Outcomes and Perceptions of Graduates of an On-Campus and Hybrid Occupational Therapy Program

Abstract

Hybrid education, which combines face-to-face and online learning, is being implemented in an increasing number of graduate schools. However, there is limited research on the outcomes of graduates of hybrid programs. The purpose of this study was to a) examine the employment characteristics, professional characteristics, and education perceptions of graduates from an entry-level doctor of occupational therapy program; and b) investigate differences in these variables between graduates of the on-campus and hybrid pathways. A cross-sectional online survey was completed by 146 graduates of an occupational therapy program that includes on-campus (n=111) and hybrid (n=35) pathways. Data were analyzed using an independent t-test and thematic analysis. There were no significant differences in levels of perceived preparedness for the certification exam or to enter the workforce between on-campus and hybrid alumni. No significant differences were found between groups in reported sense of belonging and skills learned throughout the program, or in practice settings or leadership roles held after graduation. There was a significantly greater number of hybrid alumni who were members in state occupational therapy associations. Qualitative data yielded differences in why alumni chose their pathway. In conclusion, graduates were active members of state and national associations, held various leadership and professional roles, felt prepared to begin employment, and experienced positive learning environments. Hybrid pathway graduates were similar in their professional characteristics, employment characteristics, and professional education perceptions compared to their on-campus counterparts, suggesting hybrid education is a suitable educational delivery model for occupational therapy students.

Keywords

• hybrid education
• occupational therapy
• employment characteristics
• professional characteristics
• graduate outcomes