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Evaluating level I fieldwork students: a job model.

E F Winter1, C Q Peterson, H B Winter

  • 1Department of Occupational Therapy, Western Michigan University, Kalamazoo 49008-5051.

The American Journal of Occupational Therapy : Official Publication of the American Occupational Therapy Association
|February 1, 1990
PubMed
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A new job model was developed to assess occupational therapy students' clinical performance during Level I fieldwork. This model focuses on accomplishments and feedback, offering a standardized method for evaluating student fieldwork success.

Area of Science:

  • Occupational Therapy Education
  • Behavioral Engineering
  • Clinical Performance Evaluation

Background:

  • Traditional evaluations for Level I fieldwork in occupational therapy may lack standardized metrics.
  • There is a need for improved methods to assess student clinical performance and skill acquisition.

Purpose of the Study:

  • To develop and evaluate a job model for assessing the clinical performance of occupational therapy students in Level I fieldwork.
  • To determine if the job model provides a standardized method for measuring student accomplishments.

Main Methods:

  • A job model, based on behavioral engineering principles, was developed.
  • A pilot study compared the job model with traditional evaluations for 137 occupational therapy students.
  • The job model emphasizes accomplishments and immediate skill-specific feedback.

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Main Results:

  • The job model was successfully implemented in a pilot study involving 137 students.
  • The job model demonstrated its ability to provide immediate feedback on specific skills.
  • The study indicated the job model offers a method for identifying standard values in fieldwork evaluations.

Conclusions:

  • The developed job model is an effective tool for evaluating occupational therapy students' clinical performance in Level I fieldwork.
  • This behavioral engineering approach offers a standardized and feedback-rich method for fieldwork assessment.
  • The job model has the potential to enhance the consistency and validity of occupational therapy student evaluations.