'Sometimes I don't feel like an osteopath at all'- a qualitative study of final year osteopathy students' professional identities

The findings suggest that final year osteopathy students held differing professional identities, and four categories were constructed which describe this variation, these were: approach to patient care, view of osteopathy, learning experience and view of practical skills. Students' professional identities varied in their stages of development and related to three points along a profession identity continuum and are in accordance with role transition theory. A well-developed professional identity, which is also flexible in response to new knowledge and evidence, has positive connotations for students' confidence in practice, well-being and career success.