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or the first time at McGill’s School of Physical & Occupational Therapy the passage from classroom to clinical training for occupational and physical therapy students was marked by a special event: the school’s name tag ceremony. Students completing the U3/qualifying year convened with faculty on April 29, 2011 to formally receive the name tags that they will wear at their upcoming clinical rotations.

At this ceremony, two clinical experts inspired the students with important messages as they evolve from student to professional. Mary-Ann Dalzell PT, MSc, spoke about professionalism and client-centred care and Kathleen Montpetit OT, MSc, emphasized the importance of clinical research and evidence-based practice. Occupational therapy student Rebecca Todor and physical therapy student Pamela Dinunzio spoke on behalf of their class about their experiences and the importance of these next steps in their training trajectory. Students worked collaboratively to write a pledge as health professionals, which they read together at the ceremony. Vice-principal and Dean of medicine, Dr. Richard Levin, spoke of the many roles and responsibilities the students will assume as health practitioners, and told the audience “the path you have chosen will encompass hundreds – even thousands – of opportunities to make a difference in the lives of people.” The speeches can be found on our website at www.mcgill.ca/spot/.

In the final words to the students from interim director, Annette Majnemer OT, PhD, elucidated the importance of the name tag as a symbol. “Your name signifies who you are, as an individual with unique strengths and attributes that you will bring to your profession; the name tag indicates the professional you are becoming, confirming to others that you will abide by ethical, professional behaviors; and finally, the name tag identifies you as a student of McGill University, attesting to the high caliber and rigor of your educational training.”

This name tag ceremony represents an important rite of passage in student training as OTs. They have been acquiring important foundation knowledge in the fundamental sciences, recent research advances in rehabilitation, conceptual models and theories, assessment ap-proaches and tools, treatment strategies and practical skills. They are now at a critical stage in their training as future health professionals; they enter a vital new phase of their professional education as they begin their first clinical courses.