Linking Scholarly Learning Activities and Professional Identity in OTD Students

Professional identity formation is a critical aspect of education, training, and becoming an occupational therapist in Occupational Therapy Doctorate (OTD) programs. This capstone study explores the potential influences of learning activities related to research and scholarly writing professional identity development amongst OTD students using a cross-sectional descriptive design. This research study involved 32 OTD students across six cohorts participating in focus groups from the University of Nevada, Las Vegas (UNLV), and Kansas University Medical Center (KUMC). Through convenience sampling and latent content analysis managed with ATLAS.ti, the study identified categories underpinned by the Kawa Model to describe the dynamic interplay between learning activities and shaping identity. Three main categories emerged: (1) empowerment and challenge in the academic environment, focusing on overcoming and growth; (2) bridging theory and practice through curriculum, highlighting the influences of the learning environment; and (3) the odyssey of becoming: an embodied OT identity and scholarly professional, which attempts to trace the formation of identity of a scholarly professional from the focus group data. The study findings suggest that scholarly activities and engagements are crucial in fostering professional identity and evidence-informed practices. These insights underscore the significant role of OTD learning activities that support the growth of competent, reflective, and evidence-based practitioners.