Friday, November 22, 2019

CBFE MIDTERM TIPS (Basic Fieldwork)


Midterm always seems to come quickly in Basic Fieldwork! Here are some tips to help you prepare for and complete the CBFE at midterm:

GETTING A HEAD START!
 
  • Take time to review the evaluation to refresh your memory on areas that you are evaluating for midterm. This will help to target your observations and begin to gather examples of how your student is doing.

  •  In addition to direct observation, consider other evaluation strategies such as:

    • Talking through a client session with your student,
    • Reviewing written documentation,
    • Gathering perspectives of team members and OT colleagues.   


EVALUATION OF COMPETENCIES

  • Considering your minimum placement expectations (where you expect your student to be at the end of Basic Fieldwork), rate your student on each competency using the drop down arrow provided to select a score (between 1-3).
  • Use the comment section to provide examples of how your student is meeting expectations, strengths, and areas for improvement.  
  • Grading:
    • At the end of Basic, we do not expect that all students will meet a 3 in all competencies. There will be some variations across competencies. A grade of 3 equates to “mastery of Level 1 and transitioning to Level 2”
    • Please do not rate your student above a 3 for Basic.
    • Determination of a pass or fail is based on the average of the competency marks and comments at final.
    • What happens if my student seems exceptional?  
      • If your student seems exceptional, please feel free to use the comment section to indicate this.


EVALUATION OF STUDENT LEARNING OBJECTIVES (*Total of 3 learning objectives created by student by end of first week)

  • Review and evaluate each objective by placing a vertical line on The Learning Objective Rating Scale.
    • Hover over the dot on the scale; a hand will appear to allow you to choose the rating.
  • How do I edit my selection?
    • Hover over the dot you selected. Once the hand appears, and it is “sitting” on the line, you can click to delete.
  • Student learning objectives are not included in the overall score and do not determine pass or fail.

 
BONUS TIP Consider emailing the evaluation to your student prior to your evaluation meeting to allow time to “digest” everything

As always, please reach out if you have any question or concerns.

Teresa

Friday, February 22, 2019

The MOT Program Guide: What does it mean for fieldwork educators?

The Master of Occupational Therapy (MOT) program recently revised the MOT Program Guide (2018). The MOT Program Guide provides an overview of various aspects of the MOT Program, including the Professional Conceptual Framework (PCF) and Educational Conceptual Framework (ECF). Yes, more acronyms to add to our OT repertoire! The MOT Program Guide also frames and provides direction for all components of the MOT program.

As fieldwork educators, you play a vital role in sharing your knowledge and skills and providing the real world context to help your students apply these concepts in practice.
For a full description, here is a link to the MOT Program Guide on our webpage.  I should warn you though that this document is jam-packed with a lot of information. We recognize that as busy clinicians, it may seem like a daunting read, so our plan is to provide you with a condensed readers digest version of the MOT Program Guide. 
"Stay tuned" for a series of posts highlighting key elements of the guide and some quick tips for making links to fieldwork!  Leanne Leclair, OT Department Head & Associate Professor, will be contributing to these posts as a guest blogger.
Teresa & Leanne
 

Friday, January 25, 2019

Feedback- Keeping it manageable!


This tip relates to delivering feedback in “small and digestible quantities”. Here is a link to a post by Shari Harley that really speaks to this:  “When giving feedback, less is more” . It is a quick read and I think there are some natural links to providing feedback in a clinical situation:

·          I like how Shari compares planning a feedback conversation to packing for a trip; it is important not to “over pack” a conversation with too much information. This can cloud your message and depending on the student, it might feel uncomfortable or hard to process. 
 

·         The feedback conversation can go in many directions. Taking a few minutes to think about the specific behavior you are targeting can help to focus the conversation.
 

·         If you find yourself   becoming “long-winded”,  take a moment to pause and check in with your student to gather their perspective. This is a key step in understanding how they are receiving your feedback and ultimately how they are going to act on it.   For example:
 

o   “What do you think?”

o   “How do you feel about?”

o   “Do you agree with?”

For more tips on feedback, check out other posts under the “feedback” category of this blog.

As always, please feel free to contact us with any questions or concerns.

Teresa

Tuesday, November 21, 2017

“What was helpful for my learning”: Thoughts from students after completing Basic Fieldwork 2016


Last year, after Basic Fieldwork was completed, I invited students to share their ideas about what was helpful for their learning while on placement, with the goal of sharing some of their quotes with OT Fieldwork Educators through this blog.  
Here is a glimpse of what some of our students had to say:   

  “…Talking through goals/expectations at the beginning of placement.  Also, receiving feedback as soon as possible after an interaction helped me grow.”

 "My educators were extremely supportive! They would encourage me to practice my new skills as much as possible and provided great feedback. Their constructive feedback gave me confidence in interacting with clients and made me eager for the opportunity to improve. The welcoming and supportive environment they created made me excited to go to fieldwork and made the entire experience very positive.”

 “They got the clients to engage with me directly, from the start, which helped me feel like an active participant.”

 “….the general welcoming environment of OTs and PTs…. especially with my educator, was really helpful in making me feel comfortable to ask questions and seek clarifications when needed.”

 “They also asked me for input when deliberating about clients and work, and I felt like I had something to bring to the table.”
 
“… I found it reassuring (especially in my first placement) that my fieldwork educators would first ask if I felt comfortable to engage with the clients alone or complete tasks individually.” 

 "My educator was gracious enough to let me know when she thought I had a good idea - even if it wasn't something she had thought of.  I found it helpful that the relationship we had built allowed me to ask questions of her that might challenge her a bit, too.” 

 “My fieldwork educator would check-in with me to see if I felt comfortable with the amount of independence I was given and if I had further questions.  I appreciated having an input on pace.”

 “…they gave me the opportunity to share my thoughts and opinions after we had seen a client. In addition, they would ask me questions to stimulate critical thinking and understanding.”

 “…I found that debriefing after every client encounter (sharing observations, noticeable improvements, recent chart note from another healthcare provider regarding client status, etc.) even just for a minute, was really helpful in my learning as it allowed me to get a glimpse of what my educator observed/was looking for and how my educator used her clinical reasoning and/or experience.” 

“My educator and I would "debrief"  (whenever possible) after we'd seen a client.  She would ask me leading questions as to what I thought was going on, what I saw as far as OPIs and what might be a suitable intervention, etc.  It encouraged me to think aloud and allowed her to get inside my brain as well.  She could high five the correct insights, tweak the ones that were off, and redirect the ones that were misguided.”

 
The above quotes highlight some of the wonderful ways in which educators make students feel comfortable in their first placement experience, and begin to foster their clinical reasoning and learning.
Whether you are a “seasoned” or “first time fieldwork educator”, perhaps one of these quotes will resonate with you in a way that validates what you are doing or sparks new ideas for you to consider.

Thanks to the Class of 2018 for providing this feedback to share!  
Teresa