Student and Recent Graduate Perceptions of Single Versus Multiple Supervision Models in Occupational Therapy Level II Fieldwork: A Descriptive Survey Study

Document Type (Journals)

Original Research

Abstract

As occupational therapy programs increase in number, the need for increased fieldwork capacity has led to growing interest in alternative supervision models. Understanding how supervision structure influences student perception of the fieldwork experience is essential for ensuring quality educational experiences. This descriptive, cross-sectional study examined occupational therapy students’ and recent graduates’ perceptions of single versus multiple supervision models during Level II fieldwork. A 23-item online survey was developed and distributed nationally via professional networks and academic channels. Participants rated their experiences across three domains: satisfaction and mentoring quality, communication and feedback, and development of clinical and professional skills. Descriptive statistics and comparative analyses were used to identify patterns between supervision types. Sixty-four participants met inclusion criteria. Respondents generally reported higher satisfaction, clarity of expectations, and feedback consistency under single supervision. However, multiple supervision was associated with greater ability to work within a team and was found to be beneficial overall. These findings reflect perceived strengths across supervision models and highlight the importance of intentional supervisory model selection for both the student and fieldwork educator, structured communication, and defined supervisory roles in multiple supervision contexts.

Biography

Ricardo Altahif, OTD, OTR, CHT is a Clinical Assistant Professor at Baylor University. He holds certifications in hand therapy, fieldwork education, and hybrid education.

Kirsten Davin, OTD, OTR/L, ATP, SMS, CAPS, CHSE is a Clinical Assistant Professor and the Academic Fieldwork Coordinator for Baylor University's Occupational Therapy Doctorate (OTD) program. She holds additional certifications in seating and positioning and healthcare simulation and teaching, and has a research focus pertaining to simulation in clinical education.

Kelli Easley, EdD, OTR, BCP is a Clinical Assistant Professor and Academic Fieldwork Coordinator for both the University of Mary Hardin-Baylor Masters and Doctorate of Occupational Therapy Programs. She is board certified in pediatrics from the American Occupational Therapy Association.

Declaration of Interest

The authors report no declarations of interest.

Recommended Citation

Altahif, R. G., Davin, K., & Easley, K. (2026). Student and Recent Graduate Perceptions of Single Versus Multiple Supervision Models in Occupational Therapy Level II Fieldwork: A Descriptive Survey Study. Journal of Occupational Therapy Education, 10 (2). Retrieved from https://encompass.eku.edu/jote/vol10/iss2/16