Document Type (Journals)
Original Research
Abstract
Outcomes and professional characteristics of doctorate level occupational therapy graduates have been examined, yet there has been limited study of professional identity development. This paper highlights outcomes emerging from secondary analysis of data gathered in a qualitative study on the professional identity development of post-professional occupational therapy doctorate (OTD) students. Participants included 16 graduates of a post-professional OTD program. Transcripts from focus groups and final reflection papers were analyzed. Findings revealed a key theme of “Pedagogical Ingredients” that supported the development of professional identity and leadership capacities among Doctors of Occupational Therapy, and the following sub-themes: 1) Mentorship, 2) “Stepping outside of my comfort zone”, 3) “Context is everything”, 4) Extended time in context, and 5) Choice and customization: “Making my own way”. The findings provide a deeper understanding of the pedagogical approaches perceived by graduates to support their professional identity development and leadership capacities. Further study is needed to examine doctorate level pedagogy and respective outcomes.
Biography
Dr. Sarah Bream, OTD, OTR/L, FAOTA is Professor of Clinical Occupational Therapy, Director of the Post-Professional Doctorate of Occupational Therapy program, and Associate Chair of Operations, Community Partnerships and Development at the USC Chan Division of Occupational Science and Occupational Therapy.
Dr. Julie McLaughlin Gray, PhD, OTR/L, FAOTA is Professor of Clinical Occupational Therapy and Associate Chair of Academic, Faculty & Student Affairs at the USC Chan Division of Occupational Science and Occupational Therapy.
Declaration of Interest
The authors report no declarations of interest.
Recommended Citation
Bream, S., & McLaughlin Gray, J. (2025). Pedagogical Ingredients that Support the Professional Identity Development of a Post-Professional Doctor of Occupational Therapy. Journal of Occupational Therapy Education, 9 (3). https://doi.org/10.26681/jote.2025.090309
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