Exploring Sense of Community in a Blended Entry-Level OTD Program: Impact on Fieldwork Preparedness

This qualitative study examined the lived experiences of entry-level Doctor of Occupational Therapy (OTD) graduates in a blended learning program, focusing on their perceptions of preparedness for Level II fieldwork. Using a phenomenological research design, data were collected through demographic surveys and semi-structured interviews with 12 graduates. Thematic analysis identified four primary influences on student experiences: (1) program culture, design, and structure, (2) instructor-specific style, (3) hands-on learning experiences, and (4) personal connection and interaction. Findings highlight the significance of faculty engagement, structured peer collaboration, and experiential learning in shaping students’ professional readiness. Furthermore, faculty accessibility, mentorship, and professionalism emerged as key factors in fostering confidence and clinical competence. While blended learning promotes self-directed learning, participants emphasized the need for intentional faculty involvement and immersive practical experiences to bridge the gap between online coursework and clinical application. These findings offer critical insights for optimizing blended OTD curricula to enhance student success, professional identity formation, and clinical preparedness.