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Abstract

Professional behaviors have been identified as imperative for fieldwork success in occupational therapy, and are held to high expectations by fieldwork educators. This study consisted of three phases. Phase one was a retrospective analysis of past Fieldwork Performance Evaluations (FWPE; n=319). Phase two consisted of the development of a curricular model and Level I Fieldwork Seminar with a focus on low-scoring professional behaviors on the FWPEs, which included verbal/ non-verbal communication, written communication, professional responsibility, work behaviors, and time management. Finally, phase three was a review of the course by the Philadelphia Region Fieldwork Consortium and edits to the seminar based on their feedback. Two theories, situated cognition and self-directed learning, were used to guide the curriculum development.

Biography

Gabrielle Hackenberg, OTD, MS, OTR/L is the Associate Director of Fieldwork Education and an Assistant Professor at the University of the Sciences. This study is the capstone for her OTD at Thomas Jefferson University.

Susan Toth-Cohen, PhD, OTR/L is Professor and Director of the Post-Professional Doctoral Program in Occupational Therapy at the Jefferson College of Health Professions at Thomas Jefferson University. Dr. Toth-Cohen served as mentor and advisor for the capstone project.

Declaration of Interest

The authors report no declarations of interest.

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