Becoming Future Health Professionals: The Role of Experiential Learning on Exercise Science Students’ Pre-Professional Identity

Abstract

Pre-Professional Identity (PPI) forms by internalizing professional skills, knowledge, and values of the intended future profession into one’s identity. This process enables individuals to act, think, and feel like professionals. Upon graduation, the majority of students in exercise science pursue careers in various health professions, and their undergraduate experiences significantly influence the formation of PPI. Future health professionals who develop a strong PPI are better equipped to navigate their professional careers with purpose and meaning, contributing to both stability and longevity in their profession. This study explores the impact of an experiential learning course on PPI formation among exercise science major students. Eleven students participated in this study and the data were collected through semi-structured individual interviews and reflection papers. Four key themes were identified in this study: Experiencing and Reflecting, Acting and Thinking Like a Professional, Feeling Like a Professional, and Constructing a Pre-Professional Identity as a Health Professional. Through experiential learning, followed by guided reflection, exercise science students were able to apply their knowledge and skills in real-world situations and embody professional values, influencing the development of PPI as future health professionals. This study provides insights into how experiential learning can shape the PPI of future health professionals. Also, this study highlights the importance of intentionally integrating various strategies that contribute to the formation of PPI among exercise science students.

Keywords

pre-professional identity professional identity formation exercise science health professional experiential learning

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