs to provide the knowledge and skill-sets necessary to become competent, autonomous therapists (Hodgetts et al., 2007). In order to provide an understanding of optimal conditions for learning at a midwestern university in the United States, the aim of this research was to identify the student’s perspectives concerning the factors that contribute to or impact 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 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.
METHOD: The purpose of this research was to explore students’ perceptions and expectations of an entry level Master of Science in Occupational Therapy (MSOT) program. IRB approval #19.A.319 was granted by the institution. The study was qualitative and adopted a social constructionist methodology (Burr, 2015) where perspectives were investigated through social lines of inquiry. Three focus groups were carried out by the research team to grasp the unique experiences of each cohort enrolled in the MSOT program. All participants were volunteers and completed informed consent. The focus groups included three 1st year students out of a 32-student cohort who were 3 weeks into the program, nine 2nd year students out of a 31-student cohort who were 1 year into the program, and two 3rd year students out of a 30-student cohort who had completed all didactic coursework and were about to begin their final Level II Fieldwork. The research team were members of the 2nd year cohort. Preliminary semi-structured questions were derived from a literature review to understand participants’ unique experiences. In line with constructionist principles, further questions emerged within the data collection process to obtain in-depth insights. The focus groups were recorded, transcribed, and analyzed using Braun and Clarke’s (2012) thematic analysis to derive collective meanings across the entire data set. Data were triangulated to ensure trustworthiness and credibility to the participants’ voices.
FINDINGS: 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 their learning. Five major themes were identified: (1) ‘Sense of belonging’: students seek a connection throughout the course of the program with peers, faculty, and the profession; (2) ‘The value of a voice’: the validation that the students’ voice impacts their educational program; (3) ‘The desire for occupational balance’: students expect their academic program to embrace the concept of occupational balance. This would allow for academic achievement while also reserving time to engage in personally meaningful occupations; (4) ‘The desire to succeed’: students’ eagerness for high academic performance, and preparedness upon entering practice; (5) ‘The influence of the administrative culture’: students’ impressions and perceptions regarding the impact of department practices and policies on student success and well-being. Collectively, these five themes identify with the evolution from becoming graduate students to belonging to the profession as newly qualified practitioners.
References
Braun, V., & Clarke, V. (2012). Thematic analysis. In H. Cooper, P. M. Camic, D. L. Long, A. T. Panter, D. Rindskopf, & K. J. Sher (Eds.), APA handbook of research methods in psychology, Vol. 2. Research designs: Quantitative, qualitative, neuropsychological, and biological (pp. 57-71). Washington, DC, US: American Psychological Association. https://doi.org/ http://dx.doi.org/10.1037/13620-004
Burr, V., (2015). Social Constructionism. 3rd Edn Hove, East Sussex; New York, NY Routledge.
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. https://doi.org/10.1177/000841740707400303
