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Related Experiment Videos

Level I fieldwork: creating a positive experience

S Swinehart1, S K Meyers

  • 1Indiana University School of Medicine, School of Allied Health Sciences, Department of Occupational Therapy, Indianapolis 46202-5119.

The American Journal of Occupational Therapy : Official Publication of the American Occupational Therapy Association
|January 1, 1993
PubMed
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Understanding the purpose of occupational therapy fieldwork is crucial for students, educators, and faculty. Clear communication and interpersonal skills are key to a successful clinical education experience.

Area of Science:

  • Occupational Therapy Education
  • Clinical Reasoning
  • Healthcare Professional Training

Background:

  • Level I fieldwork is a foundational component of occupational therapy programs.
  • Varied perceptions of fieldwork purpose can lead to misaligned expectations and outcomes.
  • Effective clinical education requires collaboration between academic institutions and practice settings.

Purpose of the Study:

  • To explore the perceived purpose of Level I fieldwork among occupational therapy students, clinical educators, and faculty.
  • To identify factors influencing student expectations and outcomes in clinical education.
  • To understand the role of communication in optimizing fieldwork experiences.

Main Methods:

  • Qualitative research methodology was employed.

Related Experiment Videos

  • Data were collected from students, clinical educators, and faculty at one academic program.
  • The study focused on exploring the diverse purposes and experiences related to Level I fieldwork.

    • Main Results:

    • Significant differences in the perceived purpose of Level I fieldwork were identified among students, clinical educators, and faculty.
    • These discrepancies resulted in differing expectations and outcomes for the fieldwork experience.
    • Interpersonal skills were identified as more critical for student success in clinical education than academic skills.
    • Key factors for an optimal Level I fieldwork experience include clear purpose, commitment, expectations, timing, structure, and evaluation.

    Conclusions:

    • Enhanced communication among students, clinical supervisors, and faculty is essential for aligning expectations and needs during fieldwork planning.
    • Interpersonal skills are paramount for students to succeed in clinical education settings.
    • A structured and clearly defined approach to Level I fieldwork, encompassing purpose, commitment, expectations, and evaluation, is vital for a positive and effective learning experience.