Occupational Therapy Assistant Students’ Perceptions of Level I Fieldwork Instructional Methods: A Mixed Methods Study

Document Type (Journals)

Original Research

Abstract

Level I fieldwork is a cornerstone of occupational therapy assistant (OTA) education. Placement shortages have prompted OTA programs to expand instructional methods beyond traditional methods to include standardized patients, faculty-led site visits, simulated and virtual environments, and non-traditional placements. Limited research has examined OTA student perceptions of these instructional methods. Therefore, this study explored OTA student preferences, recommendations for future use, and perceived strengths and challenges of Level I fieldwork instructional methods. Nineteen OTA students completed surveys in Fall 2023 and Fall 2024 in this retrospective mixed methods study. Students ranked instructional methods directly experienced in Level I fieldwork: traditional or non-traditional fieldwork (IA), standardized patient experiences (IB), and faculty-led site visits (IC). Mean preference scores were analyzed using Friedman tests and post hoc comparisons. Recommendation rates were calculated for each Accreditation Council for Occupational Therapy Education [ACOTE]-recognized Level I instructional method. Query-based and conventional content analyses identified strengths and weaknesses across ACOTE-recognized Level I instructional methods. Among directly experienced methods, traditional fieldwork and standardized patient experiences were generally preferred, whereas non-traditional fieldwork was least preferred and most frequently not recommended for future use. Simulated environments, although not directly experienced as Level I fieldwork, were frequently recommended for future use. Qualitative findings highlighted the importance of realistic experiences, relevance to occupational therapy practice, preparation for future fieldwork, and access to supervision, guidance, and feedback. Findings can inform OTA programs’ selection and implementation of Level I fieldwork instructional methods and underscore intentional fieldwork design.

Biography

Tiffany L. Benaroya, OTD, OTR serves as the Academic Fieldwork Coordinator and an Assistant Professor for the Rutgers Occupational Therapy Assistant Program. Her research focuses on fieldwork education, pedagogy, and mental health.

Susan M. Higgins, OTD, OTR/L, FAOTA is the Director of the Doctor of Occupational Therapy Program at the University of New Haven. Her scholarship focuses on fieldwork education, instructional methods, innovative fieldwork models, and person-centered approaches to health professions education.

Declaration of Interest

The authors report no declarations of interest.

Recommended Citation

Benaroya, T. L., & Higgins, S. M. (2026). Occupational Therapy Assistant Students’ Perceptions of Level I Fieldwork Instructional Methods: A Mixed Methods Study. Journal of Occupational Therapy Education, 10 (4). Retrieved from https://encompass.eku.edu/jote/vol10/iss4/16