Analysis of Occupational Therapy Students’ Pedagogical Practices for the Forging of Professional Identity and Development of Professional Intelligence: A Scoping Review

Author:

Souto-Gómez Ana-Isabel1,Talavera-Valverde Miguel-Ángel23ORCID,Márquez-Álvarez Luis-Javier4ORCID,García-de-la-Torre María-del-Pilar5

Affiliation:

1. Integra Saúde Unit Research, Escola Universitaria de Traballo Social, Universidade Santiago de Compostela, 15704 Santiago de Compostela, Spain

2. Integra Saúde Unit Research, Health Science Department, Facultad de Ciencias de la Salud, Universidade da Coruña, 15570 A Coruña, Spain

3. Área Sanitaria de Ferrol, 15405 Ferrol, Spain

4. Área Sanitaria de Vigo, 36204 Vigo, Spain

5. Psychology Department, Facultad de Ciencias de la Educación, Universidade da Coruña, 15008 A Coruña, Spain

Abstract

Pedagogical practices contribute to enhancing professional intelligence which is an indicator of maturity and development of professional identity. The research guiding question was: What are the pedagogical practices involved in occupational therapy students’ professional identity formation? A scoping review using a six-stage methodological framework was used to capture a variety of evidence describing how professional identity has been conceptualised and integrated into the occupational therapy curriculum while noticing a link to professional intelligence. Databases included were: Ovid MEDLINE, CINAHL, PsycINFO, ProQuest ERIC, Scopus, Web of Science, CSIC, Dialnet, PubMed, Pubmed Central, OTDBASE and Scielo. Qualitative content analysis was used to categorise learning outcomes into five components of professional identity that were associated with the pedagogical practices identified in the studies. n = 58 peer-reviewed journal articles were recorded. The articles were classified as intervention studies (n = 31; 53.4%), reviews (n = 12; 20.7%) and theoretical articles (n = 15; 25.9%). To ensure the feasibility of collecting and reporting results, we narrowed the focus to n = 31 intervention studies that provided information on pedagogical practices and learning outcomes on professional identity forging in students. This scoping review illustrates the variety of contexts in which students learn, the multiple dimensions of identity establishment, and the variety of pedagogical practices. These findings can be used to adapt and design focused formative curricula that support the development of professional identity.

Publisher

MDPI AG

Subject

Cognitive Neuroscience,Developmental and Educational Psychology,Education,Experimental and Cognitive Psychology

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