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Document Type (Journals)

Original Research

Abstract

Professional identity formation is a critical aspect in facilitating the transition of healthcare professionals into entry-level practice. Previous literature has highlighted the benefits of mentorship in shaping professional identity formation among healthcare learners. However, few studies have explored longitudinal small-group mentorship courses on professional identity formation in entry-level occupational therapists. The aim of this study was to explore the perspectives of graduates on whether pre-certification mentorship influenced their professional identity formation. Online surveys, comprising open-ended and fixed-choice questions, were collected from graduates of a professional Master of Science in Occupational Therapy (MScOT) program across four cohorts (2020-2023) who completed a two-year mentorship course as part of the curriculum. The mentorship course offered bi-weekly meetings in small groups with an experienced occupational therapist. Data analysis utilized frequency statistics and thematic analysis. Of 69 survey responses, 75% of respondents agreed the mentorship course positively influenced their professional identity formation. Respondents noted that mentorship groups fostered enhanced communication, feedback skills, and reflective thinking. Three primary themes were identified: supportive and collaborative conversations with peers, the connection with an experienced mentor, and professional identity formation as an individualized iterative process. Survey responses illustrated that respondents valued the non-judgmental and supportive environment of their mentorship groups, which facilitated them to openly reflect on their personal and professional experiences and promoted dialogue with their mentor and peers. This research highlights the importance of cultivating educationally safer spaces in mentorship groups for occupational therapy students that support the entry-level development of their professional identity. These findings suggest potential opportunities for an enhanced mentorship curriculum in health professional programs.

Biography

Tosh Whitley, MScOT, OT Reg. (Ont.), is an occupational therapist in general practice with Quinte & District Rehabilitation in Ontario, Canada. Her practice focuses on providing publicly funded services to adults in their homes, supporting functional participation and community-based rehabilitation across a range of health conditions.

Lovejot Mangat, MScOT, OT Reg. (Ont.), is a practising occupational therapist providing home-based care services in Ontario, Canada. She supports older adults with diverse health conditions, delivering interventions and rehabilitation to enhance functional independence, daily activities, and meaningful participation in community life.

Susan Rappolt, PhD, OT Reg. (Ont.), is an Associate Professor Emeritus and former Department Chair in Occupational Science and Occupational Therapy at the University of Toronto. Her scholarship examines social transformation through occupation and previously focused on research utilization in professional practice.

Daniela Testani, MSc, is a PhD Candidate at the Bloorview Research Institute and the Rehabilitation Sciences Institute at the University of Toronto. Her research focuses on enhancing participation for young children with cerebral palsy. She is passionate about advancing family‑centred care and aims to lead strategic, innovative initiatives in healthcare.

Lynn Cockburn, PhD, OT Reg. (Ont.), is an experienced occupational therapy educator and researcher with many years as an Assistant Professor at the University of Toronto and service on the Executive Committee of the International Centre for Disability and Rehabilitation. Lynn currently holds an adjunct appointment at McMaster University and maintains an active consulting practice.

Sylvia Langlois, M.Sc, trained as an occupational therapist and is an Associate Professor Emeritus and former Associate Director, Academics at the Centre for Advancing Collaborative Healthcare and Education. She co-edits the Journal of Research in Interprofessional Practice and Education, is an Education Investigator with The Institute for Education Research, a Wilson Centre Scholar, and cross-appointed to the Institute for Life Course and Aging.

Siobhan Donaghy, BScOT, OT Reg. (Ont.), is a Lecturer in the Department of Occupational Science and Occupational Therapy at the University of Toronto, with a clinical background in adult rehabilitation, and over 30 years of experience in hospital based professional practice and education. She has supported student learning and clinical development through roles such as clinical educator, research co-supervisor, mentor, fieldwork instructor, and interprofessional education coordinator.

Ruheena Sangrar, PhD, OT Reg. (Ont.), is an Assistant Professor, Teaching Stream, and Academic Coordinator (Mississauga Campus) at the University of Toronto. Her scholarship centers on equity-focused occupational therapy education and interdisciplinary approaches to enhancing community mobility and participation in later life. She completed doctoral and postdoctoral training in rehabilitation sciences.

Eric Lee, MScOT, OT Reg. (Ont.), is an occupational therapist, Registered Psychotherapist (Qualifying), and Designated Capacity Assessor with experience across public and private practice settings. His professional interests include non-traditional OT roles, mental health, and collaborative practice. He also mentors aspiring OTs and supports innovative approaches to community-based care.

Rachel Roby, MScOT, OT Reg. (Ont.), is an occupational therapist at the Centre for Addiction and Mental Health specializing in early psychosis intervention. Outside of her clinical role, she trains clinicians across Ontario in Coordinated Specialty Care for Psychosis, and supports with teaching and research at the University of Toronto.

Erin Knobl, MScOT, OT Reg. (Ont.), is a PhD student in Child and Youth Studies at Brock University. A registered occupational therapist in Ontario and New York, she has extensive pediatric rehabilitation and school-based practice experience. Her research focuses on children’s mental health, self-regulation, and family-centred school supports.

Susan Hannah, MSc, OT Reg. (Ont.), is a Lecturer at the University of Toronto and a Certified Hand Therapist with extensive clinical experience in rheumatology, work disability, psychosocial issues after trauma, and hand and upper extremity rehabilitation. She has over 30 years of experience as a mentor, supervisor, lecturer, and placement coordinator in occupational therapy education. 

Anne Fourt, MEd, BScOT,  trained as an occupational therapist and educator specializing in trauma‑informed psychotherapy, clinical supervision, and trauma‑informed program development. She consults with teams and agencies on trauma‑informed care and is co‑author of Treating the Trauma Survivor: An Essential Guide to Trauma‑Informed Care (Routledge, 2015).

David Gerstle, is Research Services and Liaison Librarian at University of Toronto Mississauga Library. His responsibilities include information fluency education and support for evidence syntheses in intersections of the Social and Health Sciences, many of which focus on the social, political, and economic determinants of health for vulnerable Canadian populations.

Naomi Davids-Brumer, MSc, OT Reg. (Ont.), is an Assistant Professor, Teaching Stream at the University of Toronto. She worked for 18+ years in mental health, private practice and long-term care settings. Her educational scholarship focuses on student struggle and failure in clinical placements, clinical education, and adaptive expertise development.

M. Shone Joos, MSc, OT Reg. (Ont.), is an Assistant Professor, Teaching Stream at the University of Toronto. An occupational therapist, educator, and researcher, she has extensive experience in rehabilitation and community practice, including nearly 20 years in private practice. Her educational scholarship focuses on mentorship, simulation and professional identity development in occupational therapy education.

Declaration of Interest

The authors report no declaration of interest.

Creative Commons License

Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

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