PrePlacement Meeting Fieldwork 1 and Fieldwork 3

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Pre-Placement MeetingFieldwork 1 and Fieldwork
3

• Donna Barker
• Iris Greenspoon
• Fieldwork Coordinators

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Fieldwork Faculty / Staff

• Donna Barker
• Fieldwork Coordinator (Intro, FW1, and FW2)
• donna.barker_at_utoronto.ca
• 416-946-8782
• Iris Greenspoon
• Fieldwork Coordinator (FW 3 and FW 4)
• iris.greenspoon_at_utoronto.ca
• 416-978-2679
• Nella Rupp
• Administrative Assistant
• ot.clined_at_utoronto.ca
• 416-978-8234

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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

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Department of Occupational Science and
Occupational Therapy
Departmental Vision To Achieve International
Leadership in Research and Education
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Teaching / Learning Methods

• Interactive Classes
• Skills Labs
• Divergent case method (DCM)
• Fieldwork
• Self-study

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Structure, Flow Content Curriculum Outline

• Year 1
• Term 1
• Foundation
• Introduction to Fieldwork
• Term 2
• Enabling the Occupational Human
• Fieldwork 1
• Term 3
• Skill Enhancement

• Year 2
• Term 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

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Graduate Fieldwork Program

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

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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)

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Fieldwork Placements Schedule 2007-2008

• Fieldwork I May 5, 2008 - June 13, 2008
• Fieldwork III April 21, 2008 - June 6, 2008

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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

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FIELDWORK IOCT1183

• Students will focus on
• Refining generic assessment skills
• Developing documentation skills
• Beginning to apply theoretical knowledge to the
  clinical setting

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FIELDWORK IIOCT1281

• Students will focus on
• Developing skill in advanced assessments
• Consolidating academic learning with clinical
  learning
• Increasing independence in working with clients

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FIELDWORK IIIOCT1282

• Students will focus on
• Gaining independence in administering
  interpreting assessments, treatment planning,
  programming evaluation

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FIELDWORK IVOCT1283

• Students will focus on
• Managing a significant portion of the
  supervisors caseload
• Gaining maximal independence
• Consolidating all previous academic fieldwork
  learning

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Specific FW1 and FW3 Objectives

• See Course Outlines
• Specific objectives reflect the level of skill
  development and supervision required

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Stages of Professional Competency Development
Entry-Level Clinician
Consolidation
Transition
Stage 3
Knowledge Application
Stage 2
Stage 1
Entry-Level Student
Source Competency Based Fieldwork Evaluation for
Occupational Therapists Bossers, Miller,
Polatajko, Hartley, 2002
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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

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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

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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

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Stages of Competency Development
Source Competency Based Fieldwork Evaluation for
Occupational Therapists Bossers, Miller,
Polatajko, Hartley, 2002
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Competencies of the CBFE
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Competencies of CBFE (contd)
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(No Transcript)
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Objective(s)
Resource(s) Required to Meet the Objective(s)
Evidence
Validation
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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

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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

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Student Presentation / Project

• Expectation that each fieldwork student complete
  student presentation / project
• Topic should be negotiated between fieldwork
  supervisor and student

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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.

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Important DeadlinesFW 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

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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

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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

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Thank-you!!

• Any questions?