Exploring Explicit Attitudes Toward Disability and Professional Identity Among Occupational Therapy and Other Healthcare Students: A Comparative Study.

Abstract

A cross-sectional survey was conducted with 57 occupational therapy students and 74 students from other health-related fields to explore the relationship between professional identity and explicit attitudes toward disability among university students of occupational therapy and students from other health care fields. Data were analyzed using descriptive statistics, non-parametric correlation analyses, and two exploratory linear regression models. Results indicated that occupational therapy students who felt a stronger sense of commitment and energy in their studies were more likely to hold inclusive views toward people with disabilities (p < .05). Furthermore, those in more advanced academic years who experienced a deeper sense of immersion in their university activities reported a greater appreciation for positive outcomes associated with disability (p < .05). These findings underscore the importance of nurturing engagement and inclusive perspectives throughout the occupational therapy curriculum. These findings highlight the need for occupational therapy curricula that emphasize inclusion to strengthen professional identity. Future studies should validate these findings in larger samples and across diverse educational settings.