Correlation Between Simulation and Fieldwork Performance in Adult Physical Rehabilitation
Document Type (Journals)
The purpose of this study was to explore the relationship between performance in simulation used as a learning method in an adult physical rehabilitation and Level II fieldwork. A retrospective cohort research design was utilized to analyze data gathered from occupational therapy student cohorts between 2011-2017 enrolled in an entry-level Masters (MS) and Doctor of Occupational Therapy (OTD) program located in the Midwest United States. Course performance on skills checks, which utilized simulation methods, as well as final exam and course grades were analyzed and compared to performance scores on the FWPE. The overall course exam performance is the strongest predictor of Level II fieldwork success. The strongest relationship was for Level IIA fieldwork, with no correlation found between any didactic variable and performance on Level IIB fieldwork. Performance on Level II fieldwork can, in part, be determined by didactic performance in simulated experiences as indicated by the final course exam in adult physical rehabilitation.
Dr. Whitney Lucas Molitor, OTD, OTR/L, BCG earned her doctorate in occupational therapy from the University of South Dakota. She has clinical practice experience in adult physical rehabilitation and gerontology. She is Board Certified in Gerontology through the American Occupational Therapy Association. She is Assistant Professor and Capstone Director, teaching adult physical rehabilitation, home modification, and health promotion.
Dr. Ranelle Nissen, PhD, OTR/L earned her PhD from Texas Women's University. She is Associate Professor and Academic Fieldwork Coordinator. In addition she teaches courses in fieldwork, research foundations, and mental health.
Declaration of Interest
The authors report no declarations of interest.
Lucas Molitor, W., & Nissen, R. (2020). Correlation Between Simulation and Fieldwork Performance in Adult Physical Rehabilitation. Journal of Occupational Therapy Education, 4 (2). https://doi.org/10.26681/jote.2020.040209
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