Professional Identity Formation in Austrian Physiotherapists, Occupational Therapists, and Speech- Language Pathologists – a mixed method investigation

Professional Identity Formation in Austrian Physiotherapists, Occupational Therapists, and Speech- Language Pathologists – a mixed method investigation | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article Professional Identity Formation in Austrian Physiotherapists, Occupational Therapists, and Speech- Language Pathologists – a mixed method investigation Margit Eidenberger, Renate Ruckser-Scherb, Silvia Nowotny, Ulrike Haslinger This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-6442810/v1 This work is licensed under a CC BY 4.0 License Status: Posted Version 1 posted You are reading this latest preprint version Abstract Background Professional Identity (PI) is an ongoing transformative evolutionary process. PI is the foundation for interprofessional comprehension and behavior. Physiotherapists (PT), Occupational Therapists (OT) and Speech-Language Pathologists (SLP) are an important part of the Allied Health Professions. During study and after graduation, students are required to develop their PI to belong to a professional group. Although various research has been done in different health professions on PI formation, there is scarce evidence in Allied Health Professions. Based on this our research question was to establish if PI formation takes place among first to third year Austrian PT/OT/SLP students and which variables are driving the process. Methods We chose a mixed-methods design: an online survey using the cross-cultural adapted PIFFS questionnaire plus one question on perceived self-knowledge followed by 3 guided online group interviews (n = 18). The results from the survey served to develop guidelines for the semi-structured interviews. Power calculation was done with Slovin’s formula. Data was processed using Kruskal-Wallis test to compare study years (p = 0.05) and content analysis for verbatim transcribed qualitative data with eight inductive developed main categories with triangulation of researchers. Results We analyzed 251 questionnaires, 83% of respondents were female. The majority studied PT, were in their second year; 71% had already accomplished internships. 11 questions, 10 from the PIFFS and the additional question were significant at 0.05. Role models, interprofessional teaching/patient care, practice-oriented courses, internships and reflection were the most important factors emerging from the group interviews. Discussion A development was seen in students knowing their profession. Developing professional knowledge and skills takes time. Alternating theory lectures and internships finally lead to PI. Internships are a crucial factor for PI formation. Students appreciate internships in different settings and teams. Supervision is a critical feature in developing PI. Conclusion PI formation takes place during bachelor studies in Austrian PT/OT/SLP students. Internships, interprofessional experiences, lively lessons, role models and supervision are the driving factors. Formal/informal curricula must be reflected critically to identify adjustments needed to strengthen PI formation and to meet future needs for an interprofessional health work force. Professional identity formation physiotherapy occupational therapy speech-language pathologists survey group interview internship interprofessional experiences role model supervision Introduction Professional Identity (PI) has been defined as an ongoing transformative evolutionary process (1; 2). In 2014 the American Association of Colleges of Pharmacy Council of Deans released the following definition: “ the transformative process of identifying and internalizing the ways of being and relating within a professional role” (3). Another definition characterized PI as: “a person ’ s acknowledgement and understanding of the beliefs, values, attitudes and roles associated with their professional group and includes a person ’ s perception of themselves” (4). PI is built on three pillars, firstly, personal identity (personal characteristics, impact of life experiences), secondly, the relational identity (family, friends, colleagues) and thirdly the collective identity (social groups to which this individual belongs or wishes to belong) (5; 6), all of which influence the PI formation (PIF) during life (7). PI is therefore the adoption of specific beliefs, attributes, (ethical) values and experiences to become a member of a profession (8) or the way individuals “think and act in line with the…group,..expressed by normative behavior and loyalty” (9). They need the “… ability to stay true to values which are both personal and core values of the profession” (10). Lacking clarity, PI can negatively influence a professional’s self-esteem. It can weaken the profession and the professionals’ confidence in performing their role (11). On the other hand, a well-developed concept of PI can enhance professional confidence and the practice of the chosen profession. An occupational group can benefit if its members have a common PI (12). A profession needs a distinct body of knowledge and expert language, clearly defined practical skills and some official licensing procedure and certification exam to build a coherent group(13) and to act interprofessionally. Our scientific framework is the Social Identity Theory. This theory describes how individuals define their identity in relation to social groups. Belonging to a certain group dichotomizes between “in-groups”, i.e., group members and “out-groups”, i.e., “the others”. The group members perceive themselves as belonging to the same social category. This membership leads to a positively connotated collective identity. Within the group, individuals act as members with defined relationships with other members. They have “internalized their group membership as an aspect of their self-concept.” (14). A second framework is the Social Development Theory within social constructivism. In this, Lev Vygotsky details how socialization and social interaction influences an individual’s learning and development. Vygotsky assumes that psychological processes root in social provenance and that psychological functions are primarily social and external until they become internalized. He describes socialization as a process of integrating individuals into society with the adoption of commonly accepted patterns in a) the family (primary), b) schooling/education (secondary) and c) the workforce (tertiary). Becoming a professional poses many challenges to young people who have applied for a health profession education. In this PIF process different factors are crucial. Role models (teachers, educators, practice supervisors, tutors) can have a positive (15; 16) or negative impact (17). Internships (18), contact with patients (19)/personal/clinical experiences (6), acquiring the necessary skills and competencies and a commitment to the profession help to develop PI over time (13). Self-reflection and external feedback as well as symbols or rites of passage (getting professional tools or transitions to next training levels) are other determining variables (20). In the past emphasis was laid mostly on teaching competencies, knowledge and skills, but efforts must be strengthened to not only teach “what a professional does”, but also to focus on PIF (21). Universities take great responsibility for the PIF in their students beside teaching knowledge and skills. Therefore, they should bear in mind the formal and informal curriculum and measure their existing efforts on PIF (15) continuously. Physiotherapists (PT), Occupational Therapists (OT) and Speech-Language Pathologists (SLP) are an important part of the Allied Health Professions. Their education in Austria starts with a Bachelorʼs Degree, continues with a Masterʼs degree or PhD. All students are taught medical theory and specified manual skills with a focus on direct patient contact and hands-on practices to improve bodily functions, daily activities and locomotion. This “therapeutic approach” distinguishes them from other Allied Health Professions, e.g., Biomedical Analysts. Rønnestad & Skovhold presented a model in which a therapist passes 6 different stages: the Lay Helper, Beginner Student, Advanced Student, Novice Professional, Experienced Professional and Senior Professional (22). Cruess et al. (2015) suggested, that PIF can be integrated into Kean´s model of Identity Formation (a six-staged human path) in stages 2–4 (i.e., imperial, interpersonal, institutional) (5). In this sense newly accepted students must follow rules, reflect on themselves and assume new roles (5). This gives them the opportunity to improve patient care and therapy outcomes (8). Furthermore, PIF plays a role in fostering professional resilience to maintain personal well-being (23) in a challenging profession. A qualitative study by Hammond et al. (2016) has explored PIF in PTs. It concluded that PIF is a complex and fluid concept, dependent on communities of practice (24). A meta-narrative review has highlighted the impact of PIF in OT education (25) and outlines which factors contribute to building values (26). SLPs, on the other hand, must deal with a continuous evolving work field leading to certain difficulties in determining their role (27). Hawksley et al. explored the fact that SLPs report difficulties in defining their role and other health professionals may have poor knowledge of their discipline (27). Schoeb et al. (2014) indicated the deficits in building a firm identity in PT and OT. Recent changes in health organizations or staff recruitment may be the reason (28). Drawing boundaries to related or overlapping professions is critical in defining the own PI. As such rehabilitative health care staff must clarify their scope of practice (4). A clear PI is crucial in interacting with other professions in everyday patient care. To enhance this patient care, emphasis has been placed on interprofessional education (IPE) (29). Although various research has been done in different health professions on PIF (e. g., nursing, medicine, pharmacy (30; 4; 31; 6; 9), there is scarce evidence in Allied Health Professions and none in the specified geographical setting. This leads to the question, how PI is developing among PT, OT and SLP students at different Austrian universities. Based on this, we developed the following research questions as primary and secondary outcome: Does the formation of professional identity take place in first to third year Austrian PT, OT and SLP students? What personal or external variables drive the PIF in this study population? Methods A sequential mixed-methods design was adopted to answer these questions, starting with the quantitative part. First, an online survey was undertaken to explore PIF and correlating variables for PTs/OTs/SLPs during their study. Relying on the hypotheses, that a PIF assessment must be longitudinal (6), as it develops over time, we enrolled PT/OT/SLP students from different years of study and different Austrian universities in the survey. This method was chosen because there is a lack of quantitative research within this topic (11). We intended to reach many students with an online dissemination of the questionnaire (Professional Identity Five Factor Scale, PIFFS). The chosen questionnaire is validated and has already been used in similar target groups (3; 32; 33). The questionnaire was translated into German in a slightly adapted cross-cultural adaptation process following Beaton et al.’s suggestions (34): two forward translations and adaptation to reach a common compromise, and one backward translation by a native English speaker also followed by common compromise. It was tested as a pilot on meaning, understanding and practicability with another student group at our university (n = 42) not involved in the study and adapted afterwards in clarity. Lime Survey was used to develop, distribute, and collect the questionnaires. Power analysis was calculated using Slovinʼs formula to determine the sample size necessary to proceed successfully with the statistical analysis. Given an N = 3176, our sample size was defined as 355 persons. Statistical analysis was done with SPSS (29.0.0.0). We calculated frequency distributions (absolute, percentage). Kruskall-Wallis test was chosen to test for differences between groups (i.e., years of study). Meaningful personal data (gender, age, pre-professional experience, family members’ occupation, social background etc.) were gathered, grouped, and processed statistically together with research data through correlation analysis. To correlate the year of study (1–3) and the questionnairesʼ results (Likert 1–5) we used Spearmanʼs Rho. For nominal (all other sociodemographic variables) level data correlation we used Pearsonʼs contingency coefficient. To compensate for multiple testing, we adjusted the data by including a Bonferroni correction. To further explore the topic group interviews were performed in the second phase. They took place after completing and analyzing the survey data. Results from the survey served to develop guidelines for semi-structured group interviews. The group-interview method was chosen because we hoped to create a self-perpetuating discussion with only minor guidance from the group leader, i.e. researcher (35). We tried to explore knowledge and shared experiences within the group members (36). We recruited PT/OT/SLP students from our university via the head of each study program to participate in the group interviews. To achieve heterogeneity a purposive sampling (regarding different professions, semester, experience, gender) was conducted and 18 students were chosen. This allowed us to form 3 different groups with 6 students each: one PT, one OT, one SLP. To avoid further bias and personal influence on the students’ ongoing study while teaching and examining, 3 researchers (ME, RRS, UH) led group interviews. The interviewers were previously unknown to the students to avoid answers of social desirability. First, information about the group interviews was given, then the informed consent forms were signed, and sociodemographic data was gathered. The interviews took place online via MS-Teams and had a duration of about 70–90 minutes. The interview followed the guidelines, but there was plenty of room for discussion. Group-interviews were recorded and transcribed by an independent transcription service led by the basic transcription rules after Dresing & Pehl (37). The transcription was verbatim in standard German without para-verbal or non-verbal elements. The transcription was distributed among the interviewees, asking them for a respondent validation. There was one positive answer to this member check. To analyze the data categories were developed inductively from the transcribed text. Content analysis according to Kuckartz and Rädiker (38) was adopted to further process the data. MAXQDA was used to structure and develop data. Data analysis was conducted by two researchers separately (triangulation of researchers, ME, RRS) with individual working phases alternated with a consensus phase. Firstly, the main categories were developed. Afterwards, the researchers coded parts of the text in a first coding phase; sub-categories and a coding guideline were developed. A second coding phase followed and ended in a meeting to discuss open issues and to reach consensus. This process created 8 main categories and 29 sub-categories (cp. Table 1 ). The final categories were reviewed by a third researcher (SN) regarding completeness and comprehensibility followed by slight changes in wording. Table 1 Categories for Qualitative Analysis Main-Category Sub-Category Role model Positive/Negative Examples Practice-oriented Courses Practice Courses and Professional practice Field Trips Therapeutic Techniques and Feedback Development PI during Study (courses, internships) Communication Skills, Personal Development Online teaching Theory-Practice-Balance Internship Settings Work Shadowing, Introduction Day, Nursing Practice Theory-Practice-Transfer Independent/Controlled Practice Rules of Behavior Patients/Peers/Actors Supervision-, Meeting-, Feedback-Time Personal Engagement Intra-Interprofessional Team Postgraduate Exchange with Experienced Colleagues Training/Education Leadership Reflection and Self-Reflection Asking for Help/Guidance Internship Reflection at University Interprofessional Teaching/Patient Care Overlap, Demarcation, Work Area Lecture “Role Development” Interprofessional Lectures Professional Behavior Credibility towards Staff and Patients Internal/External Vocational Representation Role preparation Role Comprehension Ethics Interprofessional Workforce Evidence-based Practice At our university 438 people were addressed and asked for the survey participation. Furthermore, PT (n = 1713), OT (n = 668) and SLP (n = 357) students from other Austrian universities were integrated to enhance student numbers and response rates. The project was approved by the Institutional Ethics Board (No. A-2023-012). This study followed the ethical principles for research involving human participants according to the Helsinki Declaration. The PIFFS, a 25-item questionnaire based on a 5-point Likert scale was used (1 = never true, 2 = not really true, 3 = neutral, 4 = somewhat true, 5 = definitely true). The PIFFS is a multidimensional measure considering various key factors contributing to PIF. These are: “knowledge about professional practices”, “having the professional as a role model”, “experience with the profession”, “preference for a particular profession” and “professional self-efficacy”. It can provide information on PIF over time and is not restricted to certain professions. The PIFFS can measure how successful a curriculum is for PIF during a study course. The construct reliability analysis showed scores from 0.65 to 0.85 gained from a sample of 1.295 students from different studies (15). We decided to add one question on self-reported professional knowledge developed by Carpenter & Hewstone. This was rated with a 5-point Likert scale (high-low) (39). Results Sociodemographic results The total potential survey sample size was 3.176 persons. We got the deansʼ permission to include 2.975 persons (PT n = 2001, OT n = 764, SLP n = 210). The Lime survey link was forwarded to the study program’s dean, who extended it to all students enrolled in this discipline via their institutional e-mail address. We received 328 (11%) questionnaires. Because of missing data, 77 questionnaires had to be excluded, leaving 251 for analysis. Occasional missing data (i.e., less than 15%) was imputed by using the median. The mean age was 23.6 years, 82.9% of respondents were female. 65.7% studied PT, 29.1% OT and 4.8% SLP. 34.3% were in their first year, 39.4% in their second, 26.3% in their third year of study. 157 (62.5%) had a relative working in the health sector, 180 (71.1%) had completed internships. For further sociodemographic data compare Table 2 . Table 2: Sociodemographic data from participants’ questionnaires Questionnaire’s results Quantitative Results11 questions, 10 from the questionnaire and the additional question were significant at the 0.05 level, given at the overall p-value (cp. Table 3 ). Of these, 2 questions became significant because of a development from the first to the second year (Q17, Q22). 3 questions (Q1, Q20, Q24) became significant from the first to the third year. 1 question (Q10) became significant from the second to the third year; 4 questions (Q3, Q4, Q6, Q7) became significant either from the first to the third or the second to the third year. One question (Q15) was significant for every ongoing year. Question 24, which rated the students’ self-perceived knowledge on the common Austrian school grades (1–5) resulted in a median of 3. There were only small if any correlations between the questionnaires’ results and the sociodemographic variables (data not shown, cp. Additional file 2 and Additional file 3). Table 3: Questionnaire’s results Question overall p-value p- value 1st -2nd year p-value 1st -3rd year p-value 2nd -3rd year 1. I know the nature of the work I will do in my future profession 0.002* 0.321 0.001* 0.097 2. In most work environments, professionals with different backgrounds work together. I know of the different types of professionals I will be collaborating with 0.636 1.0 1.0 1.0 3. I have a good idea about the roles and responsibilities of my future job 0.021* 1.0 0.042* 0.039* 4. I know what kind of applications, tools, and equipment I will deal with in my future occupation < 0.001* 0.059 0.000* 0.001* 5. I am aware of the impact of the decisions I make as a professional 0.290 1.0 0.383 0.685 6. I have a good idea about the rules and regulations in the industry < 0.001* 0.092 0.000* 0.025* 7. I work part-time in (or am running) a business related to what I am studying 0.001* 0.492 0.001* 0.038* 8. I am part of an interest group (inside or outside of the polytechnic) related to my profession 0.062 1.0 0.198 0.070 9. I personally know some people who work in my future profession 0.730 1.0 1.0 1.0 10. I follow developments in my future industry in newspapers and on television 0.025* 1.0 0.135 0.023* 11. Before I entered the university, I already had some prior work experience related to in the profession of my choice 0.057 1.15 0.094 1.0 12. I have interacted with professionals in the industry outside of the university or through events organized at the university 0.416 0.769 1.0 0.808 13. When working on problems in class, I imagine myself to be in the shoes of a professional in my future work environment 0.158 0.169 0.798 1.0 14. I concentrate in my studies on what I believe I would need to know and be able to do when I enter my future occupation 0.063 0.263 1.0 0.084 15. I believe I can already think and reason like a professional in a company or organization < 0.001* 0.049* 0.000* 0.001* 16. I admire most those teachers who are professionals in the area that I would like to enter 0.215 0.694 0.277 1.0 17. I admire professionals who already work in my future work environment 0.016* 0.016* 0.147 1.0 18. I am sure I will have no problems dressing and behaving professionally in my industry 0.115 0.128 0.499 1.0 19. I feel poorly prepared for a real job (reversed) 0.341 0.810 1.0 0.534 20. I believe that I will easily get along with my future colleagues, get their cooperation, and have informal conversations with them 0.046* 0.487 0.040* 0.632 21. I’m confident that I can do an excellent job in the future 0.063 0.072 1.0 0.344 22. I have no doubt that I will master all the skills necessary to succeed in my future work 0.005* 0.005* 1.0 0.110 23. I am not sure about the kind of challenges faced by the professional in the PT/OT/SLP 0.215 1.0 0.280 0.494 24. My own knowledge about my profession I would rate at 0.038* 0.319 0.035* 0.818 Legend: * significant at level 0.05 Qualitative results In the PT group there were 3 men and 3 women, in the OT and the SLP group there were only women. For details, compare Table 4. Table 4: Sociodemographic data group interviews participants PT Sex, year No. Intern-ships OT Sex, year No. Intern-ships SLP Sex, year No. Intern-ships I1 m, 1st 0 I1 f, 3rd y 5 f, 1st 1 I2 f, 3rd 7 I2 f, 2nd 2 f, 3rd 6 I3 m, 3rd 7 I3 f, 2nd 2 f, 1st 1 I4 f, 2nd 2 I4 f, 1st 0 f, 3rd 6 I5 f, 1st 0 I5 f, 1st 0 f 2nd 5 I6 m, 2nd 2 I6 f, 1sty 0 f, 2nd 5 Legend: PT Physiotherapy, OT Occupational Therapy, SLP Speech Language Pathologist, I Interviewee, f female, m male Role model Students see lecturers/practice advisers as role models. They want to imitate good examples, but to distinguish themselves from bad examples. “ Supervisors of internship have the function of a role model” (OT, line 66). Interprofessional teaching/patient care Students are well informed on the importance of interprofessional patient care. “I see interprofessional work as something very important and essential, so that we can work together to achieve the best possible outcome for patients.” (OT, line 80) Practice-oriented courses Students appreciate teachers introducing patient vignettes to give them lively impressions of patient care: “… patient vignettes introduced by lecturers” (OT, line 12). They appreciate it if patients agree to come to the lesson personally to work-shadow an authentic treatment. “Treatment of patients in front of the whole class was extremely impressive.” ( PT, line 61) Internships Students want to become acquainted with different internships settings, i.e. hospitals, rehabilitation centers, ambulances, (nursery) schools, nursing homes, private practice. They see internships as essential parts of their education with a positive impact on their PIF. They need guidance and feedback to improve further. "...to experience different settings which helps to develop one ’ s identity” (OT, line 60) and “You learn a lot of new things during internships, which can also shape your professional identity.” (OT, line 64) or “That you […] receive constructive feedback.” (PT, line 39). Reflection/Self-Reflection Students know that personal well-being is an essential prerequisite for a successful therapist. Reflections on personal/therapeutical limits were verbalized. "I only can help a patient if I am feeling well.” (SLP, line 85) They like supervision in different settings from their practice advisors and their university lecturers after finishing an internship. Also, peer-group reflection is warranted. Team Students realize that PIF is an ongoing process continuing after graduation. They hope for a start in a motivated team, where newcomers are warmly welcomed and guided. “Colleagues who help me to familiarize myself well with the job.” (SLP, line 45) Professional behavior Students evaluate professional behavior as crucial, as this behavior leads to respect and patient’s compliance. It also refers to the group of professionals and how it is perceived and valued in society. “Professional behavior is extremely important, because otherwise .... we hardly have any success in therapy. ” (PT, line 96) Discussion With this study we wanted/ to explore the PI formation and its driving variables in Austrian PT/OT/SLP students by using a mixed-methods design. There is no gender or profession bias in our samples because these professions are female-dominated, and PT is the largest group in Austria. High survey return-rates and total sample inclusion raise the probability that perceptions in the population are reflected differently (40). Despite our efforts, we did not reach the calculated sample size. 11 % rsponse rate leaves us with a non-response bias (41). An abundance of online questionnaires may have been a reason (42). We cannot be sure if the link was forwarded but must trust verbal consent. We decided against sending a reminder to not overstress the deans. By involving all Austrian students, we took great effort to enhance the study population. Digital overloading and studentsʼ curricula may have been reasons for non-responses. Hence, we must be very cautious about interpreting the results and are not able to generalize them. Quantitative Results We see a development in students knowing their profession (Q1), which in our trial takes place mostly between year one and three. Developing professional knowledge and skills takes time. Alternating theory lectures and internships finally lead to PI (43). The nonsignificant results for Q2 show the need for the faculty to better integrate interprofessional activities into study courses. This can improve thinking, knowledge and skills (44). Curricular changes in Austria are only possible every 5 years. So, to improve health care outcomes by interprofessional working (45), changes should be started earlier rather than later. Research by Shrader et al.(46) can guide curricular development and implementation. They suggest foreseeing and eliminating scheduling barriers, installing transparent expectations for learners and finally evaluating the process. Students develop their perceptions about their future roles and responsibilities (Q3). The different universities and study programs which took part in this investigation are successful in teaching about the future workplace and the roles students will have. Having a clear concept of responsibilities is very important in health care, where therapists take responsibility for patientsʼ wellbeing and safety. Therefore, education in roles and responsibilities should result in the principle of nonmaleficence (47). Nevertheless, the seriousness of students’ decisions should be better communicated and trained for (Q5). Therapists are required to establish a safe, understanding, and appreciative communication and patient relationship to enhance health care delivery (48). We interpret Q6 as a room for improvement concerning PI lectures (8). Open discussions and lectures have already been implemented in the curricula, but awareness of those topics must be increased. To reach these goals on an interprofessional level, small, equally distributed student groups should be assigned tasks, where participants can recognize a common goal (49), e.g., how to treat a patient from different perspectives. Students are evidently interested in their profession (Q10). Being young and media-savvy, they establish and keep in contact with peers and colleagues via different channels. Alharbi et al. investigated this area and described that among nurses, the frequent use of social media for professional and educational reasons scored high with PI (50). Opinions and values can influence societal recognition and are affected by the media. Naturally, one wants to belong to a well-perceived profession. Students need to interact closely with peers and professionals in- and outside the formal curricula as interpersonal relationships can influence PIF (Q8/12) (17). Peer-groups, e.g., student tutorships share a lot of activities, advanced students can be assigned as tutors to newcomers. The faculty can supply mentorships to facilitate studentsʼ personal and PIF. Kusner et al. suggested longitudinal faculty mentorship to firstly address students’ needs during study years. Secondly, a closer personal relationship between student and mentor can lay the foundations for valuable discussions and guidance (51). Regarding the questionnaire attention should be given to Q17, which was significant for the transition from year one to two. Knowing professionals on a more informal basis or in the patient-therapist relationship may lead to some “admiration” from future students and may drive their desire to apply to the university. Interestingly, the similarly phrased Q16 was not significant. Maybe students do not see the clear connection between being a teacher and a therapist simultaneously. To stay a practiced and active PT/OT/SLP we recommend that besides teaching, university lecturers should treat their own patients to keep their authenticity and quality of clinical teaching (52). A student is not “a vessel for depositing knowledge” (53), but they need critical thinking to foster PIF, provided by lecturers. During the first year they progress in the transition from a layperson to a health care student (Q22). At this stage they still lack sophisticated insight and skills, but they have mastered professional language and are familiar with the basics. This may explain the significant results of this question. Desselle et al. (54) gave insight into the Motivating Language Theory, which can optimize studentsʼ performance. Lecturers should use a “direction-giving” language to outline roles and set clear goals for students. A common professional language is indispensable and lectures during the first year have the important task to introduce terms and context-related meanings (55). The question we added (Q24) became significant between years 1 to 3. Students dedicate lots of effort and time to reach their goal. The median of 3 can be interpreted arbitrarily. Grade 3 for an exam corresponds to passing it without any problems. However, there is room for improvement. Qualitative results Internships It has been shown that internships are a crucial factor for PIF (56). Students appreciate internships in different settings and teams. Supervision is a critical feature in developing PI, therefore our results are in line with other evidence (57). This encompasses preliminary meetings and supervision during treatment sessions. In this way, clinical supervision can increase knowledge and skills (58). Students expressed the necessity to try techniques/concepts without the supervisor’s constant presence. First evidence showed that by implementing an adequate practice tutor model, clinical instructors have the same or even more time to manage their own patient load (56). Students stated that during internships there are more roles to assume than just one (i.e., team member, student, therapist). Internships reflect a real-world situation where interprofessional teams work together for the best of the patient. They serve to transfer practical and theoretical knowledge. Students want to collaborate with patients to find solutions for various complaints. Internships are an area to test discipline specializations to find a job after graduation (59). Practice-oriented courses Practice-oriented courses are another PIF determinant. Good teachers can draw lively and realistic pictures. Case vignettes are talked through from the first contact to the last assessment (60). Role plays can recreate a patient-therapist relationship and teach students how to react. Students wanted to increase the time to treat patients during university courses or at least expect authentical patient descriptions. Practicing a technique only once during a course is insufficient, only many repetitions lead to self-confidence and correctness. Diseases are often complex; symptoms cannot easily be reproduced in simulation-based contexts by actors (61). By combining PT students and acting students Dennis et al. implemented a model of cross-disciplinary simulation-based learning, from which two different professions can profit (62). Teachersʼ feedback on techniques and roles is mostly warranted to improve students’ PIF and motivation (9). COVID 19 left its traces, because from 2020–2022 many courses had been online, which was difficult, if not impossible for hands-on therapists (63). Students verbalized various deficits they were forced to catch up with later. Teachers should integrate advanced methods such as simulation learning or introduce new technological possibilities e.g. living labs to create realistic learning environments. This may decrease the gap between university and internship (64). Maybe such environments can foster students’ perception of “being in the shoes of a professional” (Q13; (65). Interprofessional teaching and patient care Students identified interprofessional teaching and patient care as a core factor for PIF. The advantages are joint therapy planning, implementation and evaluation (66). Harmonious co-working and mutual respect are only possible if everyone knows their scope, acknowledges overlaps, and is interested in efficiency (67). For a start, during theoretical lectures interdisciplinary student groups may work on case vignettes. By learning and solving cases together, prejudices can be eliminated even before they see their first patient (68). Other health care professionals are perceived as an enrichment, not a competitor to supports studentsʼ PIF. (69). Professional behavior Expressing professional behavior towards patients, colleagues and relatives demonstrates a deep understanding of one’s role. Structured assessments are recommended to evaluate this process (70). Students need time, space, and confidence to realize how they want to enact their professional role, and to improve a higher professional level. Sharp et al. showed gaps when comparing students’ ranking of their own behavior compared to given standards (71). A professional working/speaking attitude shows advanced PIF and earns respect. PI encompasses representing not only an individual but the whole group towards society. Professional behavior is shown in reading professional literature, joining conferences(9) and representing the group towards society through e.g., social media (72). Reflection and self-reflection (Self)-reflection is a dominant feature in evolving competency (73; 8). Students must envisage their professional role. They must keep a distance as private people to stay efficient therapists. Taking “a step back” can facilitate to cope with emotions and “emotion regulation” (74). They must learn to apply newly learned therapies to patients and realize when it is time to ask for help. The ability to distinguish both requires a (self)-reflected perspective. Supervision must be provided by internship supervisors and university lectures equally to achieve reflection; additionally, peer feedback can contribute (75). Reflection can be done in case vignettes discussions(76) or writing assignments (77). Role preparation Studying PT/OT/SLP prepares for different work scenarios, giving individuals many possibilities to specialize according to their preferences. Students may have little time to identify with their role during different transitional stages such as “Building, Becoming, Bridging, and Being” (78). Lectures like “Professional knowledge” or “Medical law” point the way to professional behavior, but PIF should be part of every lecture (79). Patient-centered medicine, broad knowledge, various therapy approaches and applying evidence-based practice are crucial. Role model It has been suggested that students with negative experiences during internships may fail in their theory-practice-transfer (9). Lecturers and internship supervisors should bear in mind that they act as role models. This incorporates “mentoring, supervision, coaching, tutoring and advising” (80). Therapists who act authentically shape the next therapeutic generation positively. Students notice positive and negative examples, so we all should bear our responsibility as role models. A very recent qualitative study revealed diametral characteristic features e.g., “smart and passionate lecturers”, “incompetent and compromising teachers” and “poor communication and conflict” which are acknowledged by students. As such they answer by imitating or rejecting in their own development (81). Team An (interprofessional) team can shape a newcomer’s PI(82) depending on the experienced colleagues’ personality. Experienced therapists support students and newcomers as an anchor(83) for technical and behavioral questions and PIF (9). Becoming a member of the legal professional association also fosters PIF (84). In Austria this is not mandatory but seeing the implications it would be advisable. Although it is possible in Austria for PTs/OTs/SLPs to be self-employed after graduation, from a PI point of view the advantages of being an employee in a team for a certain period should not be underestimated. Added value of mixed-methods study Although during our interviews students placed emphasis on the fact that they can profit by interprofessional lectures and see the importance of interprofessional patient care this question (Q2) did not reach significance. Our faculty must intensify its efforts to teach students interprofessionally, maybe with shared case vignettes on a broader scheme. Concerning Q13, the question remains on how to facilitate to “slip on the professionals ’ shoes” ? Interviews told us to give best practice examples, to offer supervision with real patients at the university or to implement/intensify internship supervision by lecturers. Students admire professionals (Q17) but not teachers (Q16). Our data suggest a gap between those two, which should be closed or rather never opened. Many interview quotes emphasized the importance of internships although there is no corresponding question. The questionnaire was chosen because of its connection to the research question. Nevertheless, with hindsight we would have added an additional group-interview question. To better reflect students’ experiences, the questionnaire may be adapted. The importance of internships should be explored in more detail with different approaches in the future. Finally, the value of this mixed-method was that PIF remains a very personal, individual-depending topic. With the questionnaire we intended to reach many students, but it cannot substitute an inspiring discussion. Limitations We hoped for a higher response rate, as already discussed. So, the final sample was quite small despite efforts to enlarge the research throughout Austria. Therefore, results should be interpreted with caution. As we compared different years of study but not the same sample in its development over three years, there is risk of bias because of changing persons. A longitudinal data survey over 3 or more years was not possible for organizational reasons. To publish in English, we had to translate the quotes. To minimize this bias, it was counterchecked with an English native speaker. Conclusion This trial investigated the PIF in different Austrian universities within PT/OT/SLP students at different stages of their study. PIF takes place during bachelor studies in PT/OT/SLP students in Austria at different times. Internships, interprofessional experiences, lively lessons and role models are the driving factors. Formal and informal curricula must be reflected critically to identify adjustments needed to strengthen PIF and to meet future needs for an interprofessional health work force. Additional material: Additional file 1 .spv “Correlation_Ordinal + Question” Correlation Analysis of year of study and questionnairesʼ results; Additional file 2 .spv “Correlation_Nominal + Question” Correlation Analysis of nominal data and questionnairesʼ results Abbreviations IPE Interprofessional Education, OT Occupational Therapy, PI Professional Identity, PIF Professional Identity Formation, PIFFS Professional Identity Five Factor Scale, PT Physiotherapy, SLP Speech-Language Pathologists Declarations Ethics approval:The project was approved by the Institutional Ethics Board (No. A-2023-012). This study followed the ethical principles for research involving human participants according to the Helsinki Declaration. Consent: Survey participants agreed to their participation before submitting the survey. Group interview participants signed an informed consent form. Consent for publication: not applicable Availability of data and materials: The datasets used generated and/or analyzed during the current study are study content or additional files. Clinical trial number: not applicable Competing interests: The authors declare that they have no competing interests. Funding: This research was funded by the University of Applied Sciences for Health Professions Upper Austria. Author’s contribution: Conceptualization and methodology: ME, RRS; resources: SN; investigation: ME, RRS, UH; analysis: ME, RRS; data curation: ME, SN; writing (original draft): ME, RRS; writing (review & editing): SN, UH; visualization: ME; supervision and project administration: ME Acknowledgements: We would like to thank all students who took part in the survey or the group interviews. References Holden MD, et al. 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Supplementary Files CorrelationNominalQuestion.spv Additional material: Additional file 1 .spv “Correlation_Ordinal+Question” Correlation Analysis of year of study and questionnairesʼ results; CorrelationOrdinalQuestion.spv Additional file 2 .spv “Correlation_Nominal+Question” Correlation Analysis of nominal data and questionnairesʼ results Cite Share Download PDF Status: Posted Version 1 posted You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. We do this by developing innovative software and high quality services for the global research community. Our growing team is made up of researchers and industry professionals working together to solve the most critical problems facing scientific publishing. Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-6442810","acceptedTermsAndConditions":true,"allowDirectSubmit":true,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":496729756,"identity":"a5283ef1-3417-47c0-ad1d-de3064462b9f","order_by":0,"name":"Margit Eidenberger","email":"data:image/png;base64,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","orcid":"","institution":"University of Applied Sciences for Health Professions Upper Austria","correspondingAuthor":true,"prefix":"","firstName":"Margit","middleName":"","lastName":"Eidenberger","suffix":""},{"id":496729757,"identity":"1697d823-d6de-46f4-9def-11d0268a8ce4","order_by":1,"name":"Renate Ruckser-Scherb","email":"","orcid":"","institution":"University of Applied Sciences for Health Professions Upper Austria","correspondingAuthor":false,"prefix":"","firstName":"Renate","middleName":"","lastName":"Ruckser-Scherb","suffix":""},{"id":496729758,"identity":"f2b49e83-35f9-4fd0-b321-c766d9c50266","order_by":2,"name":"Silvia Nowotny","email":"","orcid":"","institution":"University of Applied Sciences for Health Professions Upper Austria","correspondingAuthor":false,"prefix":"","firstName":"Silvia","middleName":"","lastName":"Nowotny","suffix":""},{"id":496729759,"identity":"5e63ce07-bb75-4f2f-a499-c155713bf3ac","order_by":3,"name":"Ulrike Haslinger","email":"","orcid":"","institution":"University of Applied Sciences for Health Professions Upper Austria","correspondingAuthor":false,"prefix":"","firstName":"Ulrike","middleName":"","lastName":"Haslinger","suffix":""}],"badges":[],"createdAt":"2025-04-14 06:08:15","currentVersionCode":1,"declarations":"","doi":"10.21203/rs.3.rs-6442810/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-6442810/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":100257212,"identity":"6cd0c6ef-a945-4d43-8e85-d5beff2412f8","added_by":"auto","created_at":"2026-01-14 16:09:31","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":743611,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-6442810/v1/f8e8d29f-2e12-4a21-8a51-c8b558b84b59.pdf"},{"id":88557721,"identity":"76e84fea-5a20-4f36-b50b-4d44f5dd3220","added_by":"auto","created_at":"2025-08-07 16:57:38","extension":"spv","order_by":1,"title":"","display":"","copyAsset":false,"role":"supplement","size":749675,"visible":true,"origin":"","legend":"\u003cp\u003eAdditional material: Additional file 1 .spv “Correlation_Ordinal+Question” Correlation Analysis of year of study and questionnairesʼ results;\u0026nbsp;\u003c/p\u003e","description":"","filename":"CorrelationNominalQuestion.spv","url":"https://assets-eu.researchsquare.com/files/rs-6442810/v1/b846b3cdbf2dbff385646526.spv"},{"id":88557719,"identity":"48b73f9d-b46d-44d2-9f9d-72d8b223f982","added_by":"auto","created_at":"2025-08-07 16:57:38","extension":"spv","order_by":2,"title":"","display":"","copyAsset":false,"role":"supplement","size":87538,"visible":true,"origin":"","legend":"\u003cp\u003eAdditional file 2 .spv “Correlation_Nominal+Question” Correlation Analysis of nominal data and questionnairesʼ results\u003c/p\u003e","description":"","filename":"CorrelationOrdinalQuestion.spv","url":"https://assets-eu.researchsquare.com/files/rs-6442810/v1/477591536c61fa56054dd8d3.spv"}],"financialInterests":"No competing interests reported.","formattedTitle":"Professional Identity Formation in Austrian Physiotherapists, Occupational Therapists, and Speech- Language Pathologists – a mixed method investigation","fulltext":[{"header":"Introduction","content":"\u003cp\u003eProfessional Identity (PI) has been defined as an ongoing transformative evolutionary process (1; 2). In 2014 the American Association of Colleges of Pharmacy Council of Deans released the following definition: \u0026ldquo;\u003cem\u003ethe transformative process of identifying and internalizing the ways of being and relating within a professional role\u0026rdquo;\u003c/em\u003e (3). Another definition characterized PI as: \u003cem\u003e\u0026ldquo;a person\u003c/em\u003e\u0026rsquo;\u003cem\u003es acknowledgement and understanding of the beliefs, values, attitudes and roles associated with their professional group and includes a person\u003c/em\u003e\u0026rsquo;\u003cem\u003es perception of themselves\u0026rdquo;\u003c/em\u003e (4). PI is built on three pillars, firstly, personal identity (personal characteristics, impact of life experiences), secondly, the relational identity (family, friends, colleagues) and thirdly the collective identity (social groups to which this individual belongs or wishes to belong) (5; 6), all of which influence the PI formation (PIF) during life (7). PI is therefore the adoption of specific beliefs, attributes, (ethical) values and experiences to become a member of a profession (8) or the way individuals \u003cem\u003e\u0026ldquo;think and act in line with the\u0026hellip;group,..expressed by normative behavior and loyalty\u0026rdquo;\u003c/em\u003e (9). They need the \u003cem\u003e\u0026ldquo;\u0026hellip; ability to stay true to values which are both personal and core values of the profession\u0026rdquo;\u003c/em\u003e (10). Lacking clarity, PI can negatively influence a professional\u0026rsquo;s self-esteem. It can weaken the profession and the professionals\u0026rsquo; confidence in performing their role (11). On the other hand, a well-developed concept of PI can enhance professional confidence and the practice of the chosen profession. An occupational group can benefit if its members have a common PI (12). A profession needs a distinct body of knowledge and expert language, clearly defined practical skills and some official licensing procedure and certification exam to build a coherent group(13) and to act interprofessionally.\u003c/p\u003e\u003cp\u003eOur scientific framework is the Social Identity Theory. This theory describes how individuals define their identity in relation to social groups. Belonging to a certain group dichotomizes between \u0026ldquo;in-groups\u0026rdquo;, i.e., group members and \u0026ldquo;out-groups\u0026rdquo;, i.e., \u0026ldquo;the others\u0026rdquo;. The group members perceive themselves as belonging to the same social category. This membership leads to a positively connotated collective identity. Within the group, individuals act as members with defined relationships with other members. They have \u003cem\u003e\u0026ldquo;internalized their group membership as an aspect of their self-concept.\u0026rdquo;\u003c/em\u003e (14). A second framework is the Social Development Theory within social constructivism. In this, Lev Vygotsky details how socialization and social interaction influences an individual\u0026rsquo;s learning and development. Vygotsky assumes that psychological processes root in social provenance and that psychological functions are primarily social and external until they become internalized. He describes socialization as a process of integrating individuals into society with the adoption of commonly accepted patterns in a) the family (primary), b) schooling/education (secondary) and c) the workforce (tertiary).\u003c/p\u003e\u003cp\u003eBecoming a professional poses many challenges to young people who have applied for a health profession education. In this PIF process different factors are crucial. Role models (teachers, educators, practice supervisors, tutors) can have a positive (15; 16) or negative impact (17). Internships (18), contact with patients (19)/personal/clinical experiences (6), acquiring the necessary skills and competencies and a commitment to the profession help to develop PI over time (13). Self-reflection and external feedback as well as symbols or rites of passage (getting professional tools or transitions to next training levels) are other determining variables (20). In the past emphasis was laid mostly on teaching competencies, knowledge and skills, but efforts must be strengthened to not only teach \u0026ldquo;what a professional does\u0026rdquo;, but also to focus on PIF (21). Universities take great responsibility for the PIF in their students beside teaching knowledge and skills. Therefore, they should bear in mind the formal and informal curriculum and measure their existing efforts on PIF (15) continuously.\u003c/p\u003e\u003cp\u003ePhysiotherapists (PT), Occupational Therapists (OT) and Speech-Language Pathologists (SLP) are an important part of the Allied Health Professions. Their education in Austria starts with a Bachelorʼs Degree, continues with a Masterʼs degree or PhD. All students are taught medical theory and specified manual skills with a focus on direct patient contact and hands-on practices to improve bodily functions, daily activities and locomotion. This \u0026ldquo;therapeutic approach\u0026rdquo; distinguishes them from other Allied Health Professions, e.g., Biomedical Analysts.\u003c/p\u003e\u003cp\u003eR\u0026oslash;nnestad \u0026amp; Skovhold presented a model in which a therapist passes 6 different stages: the Lay Helper, Beginner Student, Advanced Student, Novice Professional, Experienced Professional and Senior Professional (22). Cruess et al. (2015) suggested, that PIF can be integrated into Kean\u0026acute;s model of Identity Formation (a six-staged human path) in stages 2\u0026ndash;4 (i.e., imperial, interpersonal, institutional) (5). In this sense newly accepted students must follow rules, reflect on themselves and assume new roles (5). This gives them the opportunity to improve patient care and therapy outcomes (8). Furthermore, PIF plays a role in fostering professional resilience to maintain personal well-being (23) in a challenging profession. A qualitative study by Hammond et al. (2016) has explored PIF in PTs. It concluded that PIF is a complex and fluid concept, dependent on communities of practice (24). A meta-narrative review has highlighted the impact of PIF in OT education (25) and outlines which factors contribute to building values (26). SLPs, on the other hand, must deal with a continuous evolving work field leading to certain difficulties in determining their role (27). Hawksley et al. explored the fact that SLPs report difficulties in defining their role and other health professionals may have poor knowledge of their discipline (27). Schoeb et al. (2014) indicated the deficits in building a firm identity in PT and OT. Recent changes in health organizations or staff recruitment may be the reason (28). Drawing boundaries to related or overlapping professions is critical in defining the own PI. As such rehabilitative health care staff must clarify their scope of practice (4). A clear PI is crucial in interacting with other professions in everyday patient care. To enhance this patient care, emphasis has been placed on interprofessional education (IPE) (29).\u003c/p\u003e\u003cp\u003eAlthough various research has been done in different health professions on PIF (e. g., nursing, medicine, pharmacy (30; 4; 31; 6; 9), there is scarce evidence in Allied Health Professions and none in the specified geographical setting. This leads to the question, how PI is developing among PT, OT and SLP students at different Austrian universities. Based on this, we developed the following research questions as primary and secondary outcome:\u003c/p\u003e\u003cp\u003eDoes the formation of professional identity take place in first to third year Austrian PT, OT and SLP students?\u003c/p\u003e\u003cp\u003eWhat personal or external variables drive the PIF in this study population?\u003c/p\u003e"},{"header":"Methods","content":"\u003cp\u003eA sequential mixed-methods design was adopted to answer these questions, starting with the quantitative part. First, an online survey was undertaken to explore PIF and correlating variables for PTs/OTs/SLPs during their study. Relying on the hypotheses, that a PIF assessment must be longitudinal (6), as it develops over time, we enrolled PT/OT/SLP students from different years of study and different Austrian universities in the survey. This method was chosen because there is a lack of quantitative research within this topic (11). We intended to reach many students with an online dissemination of the questionnaire (Professional Identity Five Factor Scale, PIFFS). The chosen questionnaire is validated and has already been used in similar target groups (3; 32; 33). The questionnaire was translated into German in a slightly adapted cross-cultural adaptation process following Beaton et al.\u0026rsquo;s suggestions (34): two forward translations and adaptation to reach a common compromise, and one backward translation by a native English speaker also followed by common compromise. It was tested as a pilot on meaning, understanding and practicability with another student group at our university (n\u0026thinsp;=\u0026thinsp;42) not involved in the study and adapted afterwards in clarity. Lime Survey was used to develop, distribute, and collect the questionnaires. Power analysis was calculated using Slovinʼs formula to determine the sample size necessary to proceed successfully with the statistical analysis. Given an N\u0026thinsp;=\u0026thinsp;3176, our sample size was defined as 355 persons. Statistical analysis was done with SPSS (29.0.0.0). We calculated frequency distributions (absolute, percentage). Kruskall-Wallis test was chosen to test for differences between groups (i.e., years of study).\u003c/p\u003e\u003cp\u003eMeaningful personal data (gender, age, pre-professional experience, family members\u0026rsquo; occupation, social background etc.) were gathered, grouped, and processed statistically together with research data through correlation analysis. To correlate the year of study (1\u0026ndash;3) and the questionnairesʼ results (Likert 1\u0026ndash;5) we used Spearmanʼs Rho. For nominal (all other sociodemographic variables) level data correlation we used Pearsonʼs contingency coefficient. To compensate for multiple testing, we adjusted the data by including a Bonferroni correction.\u003c/p\u003e\u003cp\u003eTo further explore the topic group interviews were performed in the second phase. They took place after completing and analyzing the survey data. Results from the survey served to develop guidelines for semi-structured group interviews. The group-interview method was chosen because we hoped to create a self-perpetuating discussion with only minor guidance from the group leader, i.e. researcher (35). We tried to explore knowledge and shared experiences within the group members (36).\u003c/p\u003e\u003cp\u003eWe recruited PT/OT/SLP students from our university via the head of each study program to participate in the group interviews. To achieve heterogeneity a purposive sampling (regarding different professions, semester, experience, gender) was conducted and 18 students were chosen. This allowed us to form 3 different groups with 6 students each: one PT, one OT, one SLP. To avoid further bias and personal influence on the students\u0026rsquo; ongoing study while teaching and examining, 3 researchers (ME, RRS, UH) led group interviews. The interviewers were previously unknown to the students to avoid answers of social desirability. First, information about the group interviews was given, then the informed consent forms were signed, and sociodemographic data was gathered. The interviews took place online via MS-Teams and had a duration of about 70\u0026ndash;90 minutes. The interview followed the guidelines, but there was plenty of room for discussion.\u003c/p\u003e\u003cp\u003eGroup-interviews were recorded and transcribed by an independent transcription service led by the basic transcription rules after Dresing \u0026amp; Pehl (37). The transcription was verbatim in standard German without para-verbal or non-verbal elements. The transcription was distributed among the interviewees, asking them for a respondent validation. There was one positive answer to this member check. To analyze the data categories were developed inductively from the transcribed text. Content analysis according to Kuckartz and R\u0026auml;diker (38) was adopted to further process the data. MAXQDA was used to structure and develop data.\u003c/p\u003e\u003cp\u003eData analysis was conducted by two researchers separately (triangulation of researchers, ME, RRS) with individual working phases alternated with a consensus phase. Firstly, the main categories were developed. Afterwards, the researchers coded parts of the text in a first coding phase; sub-categories and a coding guideline were developed. A second coding phase followed and ended in a meeting to discuss open issues and to reach consensus. This process created 8 main categories and 29 sub-categories (cp. Table\u0026nbsp;\u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e1\u003c/span\u003e). The final categories were reviewed by a third researcher (SN) regarding completeness and comprehensibility followed by slight changes in wording.\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab1\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 1\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003eCategories for Qualitative Analysis\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"3\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e\u003cp\u003eMain-Category\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c3\"\u003e\u003cp\u003eSub-Category\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eRole model\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e\u003cp\u003ePositive/Negative Examples\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003ePractice-oriented Courses\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e\u003cp\u003ePractice Courses and Professional practice\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e\u003cp\u003eField Trips\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e\u003cp\u003eTherapeutic Techniques and Feedback\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e\u003cp\u003eDevelopment PI during Study (courses, internships)\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e\u003cp\u003eCommunication Skills, Personal Development\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e\u003cp\u003eOnline teaching\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e\u003cp\u003eTheory-Practice-Balance\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eInternship Settings\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e\u003cp\u003eWork Shadowing, Introduction Day, Nursing Practice\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e\u003cp\u003eTheory-Practice-Transfer\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e\u003cp\u003eIndependent/Controlled Practice\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e\u003cp\u003eRules of Behavior\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e\u003cp\u003ePatients/Peers/Actors\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e\u003cp\u003eSupervision-, Meeting-, Feedback-Time\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e\u003cp\u003ePersonal Engagement\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eIntra-Interprofessional Team\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e\u003cp\u003ePostgraduate Exchange with Experienced Colleagues\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e\u003cp\u003eTraining/Education\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e\u003cp\u003eLeadership\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eReflection and Self-Reflection\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e\u003cp\u003eAsking for Help/Guidance\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e\u003cp\u003eInternship Reflection at University\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eInterprofessional Teaching/Patient Care\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e\u003cp\u003eOverlap, Demarcation, Work Area\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e\u003cp\u003eLecture \u0026ldquo;Role Development\u0026rdquo;\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e\u003cp\u003eInterprofessional Lectures\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eProfessional Behavior\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e\u003cp\u003eCredibility towards Staff and Patients\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e\u003cp\u003eInternal/External Vocational Representation\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eRole preparation\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e\u003cp\u003eRole Comprehension\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e\u003cp\u003eEthics\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e\u003cp\u003eInterprofessional Workforce\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e\u003cp\u003eEvidence-based Practice\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eAt our university 438 people were addressed and asked for the survey participation. Furthermore, PT (n\u0026thinsp;=\u0026thinsp;1713), OT (n\u0026thinsp;=\u0026thinsp;668) and SLP (n\u0026thinsp;=\u0026thinsp;357) students from other Austrian universities were integrated to enhance student numbers and response rates.\u003c/p\u003e\u003cp\u003eThe project was approved by the Institutional Ethics Board (No. A-2023-012). This study followed the ethical principles for research involving human participants according to the Helsinki Declaration.\u003c/p\u003e\u003cp\u003eThe PIFFS, a 25-item questionnaire based on a 5-point Likert scale was used (1\u0026thinsp;=\u0026thinsp;never true, 2\u0026thinsp;=\u0026thinsp;not really true, 3\u0026thinsp;=\u0026thinsp;neutral, 4\u0026thinsp;=\u0026thinsp;somewhat true, 5\u0026thinsp;=\u0026thinsp;definitely true). The PIFFS is a multidimensional measure considering various key factors contributing to PIF. These are: \u0026ldquo;knowledge about professional practices\u0026rdquo;, \u0026ldquo;having the professional as a role model\u0026rdquo;, \u0026ldquo;experience with the profession\u0026rdquo;, \u0026ldquo;preference for a particular profession\u0026rdquo; and \u0026ldquo;professional self-efficacy\u0026rdquo;. It can provide information on PIF over time and is not restricted to certain professions. The PIFFS can measure how successful a curriculum is for PIF during a study course. The construct reliability analysis showed scores from 0.65 to 0.85 gained from a sample of 1.295 students from different studies (15). We decided to add one question on self-reported professional knowledge developed by Carpenter \u0026amp; Hewstone. This was rated with a 5-point Likert scale (high-low) (39).\u003c/p\u003e"},{"header":"Results","content":"\u003cp\u003eSociodemographic results\u003c/p\u003e\n\u003cp\u003eThe total potential survey sample size was 3.176 persons. We got the deansʼ permission to include 2.975 persons (PT n\u0026thinsp;=\u0026thinsp;2001, OT n\u0026thinsp;=\u0026thinsp;764, SLP n\u0026thinsp;=\u0026thinsp;210). The Lime survey link was forwarded to the study program\u0026rsquo;s dean, who extended it to all students enrolled in this discipline via their institutional e-mail address. We received 328 (11%) questionnaires. Because of missing data, 77 questionnaires had to be excluded, leaving 251 for analysis. Occasional missing data (i.e., less than 15%) was imputed by using the median.\u003c/p\u003e\n\u003cp\u003eThe mean age was 23.6 years, 82.9% of respondents were female. 65.7% studied PT, 29.1% OT and 4.8% SLP. 34.3% were in their first year, 39.4% in their second, 26.3% in their third year of study. 157 (62.5%) had a relative working in the health sector, 180 (71.1%) had completed internships. For further sociodemographic data compare Table \u003cspan class=\"InternalRef\"\u003e2\u003c/span\u003e.\u003c/p\u003e\n\u003cp\u003eTable 2: Sociodemographic data from participants\u0026rsquo; questionnaires\u003c/p\u003e\n\u003cp\u003e\u003cimg 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\" width=\"598\" height=\"382\"\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eQuestionnaire\u0026rsquo;s results\u003c/strong\u003e\u003c/p\u003e\n\u003cdiv class=\"gridtable\"\u003eQuantitative Results11 questions, 10 from the questionnaire and the additional question were significant at the 0.05 level, given at the overall p-value (cp. Table \u003cspan class=\"InternalRef\"\u003e3\u003c/span\u003e). Of these, 2 questions became significant because of a development from the first to the second year (Q17, Q22). 3 questions (Q1, Q20, Q24) became significant from the first to the third year. 1 question (Q10) became significant from the second to the third year; 4 questions (Q3, Q4, Q6, Q7) became significant either from the first to the third or the second to the third year. One question (Q15) was significant for every ongoing year. Question 24, which rated the students\u0026rsquo; self-perceived knowledge on the common Austrian school grades (1\u0026ndash;5) resulted in a median of 3.\u003cp\u003eThere were only small if any correlations between the questionnaires\u0026rsquo; results and the sociodemographic variables (data not shown, cp. Additional file 2 and Additional file 3).\u003c/p\u003e\n \u003cp\u003eTable 3: Questionnaire\u0026rsquo;s results\u003c/p\u003e\n \u003ctable id=\"Tab3\" border=\"1\"\u003e\n \u003cthead\u003e\n \u003ctr\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eQuestion\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eoverall p-value\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003ep- value 1st -2nd year\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003ep-value 1st -3rd year\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003ep-value 2nd -3rd year\u003c/p\u003e\n \u003c/th\u003e\n \u003c/tr\u003e\n \u003c/thead\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e1. I know the nature of the work I will do in my future profession\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e0.002*\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e0.321\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e0.001*\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e0.097\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e2. In most work environments, professionals with different backgrounds work together. I know of the different types of professionals I will be collaborating with\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e0.636\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e1.0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e1.0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e1.0\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e3. I have a good idea about the roles and responsibilities of my future job\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e0.021*\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e1.0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e0.042*\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e0.039*\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e4. I know what kind of applications, tools, and equipment I will deal with in my future occupation\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u0026lt;\u0026thinsp;0.001*\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e0.059\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e0.000*\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e0.001*\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e5. I am aware of the impact of the decisions I make as a professional\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e0.290\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e1.0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e0.383\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e0.685\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e6. I have a good idea about the rules and regulations in the industry\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u0026lt;\u0026thinsp;0.001*\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e0.092\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e0.000*\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e0.025*\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e7. I work part-time in (or am running) a business related to what I am studying\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e0.001*\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e0.492\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e0.001*\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e0.038*\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e8. I am part of an interest group (inside or outside of the polytechnic) related to my profession\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e0.062\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e1.0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e0.198\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e0.070\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e9. I personally know some people who work in my future profession\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e0.730\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e1.0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e1.0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e1.0\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e10. I follow developments in my future industry in newspapers and on television\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e0.025*\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e1.0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e0.135\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e0.023*\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e11. Before I entered the university, I already had some prior work experience related to in the profession of my choice\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e0.057\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e1.15\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e0.094\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e1.0\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e12. I have interacted with professionals in the industry outside of the university or through events organized at the university\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e0.416\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e0.769\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e1.0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e0.808\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e13. When working on problems in class, I imagine myself to be in the shoes of a professional in my future work environment\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e0.158\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e0.169\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e0.798\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e1.0\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e14. I concentrate in my studies on what I believe I would need to know and be able to do when I enter my future occupation\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e0.063\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e0.263\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e1.0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e0.084\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e15. I believe I can already think and reason like a professional in a company or organization\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u0026lt;\u0026thinsp;0.001*\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e0.049*\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e0.000*\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e0.001*\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e16. I admire most those teachers who are professionals in the area that I would like to enter\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e0.215\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e0.694\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e0.277\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e1.0\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e17. I admire professionals who already work in my future work environment\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e0.016*\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e0.016*\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e0.147\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e1.0\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e18. I am sure I will have no problems dressing and behaving professionally in my industry\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e0.115\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e0.128\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e0.499\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e1.0\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e19. I feel poorly prepared for a real job (reversed)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e0.341\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e0.810\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e1.0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e0.534\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e20. I believe that I will easily get along with my future colleagues, get their cooperation, and have informal conversations with them\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e0.046*\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e0.487\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e0.040*\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e0.632\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e21. I\u0026rsquo;m confident that I can do an excellent job in the future\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e0.063\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e0.072\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e1.0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e0.344\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e22. I have no doubt that I will master all the skills necessary to succeed in my future work\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e0.005*\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e0.005*\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e1.0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e0.110\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e23. I am not sure about the kind of challenges faced by the professional in the PT/OT/SLP\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e0.215\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e1.0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e0.280\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e0.494\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e24. My own knowledge about my profession I would rate at\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e0.038*\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e0.319\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e0.035*\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e0.818\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n \u003c/table\u003e\n\u003c/div\u003e\n\u003cp\u003e\u003cem\u003eLegend: * significant at level 0.05\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003eQualitative results\u003c/p\u003e\n\u003cp\u003eIn the PT group there were 3 men and 3 women, in the OT and the SLP group there were only women. For details, compare Table 4.\u003c/p\u003e\n\u003cp\u003e\u003cem\u003eTable 4: Sociodemographic data group interviews participants\u0026nbsp;\u003c/em\u003e\u003c/p\u003e\n\u003ctable border=\"0\" cellspacing=\"0\" cellpadding=\"0\" width=\"418\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"bottom\" style=\"width: 112px;\"\u003e\n \u003cp\u003ePT\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 49px;\"\u003e\n \u003cp\u003eSex, year\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 36px;\"\u003e\n \u003cp\u003eNo. Intern-ships\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 25px;\"\u003e\n \u003cp\u003eOT\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 49px;\"\u003e\n \u003cp\u003eSex, year\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 36px;\"\u003e\n \u003cp\u003eNo. Intern-ships\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 25px;\"\u003e\n \u003cp\u003eSLP\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 49px;\"\u003e\n \u003cp\u003eSex, year\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 36px;\"\u003e\n \u003cp\u003eNo. Intern-ships\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"bottom\" style=\"width: 112px;\"\u003e\n \u003cp\u003eI1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 49px;\"\u003e\n \u003cp\u003em, 1st\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 36px;\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 25px;\"\u003e\n \u003cp\u003eI1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 49px;\"\u003e\n \u003cp\u003ef, 3rd y\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 36px;\"\u003e\n \u003cp\u003e5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 25px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 49px;\"\u003e\n \u003cp\u003ef, 1st\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 36px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"bottom\" style=\"width: 112px;\"\u003e\n \u003cp\u003eI2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 49px;\"\u003e\n \u003cp\u003ef, 3rd\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 36px;\"\u003e\n \u003cp\u003e7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 25px;\"\u003e\n \u003cp\u003eI2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 49px;\"\u003e\n \u003cp\u003ef, 2nd\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 36px;\"\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 25px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 49px;\"\u003e\n \u003cp\u003ef, 3rd\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 36px;\"\u003e\n \u003cp\u003e6\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"bottom\" style=\"width: 112px;\"\u003e\n \u003cp\u003eI3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 49px;\"\u003e\n \u003cp\u003em, 3rd\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 36px;\"\u003e\n \u003cp\u003e7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 25px;\"\u003e\n \u003cp\u003eI3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 49px;\"\u003e\n \u003cp\u003ef, 2nd\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 36px;\"\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 25px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 49px;\"\u003e\n \u003cp\u003ef, 1st\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 36px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"bottom\" style=\"width: 112px;\"\u003e\n \u003cp\u003eI4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 49px;\"\u003e\n \u003cp\u003ef, 2nd\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 36px;\"\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 25px;\"\u003e\n \u003cp\u003eI4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 49px;\"\u003e\n \u003cp\u003ef, 1st\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 36px;\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 25px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 49px;\"\u003e\n \u003cp\u003ef, 3rd\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 36px;\"\u003e\n \u003cp\u003e6\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"bottom\" style=\"width: 112px;\"\u003e\n \u003cp\u003eI5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 49px;\"\u003e\n \u003cp\u003ef, 1st\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 36px;\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 25px;\"\u003e\n \u003cp\u003eI5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 49px;\"\u003e\n \u003cp\u003ef, 1st\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 36px;\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 25px;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 49px;\"\u003e\n \u003cp\u003ef 2nd\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 36px;\"\u003e\n \u003cp\u003e5\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"bottom\" style=\"width: 112px;\"\u003e\n \u003cp\u003eI6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 49px;\"\u003e\n \u003cp\u003em, 2nd\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 36px;\"\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 25px;\"\u003e\n \u003cp\u003eI6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 49px;\"\u003e\n \u003cp\u003ef, 1sty\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 36px;\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 25px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 49px;\"\u003e\n \u003cp\u003ef, 2nd\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 36px;\"\u003e\n \u003cp\u003e5\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u003cem\u003eLegend:\u003c/em\u003e \u003cem\u003ePT Physiotherapy, OT Occupational\u003c/em\u003e \u003cem\u003eTherapy, SLP Speech Language Pathologist, I Interviewee, f female, m male\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003eRole model\u003c/p\u003e\n\u003cp\u003eStudents see lecturers/practice advisers as role models. They want to imitate good examples, but to distinguish themselves from bad examples.\u0026nbsp;\u003cem\u003e\u0026ldquo;\u003c/em\u003e\u003cem\u003eSupervisors of internship have the function of a role model\u0026rdquo;\u003c/em\u003e (OT, line 66).\u003c/p\u003e\n\u003cp\u003eInterprofessional teaching/patient care\u003c/p\u003e\n\u003cp\u003eStudents are well informed on the importance of interprofessional patient care. \u003cem\u003e\u0026ldquo;I see interprofessional work as something very important and essential, so that we can work together to achieve the best possible outcome for patients.\u0026rdquo;\u003c/em\u003e (OT, line 80)\u003c/p\u003e\n\u003cp\u003ePractice-oriented courses\u003c/p\u003e\n\u003cp\u003eStudents appreciate teachers introducing patient vignettes to give them lively impressions of patient care: \u003cem\u003e\u0026ldquo;\u0026hellip; patient vignettes introduced by lecturers\u0026rdquo;\u003c/em\u003e (OT, line 12). They appreciate it if patients agree to come to the lesson personally to work-shadow an authentic treatment. \u003cem\u003e\u0026ldquo;Treatment of patients in front of the whole class was extremely impressive.\u0026rdquo;\u0026nbsp;\u003c/em\u003e\u003cem\u003e(\u003c/em\u003ePT, line 61)\u003c/p\u003e\n\u003cp\u003eInternships\u003c/p\u003e\n\u003cp\u003eStudents want to become acquainted with different internships settings, i.e. hospitals, rehabilitation centers, ambulances, (nursery) schools, nursing homes, private practice. They see internships as essential parts of their education with a positive impact on their PIF. They need guidance and feedback to improve further. \u003cem\u003e\u0026quot;...to experience different settings which helps to develop one\u003c/em\u003e\u003cem\u003e\u0026rsquo;\u003c/em\u003e\u003cem\u003es identity\u0026rdquo;\u003c/em\u003e (OT, line 60) \u003cem\u003eand \u0026ldquo;You learn a lot of new things during internships, which can also shape your professional identity.\u0026rdquo;\u003c/em\u003e (OT, line 64) \u003cem\u003eor \u0026ldquo;That you [\u0026hellip;] receive constructive feedback.\u0026rdquo;\u003c/em\u003e (PT, line 39).\u003c/p\u003e\n\u003cp\u003eReflection/Self-Reflection\u003c/p\u003e\n\u003cp\u003eStudents know that personal well-being is an essential prerequisite for a successful therapist. \u0026nbsp;Reflections on personal/therapeutical limits were verbalized. \u003cem\u003e\u0026quot;I only can help a patient if I am feeling well.\u0026rdquo;\u003c/em\u003e (SLP, line 85) They like supervision in different settings from their practice advisors and their university lecturers after finishing an internship. Also, peer-group reflection is warranted.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eTeam\u003c/p\u003e\n\u003cp\u003eStudents realize that PIF is an ongoing process continuing after graduation. They hope for a start in a motivated team, where newcomers are warmly welcomed and guided. \u003cem\u003e\u0026ldquo;Colleagues who help me to familiarize myself well with the job.\u0026rdquo;\u003c/em\u003e (SLP, line 45)\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eProfessional behavior\u003c/p\u003e\n\u003cp\u003eStudents evaluate professional behavior as crucial, as this behavior leads to respect and patient\u0026rsquo;s compliance. It also refers to the group of professionals and how it is perceived and valued in society. \u003cem\u003e\u0026ldquo;Professional behavior is extremely important, because otherwise .... we hardly have any success in therapy.\u003c/em\u003e\u0026rdquo; (PT, line 96)\u003c/p\u003e"},{"header":"Discussion","content":"\u003cp\u003eWith this study we wanted/ to explore the PI formation and its driving variables in Austrian PT/OT/SLP students by using a mixed-methods design.\u003c/p\u003e\u003cp\u003eThere is no gender or profession bias in our samples because these professions are female-dominated, and PT is the largest group in Austria.\u003c/p\u003e\u003cp\u003eHigh survey return-rates and total sample inclusion raise the probability that perceptions in the population are reflected differently (40). Despite our efforts, we did not reach the calculated sample size. 11 % rsponse rate leaves us with a non-response bias (41). An abundance of online questionnaires may have been a reason (42). We cannot be sure if the link was forwarded but must trust verbal consent. We decided against sending a reminder to not overstress the deans. By involving all Austrian students, we took great effort to enhance the study population. Digital overloading and studentsʼ curricula may have been reasons for non-responses. Hence, we must be very cautious about interpreting the results and are not able to generalize them.\u003c/p\u003e\u003cp\u003eQuantitative Results\u003c/p\u003e\u003cp\u003eWe see a development in students knowing their profession (Q1), which in our trial takes place mostly between year one and three. Developing professional knowledge and skills takes time. Alternating theory lectures and internships finally lead to PI (43).\u003c/p\u003e\u003cp\u003eThe nonsignificant results for Q2 show the need for the faculty to better integrate interprofessional activities into study courses. This can improve thinking, knowledge and skills (44). Curricular changes in Austria are only possible every 5 years. So, to improve health care outcomes by interprofessional working (45), changes should be started earlier rather than later. Research by Shrader et al.(46) can guide curricular development and implementation. They suggest foreseeing and eliminating scheduling barriers, installing transparent expectations for learners and finally evaluating the process.\u003c/p\u003e\u003cp\u003eStudents develop their perceptions about their future roles and responsibilities (Q3). The different universities and study programs which took part in this investigation are successful in teaching about the future workplace and the roles students will have. Having a clear concept of responsibilities is very important in health care, where therapists take responsibility for patientsʼ wellbeing and safety. Therefore, education in roles and responsibilities should result in the principle of nonmaleficence (47). Nevertheless, the seriousness of students\u0026rsquo; decisions should be better communicated and trained for (Q5). Therapists are required to establish a safe, understanding, and appreciative communication and patient relationship to enhance health care delivery (48).\u003c/p\u003e\u003cp\u003eWe interpret Q6 as a room for improvement concerning PI lectures (8). Open discussions and lectures have already been implemented in the curricula, but awareness of those topics must be increased. To reach these goals on an interprofessional level, small, equally distributed student groups should be assigned tasks, where participants can recognize a common goal (49), e.g., how to treat a patient from different perspectives.\u003c/p\u003e\u003cp\u003eStudents are evidently interested in their profession (Q10). Being young and media-savvy, they establish and keep in contact with peers and colleagues via different channels. Alharbi et al. investigated this area and described that among nurses, the frequent use of social media for professional and educational reasons scored high with PI (50). Opinions and values can influence societal recognition and are affected by the media. Naturally, one wants to belong to a well-perceived profession.\u003c/p\u003e\u003cp\u003eStudents need to interact closely with peers and professionals in- and outside the formal curricula as interpersonal relationships can influence PIF (Q8/12) (17). Peer-groups, e.g., student tutorships share a lot of activities, advanced students can be assigned as tutors to newcomers. The faculty can supply mentorships to facilitate studentsʼ personal and PIF. Kusner et al. suggested longitudinal faculty mentorship to firstly address students\u0026rsquo; needs during study years. Secondly, a closer personal relationship between student and mentor can lay the foundations for valuable discussions and guidance (51).\u003c/p\u003e\u003cp\u003eRegarding the questionnaire attention should be given to Q17, which was significant for the transition from year one to two. Knowing professionals on a more informal basis or in the patient-therapist relationship may lead to some \u0026ldquo;admiration\u0026rdquo; from future students and may drive their desire to apply to the university. Interestingly, the similarly phrased Q16 was not significant. Maybe students do not see the clear connection between being a teacher and a therapist simultaneously. To stay a practiced and active PT/OT/SLP we recommend that besides teaching, university lecturers should treat their own patients to keep their authenticity and quality of clinical teaching (52). A student is not \u003cem\u003e\u0026ldquo;a vessel for depositing knowledge\u0026rdquo;\u003c/em\u003e (53), but they need critical thinking to foster PIF, provided by lecturers.\u003c/p\u003e\u003cp\u003eDuring the first year they progress in the transition from a layperson to a health care student (Q22). At this stage they still lack sophisticated insight and skills, but they have mastered professional language and are familiar with the basics. This may explain the significant results of this question. Desselle et al. (54) gave insight into the Motivating Language Theory, which can optimize studentsʼ performance. Lecturers should use a \u0026ldquo;direction-giving\u0026rdquo; language to outline roles and set clear goals for students. A common professional language is indispensable and lectures during the first year have the important task to introduce terms and context-related meanings (55).\u003c/p\u003e\u003cp\u003eThe question we added (Q24) became significant between years 1 to 3. Students dedicate lots of effort and time to reach their goal. The median of 3 can be interpreted arbitrarily. Grade 3 for an exam corresponds to passing it without any problems. However, there is room for improvement.\u003c/p\u003e\u003cp\u003eQualitative results\u003c/p\u003e\u003cp\u003eInternships\u003c/p\u003e\u003cp\u003eIt has been shown that internships are a crucial factor for PIF (56). Students appreciate internships in different settings and teams. Supervision is a critical feature in developing PI, therefore our results are in line with other evidence (57). This encompasses preliminary meetings and supervision during treatment sessions. In this way, clinical supervision can increase knowledge and skills (58). Students expressed the necessity to try techniques/concepts without the supervisor\u0026rsquo;s constant presence. First evidence showed that by implementing an adequate practice tutor model, clinical instructors have the same or even more time to manage their own patient load (56). Students stated that during internships there are more roles to assume than just one (i.e., team member, student, therapist). Internships reflect a real-world situation where interprofessional teams work together for the best of the patient. They serve to transfer practical and theoretical knowledge. Students want to collaborate with patients to find solutions for various complaints. Internships are an area to test discipline specializations to find a job after graduation (59).\u003c/p\u003e\u003cp\u003ePractice-oriented courses\u003c/p\u003e\u003cp\u003ePractice-oriented courses are another PIF determinant. Good teachers can draw lively and realistic pictures. Case vignettes are talked through from the first contact to the last assessment (60). Role plays can recreate a patient-therapist relationship and teach students how to react. Students wanted to increase the time to treat patients during university courses or at least expect authentical patient descriptions.\u003c/p\u003e\u003cp\u003ePracticing a technique only once during a course is insufficient, only many repetitions lead to self-confidence and correctness. Diseases are often complex; symptoms cannot easily be reproduced in simulation-based contexts by actors (61). By combining PT students and acting students Dennis et al. implemented a model of cross-disciplinary simulation-based learning, from which two different professions can profit (62). Teachersʼ feedback on techniques and roles is mostly warranted to improve students\u0026rsquo; PIF and motivation (9). COVID 19 left its traces, because from 2020\u0026ndash;2022 many courses had been online, which was difficult, if not impossible for hands-on therapists (63). Students verbalized various deficits they were forced to catch up with later. Teachers should integrate advanced methods such as simulation learning or introduce new technological possibilities e.g. living labs to create realistic learning environments. This may decrease the gap between university and internship (64). Maybe such environments can foster students\u0026rsquo; perception of \u003cem\u003e\u0026ldquo;being in the shoes of a professional\u0026rdquo;\u003c/em\u003e (Q13; (65).\u003c/p\u003e\u003cp\u003eInterprofessional teaching and patient care\u003c/p\u003e\u003cp\u003eStudents identified interprofessional teaching and patient care as a core factor for PIF. The advantages are joint therapy planning, implementation and evaluation (66). Harmonious co-working and mutual respect are only possible if everyone knows their scope, acknowledges overlaps, and is interested in efficiency (67). For a start, during theoretical lectures interdisciplinary student groups may work on case vignettes. By learning and solving cases together, prejudices can be eliminated even before they see their first patient (68). Other health care professionals are perceived as an enrichment, not a competitor to supports studentsʼ PIF. (69).\u003c/p\u003e\u003cp\u003eProfessional behavior\u003c/p\u003e\u003cp\u003e Expressing professional behavior towards patients, colleagues and relatives demonstrates a deep understanding of one\u0026rsquo;s role. Structured assessments are recommended to evaluate this process (70). Students need time, space, and confidence to realize how they want to enact their professional role, and to improve a higher professional level. Sharp et al. showed gaps when comparing students\u0026rsquo; ranking of their own behavior compared to given standards (71). A professional working/speaking attitude shows advanced PIF and earns respect. PI encompasses representing not only an individual but the whole group towards society. Professional behavior is shown in reading professional literature, joining conferences(9) and representing the group towards society through e.g., social media (72).\u003c/p\u003e\u003cp\u003eReflection and self-reflection\u003c/p\u003e\u003cp\u003e(Self)-reflection is a dominant feature in evolving competency (73; 8). Students must envisage their professional role. They must keep a distance as private people to stay efficient therapists. Taking \u003cem\u003e\u0026ldquo;a step back\u0026rdquo;\u003c/em\u003e can facilitate to cope with emotions and \u003cem\u003e\u0026ldquo;emotion regulation\u0026rdquo;\u003c/em\u003e (74). They must learn to apply newly learned therapies to patients and realize when it is time to ask for help. The ability to distinguish both requires a (self)-reflected perspective. Supervision must be provided by internship supervisors and university lectures equally to achieve reflection; additionally, peer feedback can contribute (75). Reflection can be done in case vignettes discussions(76) or writing assignments (77).\u003c/p\u003e\u003cp\u003eRole preparation\u003c/p\u003e\u003cp\u003eStudying PT/OT/SLP prepares for different work scenarios, giving individuals many possibilities to specialize according to their preferences. Students may have little time to identify with their role during different transitional stages such as \u003cem\u003e\u0026ldquo;Building, Becoming, Bridging, and Being\u0026rdquo;\u003c/em\u003e (78). Lectures like \u0026ldquo;Professional knowledge\u0026rdquo; or \u0026ldquo;Medical law\u0026rdquo; point the way to professional behavior, but PIF should be part of every lecture (79). Patient-centered medicine, broad knowledge, various therapy approaches and applying evidence-based practice are crucial.\u003c/p\u003e\u003cp\u003eRole model\u003c/p\u003e\u003cp\u003eIt has been suggested that students with negative experiences during internships may fail in their theory-practice-transfer (9). Lecturers and internship supervisors should bear in mind that they act as role models. This incorporates \u003cem\u003e\u0026ldquo;mentoring, supervision, coaching, tutoring and advising\u0026rdquo;\u003c/em\u003e (80). Therapists who act authentically shape the next therapeutic generation positively. Students notice positive and negative examples, so we all should bear our responsibility as role models. A very recent qualitative study revealed diametral characteristic features e.g., \u003cem\u003e\u0026ldquo;smart and passionate lecturers\u0026rdquo;, \u0026ldquo;incompetent and compromising teachers\u0026rdquo;\u003c/em\u003e and \u003cem\u003e\u0026ldquo;poor communication and conflict\u0026rdquo;\u003c/em\u003e which are acknowledged by students. As such they answer by imitating or rejecting in their own development (81).\u003c/p\u003e\u003cp\u003eTeam\u003c/p\u003e\u003cp\u003eAn (interprofessional) team can shape a newcomer\u0026rsquo;s PI(82) depending on the experienced colleagues\u0026rsquo; personality. Experienced therapists support students and newcomers as an anchor(83) for technical and behavioral questions and PIF (9). Becoming a member of the legal professional association also fosters PIF (84). In Austria this is not mandatory but seeing the implications it would be advisable. Although it is possible in Austria for PTs/OTs/SLPs to be self-employed after graduation, from a PI point of view the advantages of being an employee in a team for a certain period should not be underestimated.\u003c/p\u003e\u003cp\u003eAdded value of mixed-methods study\u003c/p\u003e\u003cp\u003eAlthough during our interviews students placed emphasis on the fact that they can profit by interprofessional lectures and see the importance of interprofessional patient care this question (Q2) did not reach significance. Our faculty must intensify its efforts to teach students interprofessionally, maybe with shared case vignettes on a broader scheme.\u003c/p\u003e\u003cp\u003eConcerning Q13, the question remains on how to facilitate to \u003cem\u003e\u0026ldquo;slip on the professionals\u003c/em\u003e\u0026rsquo; \u003cem\u003eshoes\u0026rdquo;\u003c/em\u003e? Interviews told us to give best practice examples, to offer supervision with real patients at the university or to implement/intensify internship supervision by lecturers. Students admire professionals (Q17) but not teachers (Q16). Our data suggest a gap between those two, which should be closed or rather never opened.\u003c/p\u003e\u003cp\u003eMany interview quotes emphasized the importance of internships although there is no corresponding question. The questionnaire was chosen because of its connection to the research question. Nevertheless, with hindsight we would have added an additional group-interview question. To better reflect students\u0026rsquo; experiences, the questionnaire may be adapted. The importance of internships should be explored in more detail with different approaches in the future.\u003c/p\u003e\u003cp\u003eFinally, the value of this mixed-method was that PIF remains a very personal, individual-depending topic. With the questionnaire we intended to reach many students, but it cannot substitute an inspiring discussion.\u003c/p\u003e\u003cp\u003eLimitations\u003c/p\u003e\u003cp\u003eWe hoped for a higher response rate, as already discussed. So, the final sample was quite small despite efforts to enlarge the research throughout Austria. Therefore, results should be interpreted with caution. As we compared different years of study but not the same sample in its development over three years, there is risk of bias because of changing persons. A longitudinal data survey over 3 or more years was not possible for organizational reasons. To publish in English, we had to translate the quotes. To minimize this bias, it was counterchecked with an English native speaker.\u003c/p\u003e"},{"header":"Conclusion","content":"\u003cp\u003eThis trial investigated the PIF in different Austrian universities within PT/OT/SLP students at different stages of their study. PIF takes place during bachelor studies in PT/OT/SLP students in Austria at different times. Internships, interprofessional experiences, lively lessons and role models are the driving factors. Formal and informal curricula must be reflected critically to identify adjustments needed to strengthen PIF and to meet future needs for an interprofessional health work force.\u003c/p\u003e\u003cp\u003eAdditional material: Additional file 1 .spv \u0026ldquo;Correlation_Ordinal\u0026thinsp;+\u0026thinsp;Question\u0026rdquo; Correlation Analysis of year of study and questionnairesʼ results; Additional file 2 .spv \u0026ldquo;Correlation_Nominal\u0026thinsp;+\u0026thinsp;Question\u0026rdquo; Correlation Analysis of nominal data and questionnairesʼ results\u003c/p\u003e"},{"header":"Abbreviations","content":"\u003cp\u003eIPE Interprofessional Education, OT Occupational Therapy, PI Professional Identity, PIF Professional Identity Formation, PIFFS Professional Identity Five Factor Scale, PT Physiotherapy, SLP Speech-Language Pathologists\u003c/p\u003e"},{"header":"Declarations","content":"\u003cp\u003eEthics approval:The project was approved by the Institutional Ethics Board (No. A-2023-012). This study followed the ethical principles for research involving human participants according to the Helsinki Declaration.\u003c/p\u003e\n\u003cp\u003eConsent: Survey participants agreed to their participation before submitting the survey. Group interview participants signed an informed consent form.\u003c/p\u003e\n\u003cp\u003eConsent for publication: not applicable \u003c/p\u003e\n\u003cp\u003eAvailability of data and materials: The datasets used generated and/or analyzed during the current study are study content or additional files.\u003c/p\u003e\n\u003cp\u003eClinical trial number: not applicable\u003c/p\u003e\n\u003cp\u003eCompeting interests: The authors declare that they have no competing interests.\u003c/p\u003e\n\u003cp\u003eFunding: This research was funded by the University of Applied Sciences for Health Professions Upper Austria. \u003c/p\u003e\n\u003cp\u003eAuthor\u0026rsquo;s contribution: Conceptualization and methodology: ME, RRS; resources: SN; investigation: ME, RRS, UH; analysis: ME, RRS; data curation: ME, SN; writing (original draft): ME, RRS; writing (review \u0026amp; editing): SN, UH; visualization: ME; supervision and project administration: ME \u003c/p\u003e\n\u003cp\u003eAcknowledgements: We would like to thank all students who took part in the survey or the group interviews.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\n\u003cli\u003eHolden MD, et al. 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MedEdPublish (2016). 2020;9:180. doi: 10.15694/mep.2020.000180.1.\u003c/li\u003e\n\u003cli\u003eBremer AE, et al. How an EPA-based curriculum supports professional identity formation. BMC Med Educ. 2022;22(1):48. doi: 10.1186/s12909-022-03116-0.\u003c/li\u003e\n\u003cli\u003eKoh EYH, et al. Role modelling in professional identity formation: a systematic scoping review. BMC Med Educ. 2023;23(1):194. doi: 10.1186/s12909-023-04144-0.\u003c/li\u003e\n\u003cli\u003eEmilia O, Suhoyo Y, Utomo PS. Teacher as role model in developing professional behavior of medical students: a qualitative study. Int J Med Educ. 2023;14:55-62. doi: 10.5116/ijme.6443.ae49.\u003c/li\u003e\n\u003cli\u003eRobinson M, Cottrell D. Health professionals in multi-disciplinary and multi-agency teams: Changing professional practice. J Interprof Care. 2005;19(6):547-560. 10.1080/13561820500396960.\u003c/li\u003e\n\u003cli\u003ePettersson AF, Bolander Laksov, K, Fjellstr\u0026ouml;m M. Physiotherapistsʼ stories about professional development. Physiother Theory Pract. 2015;31(6):396-402. doi: 10.3109/09593985.2015.1024804.\u003c/li\u003e\n\u003cli\u003eBurns ST, Cruikshanks DR. Independently Licensed Counselorʼs Connection to CACREP and State Professional Identity. The Professional Counselor. 2018;8(1):29-45. doi: 10.15241/stb.8.1.29.\u003c/li\u003e\n\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":true,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"Professional identity formation, physiotherapy, occupational therapy, speech-language pathologists, survey, group interview, internship, interprofessional experiences, role model, supervision","lastPublishedDoi":"10.21203/rs.3.rs-6442810/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-6442810/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003ch2\u003eBackground\u003c/h2\u003e\u003cp\u003eProfessional Identity (PI) is an ongoing transformative evolutionary process. PI is the foundation for interprofessional comprehension and behavior. Physiotherapists (PT), Occupational Therapists (OT) and Speech-Language Pathologists (SLP) are an important part of the Allied Health Professions. During study and after graduation, students are required to develop their PI to belong to a professional group. Although various research has been done in different health professions on PI formation, there is scarce evidence in Allied Health Professions. Based on this our research question was to establish if PI formation takes place among first to third year Austrian PT/OT/SLP students and which variables are driving the process.\u003c/p\u003e\u003ch2\u003eMethods\u003c/h2\u003e\u003cp\u003eWe chose a mixed-methods design: an online survey using the cross-cultural adapted PIFFS questionnaire plus one question on perceived self-knowledge followed by 3 guided online group interviews (n\u0026thinsp;=\u0026thinsp;18). The results from the survey served to develop guidelines for the semi-structured interviews. Power calculation was done with Slovin\u0026rsquo;s formula. Data was processed using Kruskal-Wallis test to compare study years (p\u0026thinsp;=\u0026thinsp;0.05) and content analysis for verbatim transcribed qualitative data with eight inductive developed main categories with triangulation of researchers.\u003c/p\u003e\u003ch2\u003eResults\u003c/h2\u003e\u003cp\u003eWe analyzed 251 questionnaires, 83% of respondents were female. The majority studied PT, were in their second year; 71% had already accomplished internships. 11 questions, 10 from the PIFFS and the additional question were significant at 0.05. Role models, interprofessional teaching/patient care, practice-oriented courses, internships and reflection were the most important factors emerging from the group interviews.\u003c/p\u003e\u003ch2\u003eDiscussion\u003c/h2\u003e\u003cp\u003eA development was seen in students knowing their profession. Developing professional knowledge and skills takes time. Alternating theory lectures and internships finally lead to PI. Internships are a crucial factor for PI formation. Students appreciate internships in different settings and teams. Supervision is a critical feature in developing PI.\u003c/p\u003e\u003ch2\u003eConclusion\u003c/h2\u003e\u003cp\u003ePI formation takes place during bachelor studies in Austrian PT/OT/SLP students. Internships, interprofessional experiences, lively lessons, role models and supervision are the driving factors. Formal/informal curricula must be reflected critically to identify adjustments needed to strengthen PI formation and to meet future needs for an interprofessional health work force.\u003c/p\u003e","manuscriptTitle":"Professional Identity Formation in Austrian Physiotherapists, Occupational Therapists, and Speech- Language Pathologists – a mixed method investigation","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-08-07 16:49:34","doi":"10.21203/rs.3.rs-6442810/v1","editorialEvents":[{"type":"communityComments","content":0}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"b805872e-2114-451d-bb3d-d91c5208d96f","owner":[],"postedDate":"August 7th, 2025","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"posted","subjectAreas":[],"tags":[],"updatedAt":"2026-01-14T16:09:17+00:00","versionOfRecord":[],"versionCreatedAt":"2025-08-07 16:49:34","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-6442810","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-6442810","identity":"rs-6442810","version":["v1"]},"buildId":"8U1c8b4HqxoKbykW_rLl7","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}