Tuesday, July 26, 2011

“What made you feel like an OT today?” and other questions to cap off the day...

Today’s tip is inspired from a quick email that I got from one of our fieldwork educators (thank you Jenny at RCC).  Jenny likes to ask a few questions at the end of the day like…

·         What was today’s highlight for you?
·         If you could change something you did today, what would do differently? 
·         What made you feel like an OT today?

Not only do these questions encourage the students to be reflective clinicians, but what Jenny likes most about this tip is the opportunity to see the students’ answers (and their reasoning) develop as the placement progresses.


Thanks Jenny!

Friday, July 8, 2011

Tips for the collaborative placement (2 or more students at once)

The collaborative placement used to be pretty new and novel a few years ago, but we are noticing an increasing number of clinicians who are taking two students at once.  This is a special tip for educators using the collaborative model and/or may give you some helpful information if you are considering if this model is good fit for you!

These tips have been compiled from a variety sources; the main source is from our very own clinical community.  Thanks to all the clinicians who are willing to share their experiences!


At the beginning of the placement:

·   Clearly state that it is expected that the students will collaborate with each other.  This is a great opportunity for the students to share ideas with each other.

·   Clearly state that you expect the two of them to give feedback to each other (so that feedback isn’t just coming from you).

·    Make it clear that students will not be compared to each other.

·    Articulate clear measurable expectations to assess each student’s individual performance.

·    Provide time for students to collaborate and work together and to work separately.  It will likely be best to have them work together more at the beginning of the placement, then as placement develops, encourage more independence. The reality is that they will be exposed to different (yet arguably, similar) experiences during placement; this allows for great opportunity to debrief and problem solve with one another before connecting with you.

·   Create a list of things that you wish you could do if you only had the time.  Show this list to the students at the beginning of placement to see if there is anything that would be of interest to them.  This might be especially important if you’re not full time and/or will be away during the placement.  Otherwise, once you’ve handed over most of your caseload you might even be able to get to some of these things yourself!

·        If space is an issue, be clear with the students that negotiating space and computer usage is common in many facilities.  Negotiating space is a skill that they will likely have to use in clinical practice!



During the placement:

·    Meet with each student individually at least once a week to address performance issues and offer feedback.  Try to find some time each day to check in, even if it’s just for 5 or 10 minutes.

·    Write down notes for feedback as you go.  This will make the evaluation easier at midterm and final.

·    Encourage each student to journal.  These thoughts can be shared at the weekly meeting, or can be shared directly with you.  This will provide you with a great opportunity to see the student as an individual. 

·    Set up structured joint learning activities for the students.  For example, activities may be co-treating a client, co-leading a group, or co-developing an intervention plan.  When working more individually, continue to encourage the students to consult with each other on such things as interpreting assessment findings, goal setting, and developing intervention plans.  Have students proof-read each others reports for feedback prior to sharing with you.  During “down-times” have the students practice assessments and or interventions with each other.

·    Put some thought into how you might delegate your caseload.  Will it be best to divide by practice area so that one student takes more of a lead with one group of clients, while the other student takes a lead with another?  Or by physical location in the building?  On a case by case basis?  Or if students are working together with all clients, who will “take the lead” if more independence is expected? 

·    Turn over as much of your caseload as possible to the students; your role will be to act as the mentor and coach.

·    If your caseload is not sufficient for two students, ask your colleagues if they have clients they could share with the students. 

·    Role model collaboration with other occupational therapists and health care professionals.