The Continuum of Fieldwork Experiences in Occupational Therapy Education

1979 ◽  
Vol 42 (12) ◽  
pp. 312-315
Author(s):  
S. K. Shah
Keyword(s):  
Critical Thinking ◽  
Experiential Learning ◽  
Occupational Therapy ◽  
Professional Growth ◽  
Continuous Process ◽  
Educational Programme ◽  
Occupational Therapy Education ◽  
Didactic Teaching ◽  
Therapy Education ◽  
The Continuum

Supervised fieldwork experiences form an integral part of the educational programme and are a continuous process. They are directed towards the acquiring of critical thinking abilities and skills, and maximising the personal and professional growth of the student. The fieldwork experiences continuum have four distinct levels. The first two emphasise experiential learning as opposed to performance. The subsequent two levels emphasise the application and consistent integration of the academically acquired knowledge. The interspersing of the fieldwork experiences in didactic teaching and fieldwork objectives are discussed.

scholarly journals Critical Thinking in Occupational Therapy Education: A Systematic Mapping Review

2020 ◽  
Vol 4 (4) ◽  
Author(s):  
Jennifer S Pitonyak ◽  
Sarah Nielsen ◽  
Shirley P. O'Brien ◽  
Cecille Corsilles-Sy ◽  
Devon Olson Lambert ◽  
...  
Keyword(s):  
Critical Thinking ◽  
Occupational Therapy ◽  
Systematic Mapping ◽  
Occupational Therapy Education ◽  
Mapping Review ◽  
Therapy Education ◽  
Systematic Mapping Review

scholarly journals Using Accreditation of Prior Experiential Learning (APEL) to Replace a Practice Placement: A Controversial Option?

2007 ◽  
Vol 70 (9) ◽  
pp. 389-392 ◽  
Author(s):  
Stephanie Tempest ◽  
Kevin Cordingley ◽  
Christine Craik
Keyword(s):  
Higher Education ◽  
Experiential Learning ◽  
Occupational Therapy ◽  
Group Discussion ◽  
Learning Opportunities ◽  
Nominal Group ◽  
First Year ◽  
Occupational Therapy Education ◽  
Occupational Therapy Students ◽  
Therapy Education

The Accreditation of Prior Experiential Learning (APEL) is established in higher education, but there are no studies on its use in occupational therapy. Brunel University wanted to investigate whether APEL could enable occupational therapy students meeting certain criteria to be exempt from the first-year practice placement, and so devised an APEL proposal. Practice placement educators and students were invited to give their opinion on the proposal through a questionnaire; additionally, the students attended a nominal group discussion. Three themes emerged from the six practice placement educators who agreed to participate: logistics, student experience and learning opportunities. The three students who participated valued APEL for confirming and recognising learning from previous experience. The low response impedes establishing any definite views on the topic, but could suggest that APEL is not a controversial option to practice placement educators and students. Further study is required on the adoption of APEL in occupational therapy education.

scholarly journals Inquiry-based learning: an instructional alternative for occupational therapy education

2001 ◽  
Vol 8 (3) ◽  
pp. 198-209 ◽  
Author(s):  
Helen M. Madill ◽  
Gail Amort-Larson ◽  
Sylvia A. Wilson ◽  
Sharon G. Brintnell ◽  
Elizabeth Taylor ◽  
...  
Keyword(s):  
Occupational Therapy ◽  
Occupational Therapy Education ◽  
Inquiry Based Learning ◽  
Therapy Education

A Comparison of Funding Patterns in Professional Occupational Therapy Education Programs

1994 ◽  
Vol 14 (3) ◽  
pp. 157-169 ◽  
Author(s):  
Winnie Dunn ◽  
Mary Ann Boyle
Keyword(s):  
United States ◽  
Occupational Therapy ◽  
The United States ◽  
Education Programs ◽  
Occupational Therapy Education ◽  
Time Period ◽  
Time Periods ◽  
Therapy Education ◽  
Model Programs ◽  
First Time

This study compared data collected from two questionnaires completed by faculty in professional occupational therapy education programs in the United States. The questionnaires asked respondents to describe their funding requests over two time periods; 1985 through 1987 and 1988 through 1990. The data from the first time period was reported elsewhere (Boyle, Dunn, & Kielhofner, 1990); this article presents the data from the second inquiry and compares the data from the two time periods to show trends. Programs submitted a total of 24 requests intramurally and 194 requests extramurally for a total of 218 requests during the second time period. Programs received full or partial funding for 115 proposals, a total of nearly $15 million, which was an increase of approximately $2 million. Research was funded at $1,865,500 ( n=35), a more than $1 million increase from the first time period. Programs received $5,725,790 for training ( n=35), $28,450 for model programs ( n=2), $1,326,614 for research and demonstration ( n=6), and $5,804,689 for other activities ( n=37).

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