Factors Impacting OT and OTA Student Feedback Use during Level II Fieldwork Experiences
Document Type (Journals)
Feedback is used in experiential learning to help occupational therapy (OT) and occupational therapy assistant (OTA) students develop the specific knowledge and skills needed to become entry-level practitioners. However, many students do not use the feedback given by fieldwork (FW) educators or perceive it as helpful in improving performance. Therefore, this study aimed to identify factors impacting the integration of feedback for OT/OTA students during Level II FW experiences. An invitation email was sent to 102 students from two OT and two OTA education programs in Ohio to participate in a survey regarding their Level II FW experiences. The survey consisted of three parts comprised of multiple-choice and 5-point Likert-scale questions. There was a 52.9% response rate. Results indicated that several factors were moderately or strongly associated with students’ application of feedback. Factors specific to the student included their overall perspective of their FW placement and educator, previous experiences, learning styles, and emotional responses to feedback. Additionally, it was found that the FW educators’ training experience and nonverbal communication, along with the type, quality, and quantity of feedback either moderately or strongly associated with feedback use. Results suggested that improvement in FW educator training opportunities and OT curriculum preparation are warranted to enhance student use of feedback. Implications for the study will better prepare students, FW educators, and academic programs to give and receive feedback so that current OT/OTA students can assimilate into competent and well-rounded entry-level practitioners more easily.
Beth Ann Hatkevich, PhD, OTR/L, FAOTA is Associate Professor, Capstone Coordinator, and Director of T2 Program for The University of Toledo. Teaching responsibilities include content on capstone, course development, and teaching/learning process. Clinical expertise includes adult and older adult populations in skilled nursing, inpatient rehabilitation, mental health, and community-based settings.
Emily R. Pottkotter, OTD, OTR/L received her Bachelor of Arts degree in psychology from the University of Cincinnati and her Occupational Therapy Doctorate degree in 2019 from The University of Toledo. She works as an occupational therapist in a variety of clinical and educational settings serving pediatric and adult populations.
Nicole Stotz, OTD, OTR/L is Clinical Associate Professor and Academic Fieldwork Coordinator for The University of Toledo. Teaching responsibilities include content on fieldwork, communication, professional development, ethics, clinical documentation, and advocacy. Her clinical expertise includes adult and older adult populations in skilled nursing, home health, acute care, and inpatient rehabilitation.
Declaration of Interest
The authors report no declarations of interest.
Hatkevich, B. A., Pottkotter, E. R., & Stotz, N. (2022). Factors Impacting OT and OTA Student Feedback Use during Level II Fieldwork Experiences. Journal of Occupational Therapy Education, 6 (4). https://doi.org/10.26681/jote.2022.060409
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