Canadian Chinese Graduate Student Occupational Therapist Professional Identities
Bibliographic record
Abstract
Occupational therapy (OT) as a field in China and Hong Kong is very different from Western countries like Canada. Not only is the field itself growing at a different pace but the cultural understanding of the role of OT practice also differs. This thesis explores the experiences of five Chinese graduate occupational therapy students, at the halfway point of their Master of OT (M.Sc.OT) programs in Ontario. Specifically, the influences of culture on their understanding of coursework, theories, interactions with peers, faculty, and clients are explored to understand how culture influences their professional identities as student occupational therapists. Seidman’s (2013) three-interview approach is utilized to gather rich data from participants through three separate interviews. Results reveal program and cultural factors that influence participants’ professional identities as student occupational therapists. Program factors include the geographical location of the university, the programs’ teaching philosophy, professional development and mentorship, placement requirements, catchment areas, and unique placement experiences. Cultural factors include the student’s Chinese values and views on health, disability and independence, relationship with preceptors and professors, and the understanding of the scope of occupational therapy. Overall, students had some conflicting views on OT theories which are predominantly westernized, difficulties relating to peers who are not Chinese, and conflicting views on building rapport with professors and preceptors during placements. There were not clear differences between participants from Hong Kong and China related to how long participants had lived in Canada before starting the M.Sc.OT. Despite these conflicting views and challenges, participants are optimistic about their future job prospects. Program level implications include the continued efforts of faculty and educators to incorporate culturally diverse information into case studies, tailoring mentorship programs, and increasing representation of Chinese students, faculty, and preceptors into the program. Research implications include the need for both quantitative and qualitative research studies with a larger population to further understand the cultural influences on graduate Chinese occupational therapy students.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.002 | 0.004 |
| Science and technology studies | 0.022 | 0.003 |
| Scholarly communication | 0.004 | 0.001 |
| Open science | 0.001 | 0.004 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.011 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".