Date Presented 04/03/2025
Demonstrating professional behaviors is essential for OT practitioners. Defining professional behaviors is challenging, varies within cultures, and changes over time. Researchers explored student definitions and self-perceptions of this complex topic.
Primary Author and Speaker: Jessica Hackathorne
Additional Authors and Speakers: Brooklyn Caballero, Viktoriya Marushka, Faith Pinson, Anna Berry, Claire Clemmons, Michaela Nicholson
PURPOSE: This pilot study aimed to assess self-perceptions of professional behaviors among pre-OT and PT students, current students, and recent alumni, while exploring how participants define professional behaviors. There is a relationship between demonstrating poor professional behaviors as a student and later as a clinician (Papdakis et al., 2004). Defining professional behaviors, however, is very challenging and influenced by culture. Without clear definitions, maintaining accountability in students becomes difficult for faculty and clinical educators.
DESIGN: Using a Qualtrics survey, participants were asked to define professional behavior and then rate themselves on 15 professional behavior statements. These statements were developed using the AOTA and APTA Code of Ethics and from existing tools available for healthcare students. Qualitative data from the definition question was analyzed and the self-perceptions were compared across the participating groups.
RESULTS: Participants struggled to define the term of professional behaviors. Many respondents used either broad or specific responses. For example, one participant defined professional behavior as ‘the way one carries [themself] not only in professional settings but throughout their life.’ Another respondent stated, more specifically, that professional behavior is ‘how you present yourself, good hygiene, dress, and communication.’ Common themes included being respectful, behaving appropriately, and communicating effectively.
CONCLUSIONS: A focus on professional behavior development should be at the forefront of OT and PT programs to ensure best practice. However, this concept remains difficult to define. These differences stem from cultural differences and those must be addressed in order to begin to teach this skillset.
References
Papadakis, M. A., Hodgson, C. S., Teherani, A., & Kohatsu, N. D. (2004). Unprofessional behavior in medical school is associated with subsequent disciplinary action by a state medical board. Journal of Medical Regulation, 90(1), 16–23. https://doi.org/10.30770/2572-1852-90.1.16
Fong, W., Kwan, Y. H., Yoon, S., Phang, J. K., Thumboo, J., Leung, Y. Y., & Ng, S. C. (2020). Assessment of Medical professionalism: Preliminary results of a qualitative study. BMC Medical Education, 20(1). https://doi.org/10.1186/s12909-020-1943-x
Howard, B. S., & Barton, R. (2019). Self-reflection and measurement of professional behavior growth in entry-level occupational therapy students. Journal of Occupational Therapy Education, 3(1). https://doi.org/10.26681/jote.2019.030103
