The purpose of this study was to determine if school-based occupational therapists who participated in a series of online professional development modules on the topic of fieldwork education reported increased feelings of self-efficacy regarding the ability to fulfill the role of fieldwork educator. In this single-group design, participants completed a series of six online professional development modules. Each module consisted of a narrated slideshow presentation, case study activity, and online discussion board. Participants completed a self-efficacy survey before and after completing the series of modules. Results indicated a significant increase in self-efficacy related to fieldwork education following completion of the online professional development course. An online professional development course on the topic of fieldwork education can improve self-efficacy in potential fieldwork educators.
Meghan Suman, OTD, OTR/L, BCP, SCSS is an Assistant Professor and Academic Fieldwork Coordinator in the Occupational Therapy Program at Lewis University in Romeoville, Illinois. Dr. Suman serves as a board member for AOTA’s Board for Advanced and Specialty Certification, specializing in school systems. Ingrid Provident, EdD, OTR/L, FAOTA is an Associate Professor and Program Coordinator of the Post-Professional Occupational Therapy Doctoral Program at Chatham University in Pittsburgh, Pennsylvania.
Declaration of Interest
The authors report no declarations of interest.
Suman, M., & Provident, I. (2018). Using Online Professional Development to Increase Self-Efficacy in School-Based Occupational Therapy Fieldwork Educators. Journal of Occupational Therapy Education, 2 (1). https://doi.org/10.26681/jote.2018.020106
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