A strategy for supervising occupational therapy students at community sites.
Within the field of occupational therapy various innovative strategies have been used to provide students with effective clinical education (fieldwork) opportunities. One of the more unusual strategies involves the student participating in a placement at a site where there is no occupational therapist and no well-defined role. The University of Alberta, Canada developed and piloted a new fieldwork supervisory position. Feedback was collected from both the sites and students to explore the impact of this position on the fieldwork experience for stakeholders. As well, sites and students were asked to give their opinions on more general aspects of these placements. Both sites and students positively endorsed the fieldwork educator for independent community placement's role. Most recommendations for improvement revolved around increasing the time dedicated to this position and making it permanent. Caution must be taken in generalizing the results of this study, as there may be various considerations that make this an appropriate supervision strategy in Alberta, Canada but not in other locations. Further research is required to determine whether this supervision strategy could be used with other students or professions in other locations.
Mulholland
Susan
S
Department of Occupational Therapy, Faculty of Rehabilitation Medicine, University of Alberta, Edmonton, Canada. susan.mulholland@ualberta.ca
Derdall
Michele
M
D000328:Adult; D000368:Aged; D000416:Alberta; D002983:Clinical Competence; D003153:Community Health Services; D003162:Competency-Based Education; D003479:Curriculum; D003625:Data Collection; D005260:Female; D006801:Humans; D007400:Interprofessional Relations; D008297:Male; D008875:Middle Aged; D009788:Occupational Therapy / Q000193:education*; D013334:Students; D000078329:Workforce