Supervisor and Student Expectations of Level II Fieldwork

SUMMARY

Objective: The purpose was to learn if fieldwork supervisors have greater expectations of students beginning Level II fieldwork compared to five years ago and how these compared to student expectations. Supervision was examined.

Methods: Data were obtained through questionnaires from 81 fieldwork supervisors and 29 students doing second fieldwork rotations.

Results: Supervisors have higher expectations of students. Supervisor and student expectations agreed. Demands of health care environments and new educational requirements influenced these changes. Supervisors still use traditional supervisory techniques.

Conclusion: Findings give insight into expectations of current students and help universities develop programs that better prepare students for fieldwork.     

Chat Rooms and Level II Fieldwork

Integration of technology within the academic setting has brought about new opportunities for the classroom and clinical portions of the occupational therapy curriculum. Web-based instruction (WBI) is an innovative approach for delivering instruction to a remote audience. Level II fieldwork experiences thus provide a fertile ground to incorporate a Web-based instructional approach, particularly an Internet communication tool, such as chat rooms. Text-based distance communication through chat rooms enrich the learning opportunities and enhance communication between the sites, the Academic Fieldwork Coordinator and the students, and among the students themselves. This article will describe such an experience utilized at the Medical College of Georgia.     

Differentiating Fieldwork Settings: Matching Student Characteristics to Demands

Abstract

Academic fieldwork coordinators (AFWCs) face the challenge of matching students to Level II fieldwork (FW) sites. This study surveyed 301 fieldwork educators (FWEs) from 30 states to explore how important it was for students to possess 25 characteristics or abilities to enable success at the educators’ individual work sites. The top three characteristics and abilities overall were as follows: (1) time management, (2) ability to communicate with supervisor when help is needed, and (3) overall professional behavior. Using Mann–Whitney U-tests for ordinal data, statistically significant differences (p?≤?.01) were found between settings with acute care having the highest expectations of students. Overall results support the value of FW coordinators matching students’ abilities to demands of settings prior to Level II FW placements. Top ranking items may also guide schools on admissions criteria and skill development throughout curriculum.     

Occupational Therapy Level II Fieldwork Impact on Clinicians: A Preliminary Time Study

The aim of this preliminary study was to quantify the amount of time clinicians spend at work with and without a student and identify predictors of time spent at work with a student. A quasi-experimental design evaluated 22 occupational therapists that supervised a student. The occupational therapists completed a time log for 3 months without a student and 3 months while supervising a student. A statistically significant difference in overall time spent at work while supervising a student compared to when not supervising a student was found. Clinicians spent an average additional 25 minutes at work per day when supervising a student. Clinician years of experience and time spent without a student were found to be predictive of the time spent at work with a student. The additional time spent at work when supervising a level II fieldwork student should be considered along with all of the documented benefits of supervising a student by potential fieldwork educators.     

Student Response Systems and Learning: Perceptions of the Student

To assess student perception of learning and use of a student response system (SRS) as a teaching/learning strategy. Survey methods were used to explore student perceptions of learning and use of student response systems as a pedagogical strategy. Fifty-nine graduate students participated in the survey post completion of two graduate intervention courses. Overall, there was a positive response to the use of SRS's in the classroom. All of the students (100%) recommended the continued use of the clickers for various reasons. The primary benefit reported by students related to providing immediate feedback, the opportunity to manipulate and revisit the content, and the ability to check for understanding within a class session. Students recommended the continued use of the SRS in classes to support acquisition of content and exam preparation. The student reported technology difficulties as the only the negative to SRS use in the classroom. Instructor perception was that the addition of the SRS devices added a new way to interact with the students. Suggestions for incorporating the use of a SRS devices into classroom instruction are offered.     

The Collaborative Model of Fieldwork Education: A Blueprint for Group Supervision of Students

ABSTRACT. Historically, occupational therapists have used a traditional one-to-one approach to supervision on fieldwork. Due to the impact of managed care on health-care delivery systems, a dramatic increase in the number of students needing fieldwork placement, and the advantages of group learning, the collaborative supervision model has evolved as a strong alternative to an apprenticeship supervision approach. This article builds on the available research to address barriers to model use, applying theoretical foundations of collaborative supervision to practical considerations for academic fieldwork coordinators and fieldwork educators as they prepare for participation in group supervision of occupational therapy and occupational therapy assistant students on level II fieldwork.     

The Use of Observational Diaries in In-Training Evaluation: Student Perceptions

Introduction: In health science education clinical clerkships serve the twofold purpose of guiding student learning and assessment of performance. Evidently, both formative and summative assessment procedures are needed in clerkship assessment. In-training evaluation (ITE) has the potential to serve both assessment functions. Implementation of effective ITE, however, has been shown to be problematic, partly because integration of assessment functions may have negative consequences for teaching and learning. This study investigates student perceptions of the impact of an integrated assessment approach, seeking to refine criteria for effective ITE. Method: In the curriculum of Maastricht Midwifery School (MMS), clerkship assessment is based on ITE serving both assessment functions. The ITE model is based on principles of extensive work sampling, and frequent documentation of performance. A focus group technique was used to explore student perceptions on the impact of the ITE approach on student learning and supervisor teaching behaviour, and on the usefulness of information for decision making. Results: Results indicate that the assessment approach is effective in guidance of student learning. Furthermore, students consider the frequent performance documentation essential in clerkship grading. Acceptance and effectivity of ITE requires a learning environment which is safe and respectful. Transparency of assessment processes is the key to success. Suggestions for improvement focus on variation in evaluation formats, improvement of feedback (narrative, complete) and student involvement in assessment. Conclusion: ITE can fulfill both its formative and summative purposes when some crucial conditions are taken into account. Careful training of both supervisors and students in the use of ITE for student learning and performance measurement is essential.     

医学生体育运动参与程度与心理健康水平关系研究

目的 对某大学医学生体育运动参与程度与心理健康水平的关系进行调查研究,探索缓解医学生心理压力的途径,以促进其心理健康水平.方法 采用文献资料法、问卷调查法等研究方法对某医学院399名七年制和五年制的在校医学生进行问卷调查.结果 医学生的体育运动参与程度与心理健康水平存在正相关关系.结论 体育运动参与程度能从一定程度上促进大学生心理健康水平的提高,值得提倡.     

Future of Mental Health Occupational Therapy: Student Perspective and Concerns

Occupational therapy has been gradually slipping away from its foundation in mental health practice. In order to provide the best services to individuals with mental health disorders, the occupational therapy profession must maintain and expand its involvement in this area of practice. The purpose of this paper is to explore the threats and opportunities to promote education and practice in mental health from a student perspective. The authors reviewed the literature, distributed questionnaires, and conducted focus groups with occupational therapy students at a southeastern university. Based on findings in the literature and of the focus groups with students, the authors have drawn a list of suggestions to improve the visibility of occupational therapy in mental health care. These suggestions are for occupational therapy educational programs, mental health practitioners, AOTA, and state associations.     

Fieldwork education: The future of occupational therapy depends on it

Fieldwork continues to be the cornerstone of preparation for entry-level occupational therapy clinicians. During the past five years the Canadian healthcare system has experienced decreases in federal funding, organizational changes such as the movement to programme management, and increased focus on community-based needs. Two fieldwork projects were tested at a large health sciences facility, to meet the challenge of providing effective fieldwork experiences that build on current educational methodologies while still responding to changing realities in healthcare practice. The academic programme with which the health sciences facility is affiliated has developed a strong focus on self-directed learning, using problem-based and small group learning formats. The development, implementation and evaluation of the two fieldwork projects is described. Discussion focuses on the processes needed to facilitate innovative, flexible fieldwork models.     

Self-Directed Learning and Student Pragmatism

OBJECTIVE: To explore the experience and practice of students entering a problem-based (PBL) medical undergraduate course and to identify contributory social, curricular and contextual factors. DESIGN: A multiple case study exploiting the natural experimental features of the setting. Qualitative data collection methods, including participant observation, interviews and focus groups were supplemented by a survey. SETTING: The medical school at the University of Liverpool between 1996 and 1998, which launched an integrated PBL curriculum in line with recommendations of the General Medical Council of the UK. PARTICIPANTS: Two successive cohorts of first year medical students entering the PBL course. RESULTS: The first case study findings demonstrated student insecurity and dependence on the faculty resources rather than conforming to PBL principles. Uncertainty gradually diminished but resource dependence persisted, endorsed by peer interaction. Survey results confirmed the qualitative findings. The hypotheses raised for the second case study predicted replications of resource dependent learning, social influences and initial insecurity. Only the first two were upheld. Second year students' advice on textbooks undercut initial uncertainty but insecurity and social comparison reappeared following the changeover of PBL groups and tutors in the second semester. Survey results were replicated. CONCLUSION: Student learning was socially agreed amongst the peer group and directed by faculty given resources. It was not self-directed. Claims made for PBL type curricula may not be justified and GMC recommendations may remain unfulfilled without rigorous attention to educational principles.     

Interfacing with Community Mental Health Services: Opportunities for Occupational Therapy and Level II Fieldwork Education

A three-year $54,000 grant has provided an opportunity for students in the Master of Occupational Therapy Programs at The University of Findlay to complete Level II fieldwork experiences in a community mental health setting. Occupational Therapy Program faculty and Level II fieldwork students were involved in the evaluation and intervention process for individuals who have severe mental illness and were participating in a supported employment program. After the first year of completion with the addition of these occupational therapy services, results indicate a 69% increase in secured competitive employment for individuals who have participated in this grant project.     

Problem-Based Learning Online: Perceptions of Health Science Students

This qualitative study explored health sciences students' perceptions of their experiences in online problem based learning (PBL) and focused on their views about learning and group process in the online environment. Participants were novices to online learning and highly experienced in PBL, therefore, they could reflect on past face-to-face PBL experiences. Three groups of learners were involved, including undergraduate nursing and midwifery students and graduate students in a neonatal nurse practitioner program. Findings are presented using the six steps of the PBL process (Rideout & Carpio, 2001). Results indicated that it is feasible to conduct PBL online. Students felt that it increased their flexibility for learning, enhanced their ability to deeply process content, and provided access to valuable learning resources. Students experienced a period of adaptation to the online environment, perceived a heavy workload, and had difficulties making group decisions online. In addition to using asynchronous communication, chats (synchronous communication) were valued to support group decision-making online. Students appreciated validation of their online contributions from their peers and wanted clear expectations of what constituted successful tutorial participation from their tutors. Although online PBL can work effectively, tutors and students need to develop online literacy skills to smooth their transition to an online PBL environment.     

Student and Teacher Perceptions of School Climate: A Multilevel Exploration of Patterns of Discrepancy

BACKGROUND: School climate has been linked with improved academic achievement and reduced discipline problems, and thus is often a target of school improvement initiatives. However, few studies have examined the extent to which student and teacher perceptions vary as a function of individual, classroom, and school characteristics, or the level of congruence between teachers' and their students' perceptions of school climate. METHODS: Using data from 1881 fifth-grade students and their 90 homeroom teachers, we examined parallel models of students' and teachers' perceptions of overall school climate and academic emphasis. Two additional models were fit that assessed the congruence between teacher and student perceptions of school climate and academic emphasis. RESULTS: Multilevel analyses indicated that classroom-level factors were more closely associated with teachers' perceptions of climate, whereas school-level factors were more closely associated with the students' perceptions. Further analyses indicated an inverse association between student and teacher ratings of academic emphasis, and no association between student and teacher ratings of overall climate. CONCLUSIONS: Teacher ratings were more sensitive to classroom-level factors, such as poor classroom management and proportion of students with disruptive behaviors, whereas student ratings were more influenced by school-level factors such as student mobility, student-teacher relationship, and principal turnover. The discrepancy in ratings of academic emphasis suggests that while all of the respondents may have shared objectively similar experiences, their perceptions of those experiences varied significantly. These results emphasize the importance of assessing both student and teacher perceptions in future research on school climate.     

Fieldwork Supervision: Roles,Tasks and Responsibilities

Fieldwork constitutes approximately thirty-five per cent of occupational therapy undergraduate programme of study. It is of concern to occupational therapy educators that the fieldwork portion of the curriculum be planned and implemented to provide educationally sound learning experiences. Whatever the level of training and experience of fieldwork supervisors, implementation of a fieldwork training programme which will provide the necessary levels of learning, is dependent on the supervisor's understanding and use of methods of supervision. These include a knowledge of learning theories, skill in directing, supervising and guiding students in the performance of desired action. This paper will focus on effective and ineffective supervisors and how an understanding of student learning styles can increase the supervisor's ability to provide quality learning experience.     

医学图书馆与医学生信息素质教育

医学图书馆作为医院文献信息中心,应该在医学生信息素质教育中发挥积极的作用,促进医院医疗、科研、教学的发展。本文探讨了信息素质与医学生信息素质教育、医学图书馆开展信息素质教育的优势和方法。     

How dietetics students like to learn: Implications for curriculum planners

Aim:  To investigate the learning styles of nutrition and dietetics students to assist in informing nutrition and dietetics curriculum methods, design and review.
Methods:  A total of 129 students from years one to four of a nutrition and dietetics undergraduate curriculum completed the Index of Learning Styles and the Kolb Learning Style Inventory to reveal their learning style preferences.
Results:  The Index of Learning Styles identified the students as learners who were intuitive (innovative), verbal (preferring spoken/written explanations) and global (preferring holistic approaches) while the Kolb Learning Style Inventory found that the students had an inclination towards converging (practical) and assimilating (reasoning) learning styles.
Conclusions:  Analysis of learning styles can assist curriculum change towards teaching strategies that suit students. Teaching and learning activities for dietetics students should be developed to strengthen reflective and emotional learning and to develop students' ability to appreciate different points of view. The finding that learning styles changed with year level requires confirmation via cohort studies.