Hummell, J. (2010). Effective fieldwork supervision: Occupational therapy student perspectives. Australian Occupational Therapy Journal, 44(4), 147-157.
The study explored occupational therapy student perspectives of the characteristics of effective fieldwork supervisors and the limitations on effective fieldwork supervision. The study also investigated the differences in perceptions between students in each of the 4 years of the undergraduate course. Forty-eight students completed an open-ended questionnaire. The two major characteristics of effective fieldwork supervisors identified by the students were well-developed interpersonal skills and the use of collaborative and facilitatory teaching/learning strategies. The major environmental issue limiting the effectiveness of fieldwork supervisors was lack of time for student supervision. Although students in all years of the occupational therapy course expressed similar viewpoint, variations were identified across the years, particularly with teaching/learning strategies used.
started by kolodziejs on 17 Aug 15
The study explored occupational therapy student perspectives of the characteristics of effective fieldwork supervisors and the limitations on effective fieldwork supervision. The study also investigated the differences in perceptions between students in each of the 4 years of the undergraduate course. Forty-eight students completed an open-ended questionnaire. The two major characteristics of effective fieldwork supervisors identified by the students were well-developed interpersonal skills and the use of collaborative and facilitatory teaching/learning strategies. The major environmental issue limiting the effectiveness of fieldwork supervisors was lack of time for student supervision. Although students in all years of the occupational therapy course expressed similar viewpoint, variations were identified across the years, particularly with teaching/learning strategies used.