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Active participation in fieldwork level I: fieldwork educator and student perceptions.

Cynthia J Haynes1

  • 1Occupational Therapy, School of Science, Health and the Liberal Arts, Philadelphia University, Philadelphia, PA, USA.

Occupational Therapy in Health Care
|August 1, 2013
PubMed
Summary

Occupational therapy students desire active participation in Level I fieldwork for skill development. However, surveys reveal a discrepancy between student expectations and fieldwork educator practices, with many experiences being primarily observational.

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Area of Science:

  • Occupational therapy education
  • Clinical fieldwork
  • Health professions education

Background:

  • Fieldwork is crucial for bridging academic learning and entry-level occupational therapy practice.
  • Accreditation standards emphasize both active participation and observation in Level I fieldwork.
  • Students often report observation-heavy Level I fieldwork, limiting meaningful learning opportunities.

Purpose of the Study:

  • To investigate student and fieldwork educator perceptions of active participation in Level I occupational therapy fieldwork.
  • To identify discrepancies in understanding regarding the ideal balance of observation and active engagement.

Main Methods:

  • A survey was administered to occupational therapy students and fieldwork educators.
  • The survey collected data on perceptions of active participation during Level I fieldwork experiences.

Main Results:

  • Significant differences were found between student and fieldwork educator perceptions of active participation.
  • Student perceptions indicated a desire for more hands-on clinical skill and reasoning opportunities.

Conclusions:

  • Discrepancies in perceptions highlight a need for improved communication and alignment in Level I fieldwork.
  • Recommendations are discussed to enhance active participation, better preparing students for entry-level occupational therapy practice.