Academic and clinical success in the field of occupational therapy: Predictors of entry-level professional competence.

摘要

This study examined cognitive and non-cognitive factors that may influence entry-level competence in the field of occupational therapy. Longitudinal data was collected on 314 entry-level occupational therapy students who attended four institutions in a urban northeastern region over a three year period. Latent variables termed “professional skills” and “cognitive skills” were identified with observed indicators for the purposes of constructing a structural equation model to support a general model of entry-level competence. Multiple and logistic regression equations were utilized to assess predictors of success in full-time clinical rotations (Fieldwork Level II) and national certification (NBCOT) examinations. A series or 2 x 3 x 2 (gender x age group x ethnicity) analyses of variance was utilized to assess differences on performance on Fieldwork Level II scores and certification examinations.; A model of entry-level competence that differentiated professional and cognitive skills with observed indicators demonstrated a good fit to the longitudinal data set (x2 = 9.25, p = .599), with adequate fit indices (Goodness of Fit (GFI) index = .99; comparative fit index (CFI) = 1.00). In the three areas (Performance, Judgment, and Attitude) of Fieldwork Level II, the predictability was low (14%) for each of the three individual areas, with Fieldwork Level I scores, OT GPA and Gender significant predictors. In addition, logistic regression was used to assess the utility of cognitive versus non-cognitive variables to predict pass/fail status on the NBCOT examination and Fieldwork Level II, as well as the need for Intervention while on Fieldwork Level II. The cognitive variable of OT GPA had utility for both the pass/fail status on Fieldwork Level II (p = .015) and NBCOT examination (p = .028), but not for the need for Intervention, which Fieldwork Level I average was identified as the only statistically significant (p = .05) predictor.