Integrating Fieldwork Educators into Didactic Coursework: Impact on Occupational Therapy Students’ Readiness for Level II Fieldwork

Document Type (Journals)

Original Research

Abstract

Level II fieldwork represents a critical transition from didactic learning to clinical practice in occupational therapy education, yet students frequently report challenges related to applying knowledge, managing expectations, and navigating complex clinical environments. Many of these challenges reflect aspects of the “hidden curriculum,” including implicit expectations related to communication, professional behaviors, and feedback that are often not explicitly addressed in coursework. This study examined the impact of integrating fieldwork educator–led sessions into a didactic seminar to support student readiness. A mixed-methods survey using a retrospective pre–post design was administered to 33 students (97% response rate). Quantitative analyses demonstrated significant improvements across all domains, including preparedness (p < .001, d = 1.48), confidence (p < .001, d = 1.09), communication (p < .001, d = 1.18), initiative (p < .001, d = 1.07), feedback (p < .001, d = 1.08), and professional behaviors (p = .002, d = 0.80). Students reported high perceived usefulness (M = 4.28/5), with 96.9% indicating improved understanding of fieldwork expectations. An inductive qualitative analysis of open-ended responses revealed six themes reflecting students’ evolving understanding of expectations, including communication, self-directed learning, feedback engagement, preparation, self-advocacy, and recognition of variability across settings. Findings suggest increased clarity around expectations that are often implicit within clinical environments. Integrating fieldwork educators into coursework supports improvements in perceived readiness and represents a feasible, scalable approach to enhancing preparation for Level II fieldwork.

Biography

Tara Mansour, OTD, MS-HPEd, OTR/L is an Assistant Professor and Academic Fieldwork Coordinator at MGH Institute of Health Professions. Her work focuses on clinical education, fieldwork readiness, and integrating generative AI into health professions education. She is a PhD candidate in Health Professions Education and presents nationally on innovative teaching strategies.

Victoria Denovellis, OTD was a student in the Entry-Level Doctor of Occupational Therapy program at MGH Institute of Health Professions at the time of this research. Her interests include pediatrics and mental health. She engaged in a curriculum-focused capstone project aimed at enhancing students’ preparation for Level II fieldwork and transition to practice.

Declaration of Interest

The authors report no declarations of interest.

Recommended Citation

Mansour, T., & Denovellis, V. (2026). Integrating Fieldwork Educators into Didactic Coursework: Impact on Occupational Therapy Students’ Readiness for Level II Fieldwork. Journal of Occupational Therapy Education, 10 (3). Retrieved from https://encompass.eku.edu/jote/vol10/iss3/10