Objectives: To explore the perceptions of entry-level occupational therapy academicians in the United States regarding their perceptions on transitioning into academia.
Design: Cross-sectional survey
Setting: Not applicable (OT educators across the US were surveyed)
Participants: Participants were recruited by posting the survey invitation on American Occupational Therapy Association (AOTA) CommunOT 'Academic Education Special Interest Section' and by mailing the survey invitation to all accredited OT and OT Assistant educational programs in the US.
Interventions: Not applicable.
Main Outcome Measures: A custom-designed survey tool based on the research question and literature review.
Results: Sixty valid responses were received. Midcareer clinicians with 'terminal degrees' and 'past adjunct teaching or fieldwork supervision experience' appear to be a suitable target for faculty positions. Passion for teaching/research, meaningfulness of work, and intellectual inquisitiveness were the top reasons that encouraged the respondents to choose academia. Majority of respondent's reported inadequate orientation and lack of clarity in expectations post transitioning.
Conclusions: Universities must offer comprehensive onboarding and mentoring, clarity in expectations, and competitive pay to support and retain talents in academia.
Author(s) Disclosures: None
Learning Objectives:
Demonstrate awareness of the facilitators and barriers related to transitioning into academia in the field of OT.
Describe the post-transition challenges experienced by entry-level OT academicians.
Identify the target population who may be inclined to transitioning into academia and strategies to retain entry-level academicians in academia.
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