When the results of the study are compared to the objectives established for the group model, it appears that many of the objectives outlined for the model were partially achieved. Several issues, such as the student-supervisor relationship and the evaluation process, need to be addressed with participants to ensure successful implementation of the group model.
Although an instructor-student ratio of 1:1 is widely accepted and officially sanctioned by educators of occupational therapists, there is no reported experience with other ratios which can serve as a basis of comparision. This study explores the advantages and disadvantages of the 1:2 ratio in clinical supervision, first as anticipated by the supervising therapists (STs), and then as perceived by them and by their students after a trial experience. Results indicated that (a) although STs anticipated only disadvantages for the 1:2 ratio, after an experience with 1:2 clinical supervision, they discovered four unanticipated advantages; (b) 1:2 clinical supervision appears to be a viable alternative to individual supervision if the STs receive educational sessions to assist them in devising and utilizing supervisory strategies for 1:2 supervision; (c) the advantages of the 1:2 ratio were realized by the university and by the students rather than by the STs themselves.
The educational role of fieldwork supervisors has become an increasingly salient one in Occupational Therapy programs. This paper discusses the model of self-directed learning and the use of this model as a framework for the fieldwork education of occupational therapy students. The assumptions underlying the model of self-directed learning are presented and contrasted with the assumptions underlying the traditional model of learning in fieldwork education. The learning contract as a tool in the implementation of the model of self-directed learning is described and the four components of the learning contract are discussed. Areas for further investigation are identified.
There continues to be a shortage of placements in Canada for fieldwork education. It is crucial for occupational therapists to explore and implement a variety of supervision alternatives to maximize the utilization of fieldwork sites. This paper describes a model of split clinical placements, one in which students divide their time between two therapists who work in either different areas of clinical practice or in the same area of clinical practice. The supervision strategies that are most effective with this model are discussed as well as the advantages and disadvantages of this approach.
Each individual demonstrates a distinct style of gathering and organizing information or accumulating knowledge. This paper describes the cognitive style of field dependence versus field independence. The literature on cognitive style research is discussed and applied to the supervision process that occurs in fieldwork practice. Implications for the future development of fieldwork education programmes are presented.
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