Background: Research examining best practice in occupational therapy doctoral education is growing; however, the evidence base is not yet robust. While the outcomes and professional characteristics of doctorate-level graduates are being examined, there has been limited study of the pedagogical approaches best suited to produce these educational outcomes (Bream & Gray, 2024; Kaldenberg & Delbert, 2024; Kiraly-Alvarez et al., 2022; Lampe et. al., 2020; Miller et al., 2021; Recigno et al., 2020; Williamson et al., 2023). Despite this limited guidance in the professional literature on best practices in doctorate-level education, the number of entry-level doctorate programs continues to grow (Accreditation Council for Occupational Therapy Education [ACOTE®], n.d.). Thus, there is a pressing professional need to identify pedagogical approaches that produce excellent outcomes among graduates of occupational therapy doctorate programs.
Purpose: The goal of this qualitative descriptive study was to gain a deeper understanding of the pedagogical approaches integrated within a post-professional Doctor of Occupational Therapy program that graduates perceived to support their professional identity development and leadership capacities.
Methods: Participants were 16 graduates of a post-professional Doctor of Occupational Therapy program. Methods included content analysis of transcripts from two focus group and ten reflection papers participants completed as students on “My Envisioned Future as a Doctor of OT”.
Results and Implications: Findings revealed the following themes reflecting the pedagogical ingredients perceived to support the professional identity development and leadership capacities among Doctors of Occupational Therapy: 1) Mentorship, 2) “Stepping outside of my comfort zone”, 3) “Context is everything”, 4) Extended time in context, and 5) Choice and customization: “Making my own way”. Further study is needed to systematically examine doctorate-level pedagogical approaches, including dosage and duration, in relation to desired outcomes among graduates.