Introduction: Strong professional identity allows for appropriate representation and promotion of occupational therapy. Academic education assists in the development of occupational therapy identity. This study aims to explore the development of occupational therapy identity and graduate attributes in occupational therapy students after the first year of a revised curriculum.\ud\udMethod: Occupational therapy students (n = 58) were surveyed at the commencement of the second year. Data analysis used descriptive statistics and inferential statistics (χ^2 for trend).\ud\udResults: A total of 54 students (93.1%) completed the survey. Students progressively developed occupational therapy identity over time. There were no significant associations between main factors influencing the original decision to study occupational therapy and when occupational therapy identity developed. However, there were significant associations between main factors influencing students' decision to continue studying and when identity developed. Most students agreed the curriculum equipped them to develop graduate attributes, although this was not significantly associated with factors that either influenced students to study, or continue studying, occupational therapy. There was significant association between development of graduate attributes and occupational therapy identity over time.\ud\udConclusion: This study showed an emergence of occupational therapy identity and graduate attributes in students, demonstrating the importance of first year curriculum in the development of these factors.\ud
展开▼
机译:简介:强大的专业身份可以适当代表和促进职业治疗。学术教育有助于职业治疗身份的发展。本研究旨在探讨修订课程第一年后职业治疗学生的职业治疗身份和毕业生属性的发展。\ ud \ ud方法:第二年开始时对职业治疗学生(n = 58)进行了调查。数据分析使用描述性统计和推论统计(趋势为χ^ 2)。\ ud \ ud结果:总共54名学生(93.1%)完成了调查。随着时间的推移,学生逐渐发展出职业疗法的身份。影响研究职业治疗的最初决定的主要因素与职业治疗的身份何时发展之间没有显着关联。但是,影响学生继续学习的决定和身份发展的主要因素之间存在显着的关联。大多数学生都同意课程为他们提供了发展研究生的能力,尽管这与影响学生学习或继续学习职业治疗的因素没有显着关联。结论:本研究表明学生中职业治疗身份和研究生属性的出现,证明了一年级课程在这些因素发展中的重要性。 \ ud
展开▼