Forthcoming: From observation to practice: Students’ perceptions of professional identity in South African speech–language pathology and audiology education
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Abstract
Background. Professional identity is as important in medical education as clinical skills and knowledge. By shaping students’ roles, values, and behaviours, it facilitates their transition from academic learning to clinical practice. Interest in this area has grown across health disciplines, but research on professional identity in speech–language pathology and audiology (SLP/A), particularly in South Africa, is limited.
Objective. To explore the perceptions that SLP/A students have of their professional identity throughout the 4-year undergraduate programme.
Methods. A qualitative, cross-sectional interpretive design was used, employing purposive sampling to collect data from 164 SLP/A students at a South African university. Data were gathered through self-developed paper-based surveys and analysed using a qualitative bricolage approach.
Results. The professional identity formation of students evolved across the years of study, with a dynamic developmental trajectory shaped by experiential learning and clinical immersion being adopted. Identity evolved from self-focused perspectives in the early years towards broader understandings of professional roles, collaboration, and patient-centred care by the fourth year. In the first year, this shift was influenced by observing clinical practice; subsequently, this transitioned into internalising and embodying professional values and responsibilities. Similarities and differences across the two professions emerged. Cultural and contextual aspects were not evident in our findings.
Conclusion. The findings highlight clinical exposure as key to students’ professional identity formation, yet student perceptions of their professional identity in relation to their experiences are not routinely explored. Structured opportunities for reflection, role modelling, mentoring, and identity exploration should be integrated into the clinical curriculum.
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