| Summary: | Background: Occupational therapy entry-level education is filled with opportunities for experiential learning. Post-professionally, few opportunities exist for participation in structured mentored experiences. Mentoring in health care professions is not new; it has resurged over the past 15 years, documenting the nature of mentorship for practicing clinicians, the design of programs to promote advancement, and the effectiveness of these programs. Level I Mentorship by the STAR Institute uses a small group format and entails a blend of live and online instruction, fostering discussion and reflection rooted in on-site learning experiences. This qualitative study aims to understand participants' perceptions of STAR Institutes' Level I Mentorship and its impact on their clinical practice. Methods: This qualitative study explored data from eight participants who took part in a focus group. Results: By employing ATLAS.ti Web for qualitative data analysis, involving three raters, and implementing strategies to ensure the reliability of the findings, a multitude of categories and themes emerged, including (a) instructional methodology, (b) professional development, (c) treatment implementation, and (d) assessment implementation. Conclusion: The STAR Level I Mentorship Program and its instructional content played a pivotal role in aiding clinicians in developing and validating their comprehension of the subject matter. Moreover, it served as a resource for their professional development, equipping them with tools to navigate both opportunities and challenges in their clinical practice.
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