Valuable occupational therapy fieldwork educator behaviors

Koski, Kari Jeanette; Simon, Rebecca; Dooley, Nancy Robert

doi:10.3233/wor-121507

Cited by 14 publications

(23 citation statements)

References 8 publications

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“…Studies were from the USA, [15][16][17][18][19][20][21][22][23][24][25][26][27][28][29][30][31][32][33][34] Australia, 14,[35][36][37][38][39][40][41][42][43] Canada, 28,[44][45][46][47][48] the UK, [49][50][51][52] South Africa 53 and Nigeria. 54 Professions represented included physiotherapy, 15,19,21,27,29,31,33,36,38,45,…”

Section: Resultsmentioning

confidence: 99%

“…Eighteen papers used quantitative methods for investigating effective CE behaviours, with all using surveys asking participants to rate CE behaviours, usually related to perceived importance (Table S1). Five studies derived the content of the survey question from the literature, 15,17,19,22,44 six were based on pre-existing instruments, 14,18,20,23,53,54 two were derived from the literature and student feedback, 50,51 one from student feedback, 16 from previous surveys 49 and three were derived from both the literature and pre-existing instruments. 35,36,53 Descriptions of effective CE skills and attributes were identified by students' and educators' perceptions.…”

Section: Resultsmentioning

confidence: 99%

“…Studies were from the USA, Australia, Canada, the UK, South Africa and Nigeria . Professions represented included physiotherapy, occupational therapy, dietetics, pharmacy, psychology, speech and language therapy, social work, radiography, genetic counsellors and mixed allied health groups involving diagnostic radiography, nuclear medicine, dietetics, occupational therapy, physiotherapy and radiation therapy …”

Section: Resultsmentioning

confidence: 99%

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Clinical educators’ skills and qualities in allied health: a systematic review

et al. 2018

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Background The skills and qualities of effective clinical educators are linked to improved student learning and ultimately patient care; however, within allied health these have not yet been systematically summarised in the literature. Aims To identify and synthesise the skills and qualities of clinical educators in allied health and their effect on student learning and patient care. Method A systematic search of the literature was conducted across five electronic databases in November 2017. Study identification, data extraction and quality appraisal were performed in duplicate. Qualitative and quantitative data were extracted separately but analysed together using a thematic analysis approach whereby items used in quantitative surveys and themes from qualitative approaches were interpreted together. Results Data revealed seven educator skills and qualities: (i) intrinsic and personal attributes of clinical educators; (ii) provision of skillful feedback; (iii) teaching skills; (iv) fostering collaborative learning; (v) understanding expectations; (vi) organisation and planning; and (vii) clinical educators in their professional role. Across all themes was the concept of taking time to perform the clinical educator role. No studies used objective measurements as to how these skills and qualities affect learning or patient care. Discussion and conclusion Despite much primary evidence of clinical educator skills and qualities, this review presents the first synthesis of this evidence in allied health. There is a need to examine clinical education from new perspectives to develop deeper understanding of how clinical educator qualities and skills influence student learning and patient care.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

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Clinical educators’ skills and qualities in allied health: a systematic review

et al. 2018

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“…The purpose of undergraduate educational programmes in occupational therapy is to produce competent entrylevel therapists who are able to master the challenges of practice (Dancza et al, 2013;Koski, Simon & Dooley, 2013;Richard, 2008). One of the challenges is acquiring sound clinical reasoning skills.…”

Section: Introductionmentioning

confidence: 99%

“…Learning should occur at a deeper level of reasoning during final year students' fieldwork education under the supervision of a registered occupational therapist (ENOTHE, 2004;Hills, Ryan, Smith & Warren-Forward, 2012). One way to acquire clinical reasoning skills is by means of quality feedback from supervisors during fieldwork education (Koski et al, 2013;Rodger, Fitzgerald, Davila, Millar & Allison, 2011;Thomas & Arnold, 2011). Bernard and Goodyear (2004, p. 5) are of the opinion that feedback is of prime importance for fieldwork supervision and state that without systematic feedback students may gain 'no more than an illusion' that they are developing their skills.…”

Section: Introductionmentioning

confidence: 99%

Feedback on students' clinical reasoning skills during fieldwork education

Beer

Mårtensson

2015

Aus Occup Therapy J

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Background/aimFeedback on clinical reasoning skills during fieldwork education is regarded as vital in occupational therapy students' professional development. The nature of supervisors' feedback however, could be confirmative and/or corrective and corrective feedback could be with or without suggestions on how to improve. The aim of the study was to evaluate the impact of supervisors' feedback on final-year occupational therapy students' clinical reasoning skills through comparing the nature of feedback with the students' subsequent clinical reasoning ability.MethodA mixed-method approach with a convergent parallel design was used combining the collection and analysis of qualitative and quantitative data. From focus groups and interviews with students, data were collected and analysed qualitatively to determine how the students experienced the feedback they received from their supervisors. By quantitatively comparing the final practical exam grades with the nature of the feedback, their fieldwork End-of-Term grades and average academic performance it became possible to merge the results for comparison and interpretation.ResultsStudents' clinical reasoning skills seem to be improved through corrective feedback if accompanied by suggestions on how to improve, irrespective of their average academic performance. Supervisors were inclined to underrate high performing students and overrate lower performing students.ConclusionsStudents who obtained higher grades in the final practical examinations received more corrective feedback with suggestions on how to improve from their supervisors. Confirmative feedback alone may not be sufficient for improving the clinical reasoning skills of students.

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Practice Education in Occupational Therapy: Current Trends and Practices

Isbel

Brown

et al. 2021

Clinical Education for the Health Professions

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Practice education is critical in the occupational therapy profession as it is the time when students have the opportunity to apply the theory and skills acquired in a classroom environment to a practice setting. It is seen as an opportunity to allow students to develop critical thinking, to be resilient learners, and become ethical practitioners. This chapter describes key aspects of practice education in occupational therapy including the evidence supporting practice education, the competencies involved in successful practice education, practice reasoning during practice education, the quality of practice education, evaluation of practice education, and future trends and directions.

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Valuable occupational therapy fieldwork educator behaviors

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Cited by 14 publications

References 8 publications

Clinical educators’ skills and qualities in allied health: a systematic review

Clinical educators’ skills and qualities in allied health: a systematic review

Feedback on students' clinical reasoning skills during fieldwork education

Practice Education in Occupational Therapy: Current Trends and Practices

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