Level I Fieldwork: Creating a Positive Experience

Swinehart, Susan; Meyers, Susan K.

doi:10.5014/ajot.47.1.68

Cited by 38 publications

(41 citation statements)

References 8 publications

(10 reference statements)

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“…Their research has focused upon the development of specific roles for this purpose, leading to a more streamlined, collaborative and structured approach. Their findings support earlier studies (Gore and Mitchell 1992;Martin 2005;Swinehart and Meyers 1993) that suggest clinical visits aid in cementing working relationships, ensuring placement quality and maintaining academic staff contact with ''coal face'' changes in policy. Whilst raising important points, the author questions whether trying to fulfil so many roles within a placement visit may overcomplicate what is essentially a student-support process.…”

Section: Institutional Perspectivesupporting

confidence: 80%

“…Choice would be between telephone, email, face-to-face and video-based communications. Whilst agreement with this proposal was unanimous, one participant clarified that face-to-face contact would be given if desired, with no expectation to vary the format.Whilst literature tends to focus on the institutional value of visiting students in practice settings (Gore and Mitchell 1992; Martin 2005;Swinehart and Meyers 1993) this project also supports this in the context of the student voice. In an increasingly consumer-led environment, student voice has become stronger in driving policy and practice (Higher Education Academy 2010).…”

mentioning

confidence: 83%

“…Whilst literature tends to focus on the institutional value of visiting students in practice settings (Gore and Mitchell 1992; Martin 2005;Swinehart and Meyers 1993) this project also supports this in the context of the student voice. In an increasingly consumer-led environment, student voice has become stronger in driving policy and practice (Higher Education Academy 2010).…”

mentioning

confidence: 83%

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ALT-C 2012 Conference Proceedings - A confrontation with reality

Supplement¹

2012

Research in Learning Technology

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EDITORIAL Editorial for proceedings papersHere are the Proceedings Papers of the 2012 ALT Conference ''A confrontation with reality'', held in Manchester, England. Each paper reports on a piece of research, possibly in its early stages, states a point of view or summarises an area of work, perhaps giving new insights. This supplement contains 18 papers, an increase over previous years.The conference has five themes which are:. Problem solving Á finding effective solutions to technical problems and using learning technology to solve institutional problems. . Openness and sharing Á methods and frameworks for collaboration and sharing of knowledge and resources between practitioners and between providers, and the evidence to justify this. . Entrepreneurialism Á moving resources from where they have low yield for learning and for learners to where their yield is higher. . Mainstreaming Á applying learning technology on a large scale in pioneering ways that enthuse learners and are welcomed by teachers and administrators. . Sustainability Á of technologies, models and approaches.Problem solving is the bread and butter of learning technology practitioners. Two papers look at new solutions to familiar pedagogic problems. Essa and Ayad (2012) discuss how to use predictive and statistical techniques to identify those students most at risk of not completing a learning programme Á in a way that also helps to identify an appropriate intervention to address the learners' difficulties. Taylor (2012) looks at the problem of using video effectively in a physiotherapy context to support learners on placements, rather than relying on occasional face to face visits.The other three papers on problem solving are more focussed on the actual techniques being used. Mor and Craft (2012) report on a workshop looking at all aspects of the evolving use of learning design Á from tools through methods and frameworks. Alsubait, Parsia and Sattler (2012) propose an ontological approach to automatic generation of analogy questions in multiple choice format. Flavin (2012) discusses, in part through survey results, the increasing role of disruptive technologies Á those that were not designed for education but have become widely adopted by learners.The largest number of proceedings papers is in the area of openness and sharing. This area often coincides with the need to confront reality in terms of the limited resources available. McGuigan and Golden (2012) report on the introduction of a standardised online tutoring system for learners gaining a Teaching Qualification in Further Education: the system provides generic email, blog and micro-blog facilities and allows support to be roster-based. Cochrane (2012) reflects on three failed m-learning projects, identifying critical failure factors by comparing them with a larger number of successful ones. A significant cause of failure is not updating pedagogy to match the introduced technology. Two further papers on openness and sharing have a discipline base. Reinhardt and Rosen (2012) report on...

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Section: Institutional Perspectivesupporting

confidence: 80%

mentioning

confidence: 83%

mentioning

confidence: 83%

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ALT-C 2012 Conference Proceedings - A confrontation with reality

Supplement¹

2012

Research in Learning Technology

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show abstract

Section: Institutional Perspectivesupporting

confidence: 79%

“…Whilst literature tends to focus on the institutional value of visiting students in practice settings (Gore and Mitchell 1992;Martin 2005;Swinehart and Meyers 1993) this project also supports this in the context of the student voice. In an increasingly consumer-led environment, student voice has become stronger in driving policy and practice (Higher Education Academy 2010).…”

Section: Emotional Supportmentioning

confidence: 87%

Preparing the foundations for video-based practice-placement support: establishing the role from a students’ perspective

Taylor

2012

Research in Learning Technology

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Currently, many placement-based health programme students within the UK are supported through face-to-face visits from university staff. Whilst cited in literature as being of value, the face-to-face nature of this contact is not supported. Alternatives including video-based communications methods offer the potential for cost effective, environmentally responsible support. However, in order to establish the fitness for purpose of alternative approaches, the content and purpose of current support needs to be understood. This project aimed to investigate student perceptions of the ideal content and purpose of clinical support visits, and alternatives to the current face-to-face approach. Fifty-six Physiotherapy undergraduate students responded to questionnaires with a further nine participating in a follow-up focus group. Participants emphasised the value of the visit in guiding learning, ensuring progression and resolving arising issues, and highlighted concerns over alternative approaches. Focus group participants discussed the importance of personal and professional confidence in directing requirements for support, and went on to propose a menu of options for methods of communication. Whilst limited in some applications, video technologies may be one of the options. Overall, however, this project supports the need for consideration of individualised learning journeys within curriculum planning.

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Perceptions of fieldwork education in Malta: challenges and opportunities

Bonello

2001

Occupation Therapy Intl

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Academic upgrading of the occupational therapy programme in Malta has necessitated exploration of current fieldwork practices through a qualitative study. Data were collected through one-to-one interviews with 18 recently qualified occupational therapists. The findings showed the multi-faceted and complex nature of the fieldwork process, confirming the strong influence and relationships between the fieldwork context, the fieldwork supervisor and the different values and attitudes each learner brings to the fieldwork situation. The various practices as voiced by the participants affected the quality of their fieldwork experiences in different ways. Awareness of these key influences will pave the way forward for fieldwork education planners to provide meaningful experiences.

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Level I Fieldwork: Creating a Positive Experience

Cited by 38 publications

References 8 publications

ALT-C 2012 Conference Proceedings - A confrontation with reality

ALT-C 2012 Conference Proceedings - A confrontation with reality

Preparing the foundations for video-based practice-placement support: establishing the role from a students’ perspective

Perceptions of fieldwork education in Malta: challenges and opportunities

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