• Dissertation Abstract  This study applies the social cognitive theory to understand doctor of physical therapy student perceptions of professional identity formation (PIF). The purpose of this study was to determine what factors students, in various educational stages, perceived to influence their professional identity development during didactic curricula. Also, this study sought to understand the lived experiences students perceived as supportive or threatening to individual PIF while on campus.  Using a survey with closed and open-ended questions, data from eighty participants, representing three cohorts was analyzed using a mixed methods approach. Quantitative findings from this study indicate that factors students perceived impactful align with previous research in other healthcare education sectors and included faculty as the greatest impact. There was no correlation between factors perceived important and specific cohort. Emergent themes from open-ended questions about lived experiences revealed that what faculty gave; time, grace, vulnerability, authentic learning experiences, and inspiration to be the most significant positive impact on PIF.  Experiences negatively impacting PIF were primarily external, with faculty encounters and program features threatening PIF. The impact of experiences supporting PIF impacted student thinking, feelings, and future behavior while experiences threatening PIF created reduced self-efficacy.  When questioned about the greatest barrier to PIF, students perceive internal factures, or themselves, to be the greatest barrier. This study contributes to the paucity of research in professional identity formation of doctor of physical therapy students and informs program development to support professional identity formation as an educational objectives in doctor of physical therapy curricula. (10/2022)

Scholarly Journals--Accepted

  • Gang JA, Gang GR. “Pieces of Myself”: The Pedagogical Power of an lllness  Narrative Assignment for Doctor of Physical Therapy Students. Internet Journal  of Allied Health Sciences and Practice. Accepted September 2022.  (09/2022)

Scholarly Journals--Published

  • Gang JA, Gang GR, Gharibvand L. Integration of Spirituality and Whole Person  Care into Doctor of Physical Therapy Curricula: A Mixed Methods Study. Journal  of allied health. 2022;51(2):130-135.  (06/2022)
  • Gang GR, Wilson CA, Garcia HA, Daher NS, Johnson EG. The art of connection: A model for teaching therapeutic alliance to doctoral physical therapy students within an acute care course. Journal of Physical Therapy Education. 2021;35(2):121-127.    (06/2021)