Level I fieldwork: issues and needs.

Level I fieldwork in occupational therapy is coming under close scrutiny by fieldwork sites and schools as accountability in health care becomes increasingly significant. The Wisconsin Council on Education (Wiscouncil) has been examining the problems encountered in implementing Level I fieldwork at both the technical and professional levels since fall 1982. A survey of 169 occupational therapy clinicians and educators was conducted in Wisconsin to address the following: objectives, assessment, scheduling, cost-effectiveness, and areas of responsibility. Results of this survey indicated that the concerns identified within the state may exist at a broader level. Two members of Wiscouncil expanded the project to look at Level I fieldwork issues nationwide. The nationwide survey results indicate a strong concern among clinicians about the cost-effectiveness of implementing Level I fieldwork. There appear to be different beliefs about the overall objectives of Level I among clinicians, occupational therapy educators, and occupational therapy assistant educators. The majority of clinicians felt that uniform objectives and a uniform evaluation for Level I fieldwork would help facilitate the experience for them.

Occupational therapy education: the relationship of purpose, objectives, and teaching models.

A clearly stated purpose of basic professional education in occupational therapy provides a base for educational programs to develop learning objectives and identify effective teaching models and behaviors. The primary purpose of professional education should be the development of problem-solving skills, self-awareness, and creative productive thinking, with "hands-on" skills relegated to a secondary purpose. Specific learning objectives and the teaching models that have been developed to meet these objectives are presented. The authors further suggest that there must be a relationship between what occurs in the classroom (implementation of teaching models) and the purpose of professional education. A survey of current occupational therapy faculty members was conducted to identify a) their preparedness in the use of teaching models and b) other factors affecting their classroom behavior (years of experience, educational level, area of concentration). Survey results portray a relatively young faculty in both rank and experience. Other data indicate that although 85% of the respondents had taken at least one education course, only slightly more than half were familiar with teaching models. Most respondents felt that course work in educational methods and models aids in the development of more effective teaching strategies.