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

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.