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Differentiating Fieldwork Settings: Matching Student Characteristics to Demands
Erika L Kemp1, Jeffrey L Crabtree2
1a Division of Occupational Therapy, School of Health and Rehabilitation Sciences, College of Medicine , The Ohio State University, Columbus, OH, USA.
Occupational Therapy in Health Care
|July 28, 2018
Summary
Academic fieldwork coordinators (AFWCs) should prioritize matching students to fieldwork (FW) sites based on essential skills. Key abilities for student success include time management, clear communication with supervisors, and professional behavior, especially in acute care settings.
Area of Science:
- Occupational Therapy
- Health Professions Education
Background:
- Academic fieldwork coordinators (AFWCs) manage student placements for Level II fieldwork (FW).
- Matching students to suitable FW sites is crucial for skill development and professional readiness.
- Educators' expectations of student abilities can vary significantly by practice setting.
Purpose of the Study:
- To identify essential student characteristics and abilities for successful Level II fieldwork.
- To explore differences in educator expectations across various practice settings.
- To inform FW placement strategies and curriculum development.
Main Methods:
- A survey was distributed to 301 fieldwork educators (FWEs) across 30 states.
- FWEs rated the importance of 25 student characteristics/abilities for FW success.
- Mann-Whitney U-tests were used to analyze differences in expectations between settings.
Main Results:
- The top three most important student abilities were time management, communication with supervisors when help is needed, and professional behavior.
- Statistically significant differences (p ≤ .01) in expectations were observed between different practice settings.
- Acute care settings demonstrated the highest expectations for student abilities.
Conclusions:
- Matching student skills to FW site demands is vital for successful Level II placements.
- Key attributes like time management and professional behavior should be emphasized in OT education.
- Findings can guide admissions criteria and curriculum enhancement for occupational therapy programs.
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