Year: 2026
Type: article
Abstract: Soft skills, such as communication, emotional intelligence, and response to feedback, are critical for the success of occupational therapy students but are often underemphasized in educational standards and curricula.This qualitative study examined how faculty perceived, defined, and facilitated the development of soft skills during the didactic phase of occupational therapy education.Using a phenomenological design, 12 faculty members from accredited occupational therapy programs participated in semistructured interviews.Thematic analysis revealed six themes: Hidden Skills, Incorrect Assumptions, and What's Trending addressed faculty perceptions, while What's Developing, What's On Us, and Why Does It Matter described faculty responsibilities and strategies to foster soft skills.Overall, participants reported that students frequently lacked expected soft skills, attributing this to generational shifts, increased technology use, and limited pre-professional experiences.Participants emphasized the importance of early integration in the classroom, utilizing techniques such as reflection, role-playing, group work, advising, and modeling.Despite challenges in assessment, soft skills were consistently identified as critical for fieldwork success and professional development.The study highlights the need for more intentional integration of soft skills in occupational therapy curricula and for stronger collaboration with fieldwork educators to support students' clinical readiness.
Authors: John Adkins, Alysha Skuthan
Institution: Shenandoah University
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W7208730485