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Department of Occupational Science and Occupational Therapy C r e a t i n g L e a d e r s i n O T Fieldwork 3 Pre-Placement Recording.

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Presentation on theme: "Department of Occupational Science and Occupational Therapy C r e a t i n g L e a d e r s i n O T Fieldwork 3 Pre-Placement Recording."— Presentation transcript:

1 Department of Occupational Science and Occupational Therapy C r e a t i n g L e a d e r s i n O T Fieldwork 3 Pre-Placement Recording

2 Department of Occupational Science and Occupational Therapy Fieldwork Faculty / Staff Donna Barker Director of Clinical Education Nella Rupp Administrative Assistant Sessional Fieldwork Instructors

3 Department of Occupational Science and Occupational Therapy Information found on Web upervision/index.asp upervision/index.asp “Clinical Community” section under “Fieldwork” Overview of the Fieldwork Program at U of T (38 min.) Overview of the MSc.OT Program at the University of Toronto Departmental vision Teaching/ learning methods Overview of the MSc.OT Fieldwork Program Fieldwork Organization/Philosophy/Objectives Stages of Professional Competency Development Competency-Based Fieldwork Evaluation Opportunities to get involved with the University of Toronto Status and Adjunct appointments

4 Department of Occupational Science and Occupational Therapy Objectives for This Webcast Information specifically related to Fieldwork 3 Objectives, Student Level, Expectations Learning Objectives / Projects/ Presentation Important Forms

5 Department of Occupational Science and Occupational Therapy Fieldwork 3 Placements Dates Fieldwork III: mid April to early June Seven weeks (part-time placement) 4 days / week or 30 hours / week 1 day / week will be protected for research Research day should be a negotiation between preceptor and student

6 Department of Occupational Science and Occupational Therapy Fieldwork Placements Refer to Fieldwork Resource Manual for Philosophy of fieldwork and professional standards Health policies Contracts and insurance Requirements and selection process Pre-placement communication Objectives Evaluation Process asp

7 Department of Occupational Science and Occupational Therapy FIELDWORK III OCT1282Y General Objective: Gain independence in administering & interpreting assessments, treatment planning, programming & evaluation Specific Objectives: For each CBFE-OT Competency – please refer to Course Outline pervision/documents/Fieldwork_3_outline.pdf

8 Department of Occupational Science and Occupational Therapy Stages of Professional Competency Development Entry-Level Student Knowledge Application Consolidation Transition Entry-Level Clinician Stage 1 Stage 2 Stage 3 Source : Competency Based Fieldwork Evaluation for Occupational Therapists Bossers, Miller, Polatajko, Hartley, 2002

9 Department of Occupational Science and Occupational Therapy Stage / Level 2 – Transition: “ coaching” Primary emphasis is: Practice and experience in clinical problem-solving, assessment, and intervention Students should begin to share and assume responsibility for all components of client centred practice, such as referral analysis and assessment Planning and implementation of intervention programs Discharge planning and follow-up Style of supervision: Collaborative Students should be encouraged to try to develop their own ideas/insights and should be able to engage in discussion of several solutions to occupational performance problems and viable courses of action Primary role of Educator / Preceptor: Coach

10 Department of Occupational Science and Occupational Therapy Providing Feedback to Level 2 Fieldwork Students Promote student self-reflection Prompt with appropriate questions Engage in discussion of several solutions to occupational performance problems and encourage student to begin to make decisions about the most viable course of action Bossers (2009)

11 Department of Occupational Science and Occupational Therapy Stage / Level 3 - Consolidation “ mentoring” Primary emphasis on: final preparation of student to assume the role of competent, entry-level occupational therapist Students should be encouraged to assume as much independence as possible in professional reasoning & in linking academic theory with practice Students may require some guidance but should take responsibility for client centred practice components: referral analysis & assessment planning & Implementation of intervention programs discharge planning & follow-up Style of Supervision: Consultative Primary role of educator / preceptor: Mentor

12 Department of Occupational Science and Occupational Therapy Providing Feedback to Level 3 Fieldwork Students Student self-reflection should be self-initiated Encourage student to identify and pursue professional learning needs Work “collegially” with the student Bossers (2009)

13 Department of Occupational Science and Occupational Therapy Stage 1Stage 2Stage 3 Student Performance Knowledge Application Transition - Reflection on Action Consolidation – Reflection in Action Educator Supervision Style Direct Teaching Evaluation Feedback CoachingConsulting Mentoring Scoring Scores = low S1 2 = rudimentary S1 3 = mastery of S1 / transition to S2 Scores = transition to S2 4 = rudimentary S2 5 = intermediate S2 6 = mastery of S2 / transition to S3 Scores = transition to S3 7 = rudimentary S3 8 = mastery of S3 / ready to enter clinical practice Stages of Competency Development Source: Competency Based Fieldwork Evaluation for Occupational Therapists Bossers, Miller, Polatajko, Hartley, 2002

14 Department of Occupational Science and Occupational Therapy Learning Objectives Negotiated between student and preceptor Learning objectives should be developed during the first week of placement There should not be a learning objective for each competency. 3-4 objectives overall is adequate There cannot be more than one objective for each competency Objectives can be completed on CBFE-OT or on a separate sheet Objectives should be SMARTER

15 Department of Occupational Science and Occupational Therapy IPE Requirements IPE Information in the Fieldwork Manual asp asp Students are required to complete 1 structured IPE placement or three flexible IPE activities. Structured IPE: (must meet Centre for IPE criteria) Flexible IPE Activities: Activity 1 – Participation in a team educational session Activity 2 – Interview and shadow 2 team members Activity 2 – Participation in team meetings Reflection papers are reviewed by the preceptor, signed, and then submitted through the Mentorship website. Submission of the paper is the responsibility of the student.

16 Department of Occupational Science and Occupational Therapy Student Presentation / Project Every student is required to complete a student presentation / project during Fieldwork 3. The topic of the presentation or project should be negotiated between the preceptor and the student

17 17 Process for Student Issue Department of Occupational Science and Occupational Therapy Preceptor notices a minor student problem (Inappropriate, skills, punctuality …) Preceptor discusses concern with student and together develop strategies and opportunity for reassessment Behaviour/concern improves Monitor Behaviour/concern does not improve Discuss with site FW Coordinator Preceptor, site FW Coordinator and student strategise Inform Academic (U of T) FW Coordinator of troubles Reassess progress Improvement noticed Continue and monitor No improvement Call U of T FW Coord. ASAP – by midterm Document

18 Department of Occupational Science and Occupational Therapy Student Evaluations- CBFE-OT Please contact university Fieldwork Coordinator as soon as you have any concerns regarding a student passing the placement. Expectation- U of T Fieldwork Coordinator and student will be notified at or prior to midterm if there is a concern that student may not pass the fieldwork placement. U of T Fieldwork Coordinator will conduct a site visit to speak with preceptor and student. Learning objectives and CBFE-OT scores and comments will be reviewed to assist in generating strategies to improve student performance.

19 Department of Occupational Science and Occupational Therapy Absences All absences should be approved prior to the absence by the University Fieldwork Coordinator, with the exception of illness related absences Students may be requesting additional hours to make up time for absences related to previous religious holidays, illness, conferences or extenuating personal circumstances. Providing these extra hours are at your discretion. Please ensure that you record all absences and additional hours on the front page of the CBFE-OT.

20 Department of Occupational Science and Occupational Therapy Completion of placement The following information is to be returned to U of T within two weeks of the end of placement: Completed CBFE-OT (including signatures) Learning objectives Student Report on Fieldwork (including signatures) These forms should be in a sealed envelope with the preceptor’s signature across the seal and can be hand delivered by the student or mailed in by the site. Student will not receive a grade for fieldwork until hard copy of CBFE-OT returned to the university including all necessary signatures on CBFE-OT form.

21 Department of Occupational Science and Occupational Therapy Thank-you!! “Education is for improving the lives of others and for leaving your community and world better than you found it.” - Marian Wright Edelman “Education is not the filling of a pail, but the lighting of a fire.” - William Butler Yeats


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