Occupational Therapy Assistant Students’ Perspectives About the Development of Clinical Reasoning

A mandatory component of the training of occupational therapy assistant (OTA) students is the development of their clinical reasoning skills. As the demand for OTAs continues to increase in response to the growing need for occupational therapy services, the number of academic programs to prepare these future therapists has expanded. Unfortunately, there is no empirical literature addressing the preparation of OTA students, specifically the development of their clinical reasoning skills. Artifact analysis, focus groups, and questionnaires were used to explore OTA students’ perceptions of what Level II fieldwork learning experiences facilitated the development of their clinical reasoning skills. The results suggest OTA students develop clinical reasoning skills during Level II fieldwork by engaging in a variety of learning experiences with support from fieldwork educators who are welcoming and approachable. Learning experiences that students perceived as most helpful to the development of clinical reasoning included hands-on learning, opportunities to witness best practice, receipt of clear expectations and regular feedback, gradual responsibility for caseload management, and opportunities for collaboration. This study adds to the profession’s body of knowledge and has implications for OTA educators, fieldwork educators, OTA students, and future consumers of occupational therapy services

Occupational Therapy Assistant Students ’ Perspectives About the Development of Clinical Reasoning

A mandatory component of the training of occupational therapy assistant (OTA) students is the development of their clinical reasoning skills. As the demand for OTAs continues to increase in response to the growing need for occupational therapy services, the number of academic programs to prepare these future therapists has expanded. Unfortunately, there is no empirical literature addressing the preparation of OTA students, specifically the development of their clinical reasoning skills. Artifact analysis, focus groups, and questionnaires were used to explore OTA students’ perceptions of what Level II fieldwork learning experiences facilitated the development of their clinical reasoning skills. The results suggest OTA students develop clinical reasoning skills during Level II fieldwork by engaging in a variety of learning experiences with support from fieldwork educators who are welcoming and approachable. Learning experiences that students perceived as most helpful to the development of clinical reasoning included hands-on learning, opportunities to witness best practice, receipt of clear expectations and regular feedback, gradual responsibility for caseload management, and opportunities for collaboration. This study adds to the profession’s body of knowledge and has implications for OTA educators, fieldwork educators, OTA students, and future consumers of occupational therapy services

Clinical and Professional Reasoning Development in Level II Fieldwork: Occupational Therapy Assistant Students’ Perception

Occupational therapy academic programs are tasked with preparing occupational therapy assistant (OTA) students to develop and use clinical and professional reasoning in practice. A component of this academic education, Level II fieldwork (FW), develops clinical and professional reasoning by allowing students to practice this skill. Although numerous studies have investigated this topic in occupational therapy students, only one small study has previously investigated this in OTA students during Level II FW. Thus, we designed a mixed methods study of OTA students during Level II FW (n = 58) to confirm and expand our knowledge of learning experiences that develop clinical and professional reasoning skills. Six major aspects of Level II FW were identified by participants as contributing to the development of their clinical and professional reasoning skills: “hands-on experience,” “thinking on your feet,” “the value of community-based placements,” “the supervision approach of the FW educator,” “application of evidence-based practice,” and “interprofessional interactions.” Three of these themes were novel as they did not emerge from the previous study. According to most participants their clinical and professional reasoning development was positively impacted when their FW educator chunked information (88.5%), modeled best practice (84.6%), asked questions (84.6%), or engaged in story-telling (84.6%), with the latter two being perceived as most impactful. The study results suggest that the development of clinical and professional reasoning may be highly individualized and driven by what students experience

Use of a Webinar to Assess Fieldwork Educator Readiness to Provide Occupational Therapy Services and Supervise Students Through Telehealth

At the start of the COVID-19 pandemic in the spring of 2020, many school-based occupational therapy practitioners experienced intensified job demands including a rapid shift to telehealth service delivery. Additionally, academic fieldwork coordinators sought to find effective methods of delivering fieldwork education and supporting those involved, including the occupational therapy fieldwork educators and students, as they navigated the new context imposed by the pandemic. A study was completed using a synchronous webinar format and post-webinar survey to explore school-based occupational therapy practitioners’ perceptions of readiness to provide occupational therapy services through telehealth, the perception of preparedness of potential, current, and past fieldwork educators to supervise students during the pandemic, and the effectiveness of using a webinar format to deliver this education. Email invitations were sent to a list generated by academic fieldwork coordinators that included former, current, and potential occupational therapy fieldwork educators. Four hundred thirty-three international participants attended the 122 minute educational webinar presented through the Zoom video conference platform, with 80% of participants being school-based occupational therapists. The webinar contained three parts: two occupational therapists who addressed telehealth in practice, academic fieldwork coordinators who presented on the supervision of fieldwork students during telehealth service provision, and a panel discussion led by an active fieldwork educator and student who worked together during the time of initial COVID-19 restrictions. An electronic survey was administered through email at two weeks and three weeks post-webinar to measure participant telehealth webinar outcomes and assess the webinar impact on perceptions of feeling supported and future participation as a fieldwork educator. Forty-six participants returned the survey and descriptive statistics and content analysis were used to analyze survey results. Based on the results, participants agreed most with the telehealth service statements “I understand some of the barriers of providing telehealth services” (96%); “I better understand the process of providing telehealth services” (91%); and “I can identify what type of client would benefit from telehealth services” (85%). Survey results also indicated that 11% of participants strongly agreed or agreed to consider taking their first fieldwork students, 54% felt more supported as a fieldwork educator, and 57% strongly agreed or agreed that they could identify effective ways for fieldwork students to help support their clinical practice. Results also showed that a synchronous virtual webinar was perceived by participants as an effective method to deliver this education

OTA Students’ Perceptions of an Inter & Intraprofessional Level I Experience in Morocco

Cultural immersion experiences provide students with authentic, real-life opportunities to engage with clients serving as a powerful tool to enhance students’ global perspectives of occupation (Humbert, Burket, Deveney, & Kennedy, 2012). Interprofessional & intraprofessional education provides students with an increased understanding of the unique knowledge, skills, scope, function, & roles within their own & among other disciplines (IEC, 2011; Jung, Salvatori, & Martin, 2008)

Community-based Level II Fieldwork Program at an Adult Day Program for Clients with Memory Loss: Site, Academic Program, & FW Educator’s Perceptions

At the conclusion of this poster, participants will be able to describe at least three benefits of creating a community-based Level I and Level II fieldwork at Adult Day Programs. At the conclusion of this poster, participants will be able to state at least three benefits of using the collaborative fieldwork model for Level II OT practitioner students