The effects of education and clinical practice on occupational therapy theory and practice methods on professional identity

Abstract

To clarify major factors that influence professional identity of occupational therapists, we adopted a hypothetical model for quantitative analysis. Participants were 207 Registered Occupational Therapists who worked for the elderly and people with physical disabilities. This model rebuilt the effects of education and practice on the theory and methods used in occupational therapy on professional identity, using structural equation modeling to estimate this hypothetical model. Professional identity was affected by post-graduate education on occupational therapy's own theory and practice method, as well as on the perception of the current ideal occupational therapists and gender. These results, taken together, suggest that this model will guide educational methods for enhancing professional identity of occupational therapists.