Professional Identity Formation Through a Peer Learning, Integrated Clinical Experience

Purpose: The purpose of this study was to explore the experiences and perceptions of first-year DPT students related to professional behaviors and professional identity formation after an integrated clinical experience facilitated by peers. Methods: Forty-one first-year DPT students from an accredited Doctor of Physical Therapy program participated in a class assignment designed to collect qualitative data regarding their experiences with professional behaviors and professional identity formation after completing an integrated clinical experience. Incident coding processes analyzed responses to open-ended assignment prompts. Results: The most frequent professional behaviors students felt they could demonstrate during the integrated clinical experience were "communication" and "PT skills and values." The most frequently coded categories for professional identity formation were "Self-development" and "Relationships/Connection." Conclusion: DPT students' perspectives on professional behaviors and identity can be formulated with on-campus integrated clinical experiences. As such, innovative means for improving the clinical experience and developing professional behavior and identity are warranted.