This study investigated the perceptions of academic fieldwork coordinators (AFWCs) regarding emerging areas of practice as fieldwork experiences for entry-level occupational therapy (OT) students. Further, this study explored several aspects of fieldwork experiences in emerging areas of practice on student personal and professional development, academic curriculum, partnering community agencies, and the profession at large. A survey designed through Qualtrics®, an electronic survey system, was sent to 163 AFWCs of fully accredited master's and doctoral entry-level OT programs. Forty-four participants (27%) completed the 16-question survey. Significance at p < .05 was found in higher levels of Bloom's taxonomy student performance when compared to traditional areas of practice. Common perceptions found among the AFWCs related to emerging areas of practice fieldwork experiences included: improved student professional and personal skills, increased connections and collaborations across and in health care disciplines, an enhanced ability to define and understand OT. Continued opportunities for fieldwork in emerging areas of practice are essential as the profession contemplates new markets and avenues in a changing health care environment.
This study comprised a follow up to a two-week interdisciplinary service-learning (SL) trip to Belize for graduate students from a private Midwestern university. Trip participants engaged in SL activities with multiple partnering agencies in various locations. The purpose of the study, which employed a qualitative, constructivist, focus-group design, was to explore the perceptions of students and community partners about the services provided. Data were analyzed for common themes using line-by-line and constant comparative methods. Six themes emerged from the data. Community partners complimented the education and training provided, and requested additional time and programming for future visits. Some identified the need for increased collaboration and additional preparation of students prior to the visit. Students demonstrated increased appreciation for interdisciplinary practice, enhanced professionalism, and greater sensitivity to cultural differences, and expressed their desire to participate in future international service trips. These findings supported the conclusion that interdisciplinary international SL activities are mutually beneficial to students and community partners.
Date Presented 4/21/2018
The Functional Cognitive Assessment is a standardized cognitive performance assessment that is criterion referenced and administered during everyday tasks. This study established the content-oriented validity evidence of the Functional Cognitive Assessment.
Primary Author and Speaker: Alyssa Ford
Additional Authors and Speakers: Beth Ann Walker, Candace Beitman
Date Presented 4/8/2016
Focus groups were led with a convenience sample of 23 occupational therapy/physical therapy student and alumni participants of service learning trips to Belize. Emergent themes were professional development, cultural influence, knowledge translation, inter- and intraprofessional collaboration, best practice, and sustainability.
Primary Author and Speaker: Candace Beitman
Additional Authors and Speakers: Elizabeth McAfee, Amber Hensley, Leah Giesler, Mariah Linville, Megan Mosier, Emily Gardner
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