How can professional activity at the student level be increased?

September/October 2002, Volume 56, Number 5 For some of us, professional activity is part of who we are as an occupational therapist or occupational therapy assistant. It is respected in the milieu of academia, clinical practice, and administration. However, the type and amount of professional activity we are involved in is and has been an issue for discussion and debate for decades along with the establishment of minimal standards of expectations. Perhaps increasing professional activity at the student level will motivate new graduates to continue such activity, bringing it to higher levels as their expertise and interests become more focused and advanced. Educators are to be commended for their research and the evolution of academic preparation of occupational therapy students. But, can we do more? What are we doing to promote professional activity to students? Does successful completion of an academic program assure contribution to the profession? Gillette’s (1998) dedication to Wilma L. West identifies the significance of professional activity for students: Long before most others, Wilma West recognized that only by developing a sense of professional responsibility in each student can we insure that members will support their professional organizations financially and through their memberships and contribute to the research and publication processes that give the world its perspective on occupational therapy. (p. 318) We all are role models for occupational therapy students whether we are currently employed as an educator, practitioner, administrator, scholar, or researcher. Students in occupational therapy programs and occupational therapy assistant programs have opportunities to interact with numerous occupational therapy practitioners throughout their academic preparation. Volunteer experience, the academic classroom, and fieldwork experience provide opportunities for students to observe us in our professional lives. Each of us is responsible for serving as a role model for these individuals in terms of knowledge, clinical reasoning, professional behavior, and professional activity. Before we can increase professional activity at the student level, we must consider our own. Professional activity at the entry, intermediate, or advanced level of professional performance can be enhanced and extended (American Occupational Therapy Association [AOTA], 1993). Maintaining professional competence has been addressed (AOTA, 1995). Some states require continuing education; others encourage it; and most of us have bought into the prospect of life-long learning: “Overall, our colleagues are committed professionals engaged in activities that support their ongoing competence. They are dedicated to updating their knowledge and skills in their roles as practitioners, administrators, educators, researchers, and scholars” (Hinojosa & Blount, 1998, p. 700). The primary purpose of continuing education, whether mandated or voluntary, is for the betterment of the individual. Professional activity involves leadership; membership; and involvement at the local, state, and national levels and is for the betterment of the profession. It involves being proactive in local communities, supporting colleagues, conducting research, maintaining high ethical standards, lobbying, presenting workshops and conferences, and publishing. Professional competence and professional activity will complement each other in our roles as occupational therapists and occupational therapy assistants. Educators in academic programs are positioned to address this important issue; perhaps we can do a better job. Traditionally, academic educators strive for better teaching strategies. Emery and Kalscheur (2000) discussed the application of the Student-Oriented Learning Outline to facilitate student learning of research. Acknowledgment of changes in the health care delivery system has led educators to prepare students for roles as consultants (Dudgeon & Greenberg, 1998). Hammel et al. (1999), along with numerous other educators, continue the quest for ideal education through the application of problembased learning. We are conscientious in our efforts to prepare our students to become qualified practitioners. Let’s not forget the issue of professional activity. In addition, researchers have attempted to assess the personality traits of occupational therapy students (Tickle-Degnen, 1998; Wise & Page, 1980) as a predictor of clinical performance. Occupational therapy programs have developed admission criteria and interviews in attempt to select “qualified applicants who will complete the program and make a contribution to the occupational therapy profession” (Agho, Mosley, & Smith-Paul, 1998, p. 592). How can professional activity at the student level be increased? It is essential that we reevaluate our own activity in the proTHE ISSUE IS How Can Professional Activity at the Student Level Be Increased?