Document Type (Journals)
Fieldwork education is a vital component of occupational therapy education. Academic fieldwork coordinators face a shortage of qualified occupational therapists who are prepared to be fieldwork educators. This pilot study aimed to evaluate the effects of an online learning module developed to prepare occupational therapists to become fieldwork educators. A pre- and post-survey were used to measure changes in perceived preparedness following completion of an online learning module. A 39-item electronic survey measured perceived preparedness of the following fieldwork educator competencies: education, supervision, evaluation, and administration. Sixteen participants completed all three components of the study: pre-survey, the learning module, and post-survey. Significant findings indicate completion of the online learning module led to participants feeling more prepared to: (a) implement a professional development plan; (b) use a variety of instructional strategies; (c) use current supervision models and theories; (d) initiate interaction to resolve conflict; (e) communicate and collaborate with academic programs to integrate the academic curriculum; (f) complete and provide the academic program with required paperwork; (g) use fieldwork evaluation tools to accurately measure student performance and provide feedback; (h) design and implement a fieldwork program in collaboration with the academic fieldwork coordinator in accordance with Accreditation Council for Occupational Therapy Education (ACOTE) Standards; (i) document an organized, systematic, fieldwork program; (j) identify the legal and health care policies that directly influence fieldwork; and (k) complete an orientation for the student. Implementing an online fieldwork educator learning module had a positive impact on occupational therapists preparing for the role of Level II fieldwork educator.
Breanna Chycinski, OTD, OTRL is an assistant professor and academic fieldwork coordinator for Grand Valley State University's Occupational Science and Therapy Department. Research interests include topics related to fieldwork education.
Casey Humphrey, OTD, MHA, OTR/L is an associate professor and academic fieldwork coordinator in the Department of Occupational Science and Occupational Therapy at Eastern Kentucky University. Casey is a licensed occupational therapist, as well as a certified brain injury specialist and certified driving rehabilitation specialist.
Camille Skubik-Peplaski, PhD, OTR/L, FAOTA is a full professor in the Department of Occupational Science and Occupational Therapy, Eastern Kentucky University. She is recognized for her leadership roles at state and national levels and has research interests in occupation-based interventions, client-centered care and motor recovery.
Declaration of Interest
The authors report no declarations of interest.
Chycinski, B. J., Humphrey, C. E., & Skubik-Peplaski, C. (2023). Assessment of an Online Learning Module to Promote Fieldwork Educator Preparedness: A Pilot Study. Journal of Occupational Therapy Education, 7 (2). https://doi.org/10.26681/jote.2023.070216
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