Therapeutic Use of Self and Fieldwork Experience: An Exploration of the Art and Science of Occupational Therapy

Abstract

The clinical practice of occupational therapy has been described as a blend of both art and science. For occupational therapy students, Level II fieldwork experiences offer early opportunities to refine both client-centered attitudes and scientific aptitude in relationship-based caregiving. In this retrospective study, researchers examined the ability to predict final Fieldwork Performance Evaluation scores from the following non-cognitive (i.e., art) and cognitive (i.e., science) variables: ranked student responses to the Self-Assessment of Modes Questionnaire (v.II); undergraduate grade point average (GPA; cumulative and science), and Graduate Record Examination (GRE) scores (quantitative, verbal, and analytic). Using a series of simple linear regressions, researchers analyzed data from sixty-nine master’s-level occupational therapy students. For the first Level II fieldwork experience, empathizing and empathizing-revised modes appeared to be a significant predictor with moderate, positive correlation coefficients (p=.008, r=.329; p=.01, r=.296, respectively). For the second Level II fieldwork experience, collaborating and instructing modes appeared to be significant predictors (p=.036, r= -.255; p=.037, r=.254 respectively). GPA and GRE scores were not predictive of fieldwork success. The degree to which art and science shape expectations for relationship-based client interactions during fieldwork experiences requires further investigation. However, calling attention to occupational therapy students’ preferred communication modes highlight how client interactions may be shaped to fit the students’ natural tendencies rather than the needs of the client.

Keywords

• clinical competence
• academic success
• student self-assessment
• occupational therapy fieldwork
• therapeutic use of self