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...
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Transcript of 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...
Depart
ment
of
Occ
upati
onal Sci
ence
and O
ccupati
onal Thera
py
C r e a t i n g L e a d e r s i n O T
Fieldwork 3 Pre-Placement Recording
Department of Occupational Science and Occupational Therapy
Fieldwork Faculty / Staff
Donna Barker Director of Clinical Education [email protected] 416-946-8782
Nella Rupp Administrative Assistant [email protected] 416-978-8234
Sessional Fieldwork Instructors
Department of Occupational Science and Occupational Therapy
Information found on Web
http://www.ot.utoronto.ca/community/fieldwork_supervision/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
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
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
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
http://www.ot.utoronto.ca/cs/fieldwork/fieldwork_manual/index.asp
Department of Occupational Science and Occupational Therapy
FIELDWORK IIIOCT1282Y
General Objective:
Gain independence in administering & interpreting assessments, treatment planning, programming & evaluation
Specific Objectives: For each CBFE-OT Competency – please refer to
Course Outlinehttp://www.ot.utoronto.ca/community/fieldwork_supervision/documents/Fieldwork_3_outline.pdf
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 TherapistsBossers, Miller, Polatajko, Hartley, 2002
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
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)
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
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)
Department of Occupational Science and Occupational Therapy
Stage 1 Stage 2 Stage 3
Student Performance
Knowledge Application
Transition - Reflection on Action
Consolidation – Reflection in Action
Educator Supervision Style
Direct Teaching Evaluation Feedback
Coaching Consulting Mentoring
Scoring Scores 1-3
1 = low S1
2 = rudimentary S1
3 = mastery of S1 / transition to S2
Scores 3-6
3 = transition to S2
4 = rudimentary S2
5 = intermediate S2
6 = mastery of S2 / transition to S3
Scores 6-8
6 = transition to S3
7 = rudimentary S3
8 = mastery of S3 / ready to enter clinical practice
Stages of Competency Stages of Competency DevelopmentDevelopmentSource: Competency Based Fieldwork Evaluation for
Occupational TherapistsBossers, Miller, Polatajko, Hartley, 2002
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
Department of Occupational Science and Occupational Therapy
IPE Requirements
IPE Information in the Fieldwork Manual http://www.ot.utoronto.ca/cs/fieldwork/fieldwork_manual/ipe_index.
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.
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
Process for Student Issue
Department of Occupational Science and Occupational Therapy
Preceptor notices a
minor student problem(Inappropriate, skills, punctuality …)
Preceptor discusses concernwith student and
together develop strategiesand opportunity for reassessment
Behaviour/concernimproves
Behaviour/concerndoes not improve
Discuss with site FW CoordinatorPreceptor, site FW Coordinator and student strategiseInform Academic (U of T) FW Coordinator of troubles
Reassess progress
Improvement noticedContinue and monitor
No improvement
Call U of T FW Coord.ASAP – by midterm
Document
Document
Monitor
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.
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.
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.
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