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Related Experiment Videos

Student level II fieldwork failure: strategies for intervention

S A Gutman1, P McCreedy, P Heisler

  • 1Department of Occupational Therapy, Thomas Jefferson University, Philadelphia, Pennsylvania 19107-5233, USA.

The American Journal of Occupational Therapy : Official Publication of the American Occupational Therapy Association
|March 12, 1998
PubMed
Summary

Preventative interventions targeting specific student behaviors significantly reduced occupational therapy fieldwork failures. Early identification and support improved student success rates in clinical settings.

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Area of Science:

  • Occupational Therapy Education
  • Clinical Psychology
  • Higher Education Pedagogy

Background:

  • Academic success does not always translate to clinical fieldwork proficiency in occupational therapy.
  • Identifying pre-fieldwork behavioral and communicative characteristics is crucial for student support.
  • New York University (NYU) occupational therapy program sought to address fieldwork failures.

Purpose of the Study:

  • To identify common student characteristics predicting Level II fieldwork problems.
  • To develop and implement preventative interventions within the academic curriculum.
  • To reduce occupational therapy student fieldwork failure rates.

Main Methods:

  • A retrospective record review (1986-1995) identified eight key student characteristics.

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  • Interventions included academic seminars, faculty feedback, counseling, remediation, and learning contracts.
  • Five strategies were implemented for 10 students identified with high-risk characteristics before Level II fieldwork.

    • Main Results:

    • Seven of the 10 students passed fieldwork without issues.
    • Two students initially failed midterm assessments but passed final evaluations.
    • One student passed an additional fieldwork experience after initial failure.
    • The intervention group showed lower fieldwork failure rates compared to previous years.

    Conclusions:

    • Targeted academic interventions effectively address behavioral and communicative deficits impacting fieldwork.
    • Early identification and support systems can significantly improve occupational therapy student fieldwork outcomes.
    • The implemented strategies offer a model for other occupational therapy programs to reduce clinical placement challenges.