Professional Reward in the Academic Fieldwork Coordinator Role
Patricia Stutz-Tanenbaum1, David Greene2, Debra J Hanson3
1Patricia Stutz-Tanenbaum, MS, OTR/L, FAOTA, is Assistant Professor and Academic Fieldwork Coordinator, Occupational Therapy Department, Colorado State University, Fort Collins; patricia.stutz-tanenbaum@colostate.edu.
Summary
Occupational therapist (OT) and occupational therapy assistant (OTA) academic fieldwork coordinators value teaching and student success most. They find less reward in data management, with OTs prioritizing publishing over educating fieldwork educators.
Area of Science:
- Occupational Therapy
- Health Professions Education
Background:
- Academic Fieldwork Coordinators (AFWCs) play a crucial role in occupational therapy (OT) and occupational therapy assistant (OTA) education.
- Understanding their perceptions of professional reward is vital for retention and program development.
Purpose of the Study:
- To explore the perceptions of professional reward among OT and OTA AFWCs.
- To identify key factors and themes contributing to job satisfaction and motivation.
Main Methods:
- A national survey was conducted among OT and OTA AFWCs.
- Participants ranked the value of six role factors and discussed themes of professional reward.
Main Results:
- Both OT and OTA AFWCs highly valued fieldwork teaching/consultation and student success.
- Data management was ranked as the least valuable role factor.
- OT AFWCs placed higher value on publishing than OTA AFWCs, who valued educating fieldwork educators more.
Conclusions:
- AFWCs derive professional reward from intrinsic factors, collaboration, professional development, and student success.
- Findings suggest implications for improving AFWC collaboration, workload, and scholarship opportunities.
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