department of occupational science and occupational therapy c r e a t i n g l e a d e r s i n o t...

Depart

ment

of

Occ

upati

onal Sci

ence

and O

ccupati

onal Thera

py

C r e a t i n g L e a d e r s i n O T

Pre-Placement MeetingFieldwork 1

and Fieldwork 3

Donna Barker

Iris Greenspoon

Fieldwork Coordinators

Department of Occupational Science and Occupational Therapy

Fieldwork Faculty / Staff

Donna Barker Fieldwork Coordinator (Intro, FW1, and FW2) [email protected] 416-946-8782

Iris Greenspoon Fieldwork Coordinator (FW 3 and FW 4) [email protected] 416-978-2679

Nella Rupp Administrative Assistant [email protected] 416-978-8234


Objectives for This Meeting

Provide Background Info to put Fieldwork in context Overview of the MSc.OT Program at the University of Toronto

Departmental vision Teaching/ learning methods

Overview of the MSc.OT Fieldwork Program Fieldwork Organization/Philosophy/Objectives Stages of Professional Competency Development Competency-Based Fieldwork Evaluation

Provide information specifically related to Fieldwork 1 Objectives, Dates, Evaluation, etc.

Discuss opportunities to get involved with the University of Toronto

Status appointments


Departmental Vision:

To Achieve International Leadership in Research and Education

Department Department

of of Occupational Occupational Science and Science and

Occupational Occupational TherapyTherapy


Teaching / Learning Methods

Interactive Classes

Skills Labs

Divergent case method (DCM)

Fieldwork

Self-study


Structure, Flow & Content Structure, Flow & Content Curriculum OutlineCurriculum Outline

Year 1Term 1

Foundation

Introduction to Fieldwork

Term 2

Enabling the Occupational Human

Fieldwork 1

Term 3

Skill Enhancement

Year 2Term 4

Enabling the Occupational Human in context I

Fieldwork 2

Term 5

Enabling the Occupational Human in context II

Fieldwork 3

Term 6

Advanced Application and Skill Enhancement

Fieldwork 4


Graduate Fieldwork Program Graduate Fieldwork Program

Core Fieldwork Expectations Variety of settings/populations Psychosocial Health Physical Health


Fieldwork Placements

Act as a bridge from classroom to service delivery settings Give students an opportunity to demonstrate and apply the knowledge they have learned in class/courses Provide students with a place where they can learn core skills and techniques essential to OT, and personal skills that can help students improve professional behaviours Help students develop problem-solving abilities, evolve clinical reasoning skills, and reflect on their practice

(Bonello, 2001)


Fieldwork Placements – Schedule2007-2008

Fieldwork I: May 5, 2008 - June 13, 2008

Fieldwork III: April 21, 2008 - June 6, 2008


Fieldwork Placements

Refer to Fieldwork Resource Manual for Philosophy of fieldwork and professional standards Health policies Contracts and insurance Requirements and selection process Pre-placement communication Objectives Evaluation Process

www.ot.utoronto.ca


FIELDWORK IOCT1183

Students will focus onRefining generic assessment skillsDeveloping documentation skillsBeginning to apply theoretical

knowledge to the clinical setting


FIELDWORK IIOCT1281

Students will focus onDeveloping skill in advanced assessmentsConsolidating academic learning with clinical

learningIncreasing independence in working with

clients


FIELDWORK IIIOCT1282

Students will focus on

Gaining independence in administering & interpreting assessments, treatment planning, programming & evaluation


FIELDWORK IVOCT1283

Students will focus on

Managing a significant portion of the supervisor’s caseload

Gaining maximal independenceConsolidating all previous academic &

fieldwork learning


Specific FW1 and FW3 Objectives

See Course Outlines Specific objectives reflect the level of skill

development and supervision required


Stages of Professional Competency Development

Entry-Level Student

Knowledge Application

Consolidation

Transition

Entry-Level Clinician

Stage 1

Stage 2

Stage 3

Source: Competency Based Fieldwork Evaluation for Occupational TherapistsBossers, Miller, Polatajko, Hartley, 2002


1. Knowledge Application - educating

Emphasis on development of interaction skills with clients, family, and other health care personnel

Students endeavour to apply their current academic knowledge base to actual practice

Supervision should be consistent/readily available Students require opportunities to observe and practise professional

behaviours and skills that may include assessment and intervention techniques communication with family members / other health care personnel clinical/professional reasoning specific to client centred occupational

therapy practice


2. Transition - coaching

Emphasis on practice and experience in clinical problem-solving, assessment, and intervention

Students should begin to share and assume responsibility for all components of client centred practice, such as referral analysis and assessment planning and implementation of intervention programs discharge planning and follow-up

Students should be encouraged to try to develop their own ideas/insights and should be able to engage in discussion of several solutions to occupational performance problems and viable courses of action


3. Consolidation - mentoring

Emphasis on final preparation of student to assume the role of competent, entry-level occupational therapist

Students should be encouraged to assume as much independence as possible in professional reasoning & in linking academic theory with practice

Students may require some guidance but should take responsibility for of client centred practice components: referral analysis & assessment planning & Implementation of intervention programs discharge planning & follow-up


Stage 1 Stage 2 Stage 3

Student Performance

Knowledge Application

Transition - Reflection on Action

Consolidation – Reflection in Action

Educator Supervision Style

Direct Teaching Evaluation Feedback

Coaching Consulting Mentoring

Scoring Scores 1-3

1 = low S1

2 = rudimentary S1

3 = mastery of S1 / transition to S2

Scores 3-6

3 = transition to S2

4 = rudimentary S2

5 = intermediate S2

6 = mastery of S2 / transition to S3

Scores 6-8

6 = transition to S3

7 = rudimentary S3

8 = mastery of S3 / ready to enter clinical practice

Stages of Competency Stages of Competency DevelopmentDevelopmentSource: Competency Based Fieldwork Evaluation for

Occupational TherapistsBossers, Miller, Polatajko, Hartley, 2002


Competencies of the CBFE

Practice Knowledge Discipline- specific theory and technical knowledge.

Clinical Reasoning Analytical and conceptual thinking, judgment, decision making, and problem solving.

Facilitating Change within a practice Process

Assessment, intervention planning, intervention delivery, and discharge planning

Professional Interactions and Responsibility

Relationship with clients and colleagues, legal and ethical standards


Competencies of CBFE (cont’d)

Communication Verbal, non-verbal, and written communication

Professional Development Commitment to profession, self-directed learning, and accountability

Performance Management Time and resource management, leadership


5. COMMUNICATION

Fosters open communication Listens actively Speaks clearly and appropriately Provides explanations and/or education

that is at an appropriate level for the client Writes clearly and appropriately Modifies language for the listener Uses non-verbal communication appropriately

and effectively

STAGES SCORE

1

2

3

1 - Low Stage 1 competencies2 - Rudimentary Stage 1 competencies3 - Mastery of Stage 1 competencies/ Transition to Stage 2

3 - Transition to Stage 24 - Rudimentary Stage 2 competencies5 - Intermediate Stage 2 competencies6 - Mastery of Stage 2 competencies/ Transition to Stage 3

6 - Transition to Stage 37 - Rudimentary Stage 3 competencies8 - Mastery of Stage 3 competencies/ ready to enter clinical practice

The Competency Rating Scale

Mid-term

Final

Exceptional

Entry Level Student

Entry Level Clinician

P l e a se c i rc l e t h e l e v e l o f p e r fo rm a n c e .

Unacceptable Developing

U 1 2 3 4 5 6 7 8 E

U 1 2 3 4 5 6 7 8 E


The Learning Objective Rating Scale

Mid-term

Final

Doesn’t Meet Objectives

Meets AllObjectivesVery Well

P l e a se p la c e a v e r t i c a l b a r i n t e rs e c t in g t h e fi n e l in e i n th e sh a d e d a re a

Student’s Learning Objective(s) - Communication

Objective(s) Resource(s) Required to Meet the Objective(s)

Evidence Validation


Learning Objectives

Negotiated between student and supervising OT Recommended that learning objectives developed

after first week of placement There should not be a learning objective for each

competency. 3-4 objectives overall is adequate There can not be more than one objective for each

competency Objectives can be completed on CBFE or on a

separate sheet however must be included with evaluation when returned to U of T

SMART objectives


Student Evaluations- CBFE

Please contact fieldwork coordinator as soon as you have any concerns regarding a student passing the placement.

Expectation- U of T Fieldwork Coordinator and student will be notified at or prior to midterm if there is a concern that student may not pass the fieldwork placement.

U of T fieldwork coordinator will conduct a site visit to speak with supervising therapist and student. Fieldwork coordinator will review learning objectives and CBFE to provide strategies to facilitate the fieldwork supervisor-student learning experience


Student Presentation / Project

Expectation that each fieldwork student complete student presentation / project

Topic should be negotiated between fieldwork supervisor and student


Completion of placement

Student require the following information to be returned to U of T upon completion of placement

Completed CBFE (including signatures) Learning objectives Student Fieldwork Site Evaluation Completed WSIB form (Section A.2. and Section E-

need to be completed by the Fieldwork Site)

Student will not receive a grade for fieldwork until hard copy of CBFE returned to facility including all necessary signatures on CBFE form.


Important Deadlines:FW 1 and FW3

Fieldwork 1: Deadline for return of CBFE form, student learning objectives, student fieldwork site evaluation, and WSIB form is Friday June 27, 2008

Fieldwork 3: Deadline for return of CBFE form, student learning objectives, student fieldwork site evaluation, and WSIB form is Friday June 20, 2008


Opportunities to get Involved

http://www.rehab.utoronto.ca/Guidelines/index.htm

Along with a complete overview of a Status-Only Appointment, the Guidelines will also provide you with:

• Status-only appointment documentation and process• Information on the 5 status-only appointment ranks• The criteria for initial appointment, reappointment and promotion• Your privileges, responsibilities and expectations


Your status-only appointment brings you:

Privileges The right to apply for grants that require that you hold a University

appointment U of T library privileges and e-mail Reduced fee for metro pass Free or reduced rates on various U of T Continuing Education An opportunity for personal and professional growth

Responsibilities Stimulate, challenge and develop the clinical capacity of students Contribute to the development of the discipline by contributing to the body

of knowledge or by advancing the quality, efficiency and effectiveness of practice

Acknowledge your affiliation with the department on all publications and scholarly works


Thank-you!!

Any questions?

department of occupational science and occupational therapy c r e a t i n g l e a d e r s i n o t...

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