Occupational Therapy Assistant Student Perceptions of Multi-site, Single Site, and Simulated Level I Fieldwork

Abstract

Fieldwork education is the practical application of an occupational therapy education. Level I fieldwork is an important component that introduces students to the clinical setting for basic understanding of client interactions. Quality fieldwork programs in occupational therapy are more difficult to procure than ever before due to critical shortages of placements. Additionally, the COVID-19 pandemic continues to have a major impact on all medical professions. The need for remodeling Level I fieldwork education possibilities has significantly increased. This study compares occupational therapy clinical education across three modalities recognized by the American Occupational Therapy Association (AOTA) standards: a simulated, virtual environment; faculty-led visits to a single clinical site; and supervision by a fieldwork educator across multiple sites. It compares different instructional modes for occupational therapy fieldwork, with the intent to contribute to the body of evidence-based practice in occupational therapy education, before, during, and after the COVID-19 crisis. A survey was administered to measure three cohorts of students’ perceptions of their clinical experiences, including occupation-based interventions, engagement with clients, the use of evidence-based practice, exposure to assessments and the influence on skilled therapeutic interventions, the use of effective problem solving for clinical application, and confidence levels to design and implement therapeutic interventions. Data collected from all three cohorts indicated that students largely responded favorably to their clinical experiences, regardless of modality, and provided evidence that modifications may be needed in each experience.

Keywords

• clinical education
• simulations
• faculty-led
• occupational therapy assistant
• level i fieldwork