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ment appears to be appropriate and sufficient for student
learning.
During the first two years of coordinating this place-
ment, our program has received an abundance of offers,
despite the need for the offers to be centralized in and
around Edmonton (main campus) and Calgary (satellite
campus). We were told that some clinicians, who were cu-
rious about student supervision, used this opportunity to
offer a one-week placement in order to ‘trial’ the fieldwork
process. There is also evidence that some of these new clin-
ical educators have gone on to supervise the longer (7
week) Level 1, 2 and 3 fieldwork placements which occur
later in our MScOT program.
Feedback to date from faculty and instructors appears
to validate one of our original purposes: to enhance class-
room learning post-placement. There is evidence that stu-
dents make use of the clinical and procedural information
they pick up during the
Introductory Fieldwork Placement
to engage more readily and thoroughly with course con-
tent, including classroom discussions. Students often offer
examples of what they have witnessed while on fieldwork
to augment, support or question the academic content
they are learning in the classroom.
After two years of revised curriculum implementation,
our UofA Department of OT is now positioned to formally
evaluate the scheduling, evaluation and impact of this first
year
Introductory Fieldwork Placement
.
*Assignment questions available on request.
REFERENCES & RESOURCES
Health Sciences Education & Research Commons.
(n.d.) IP Learning Pathway Competency Framework. Uni-
versity
of
Alberta:
Edmonton,
Alberta.
http://www.hserc.ualberta.ca:82/en/TeachingandLearn- ing/Curriculum/InterprofessionalLearningPathway/Inter- professionalLearningPathw.aspxMacKenzie, D., Landry, K., Beagan, B. & Champion, M.
(2004). Professional Behaviour Rubric. School of Occupa-
tional Therapy, Dalhousie University: Halifax, Nova Scotia.
http://www.dal.ca/content/dam/dalhousie/pdf/faculty/fac u l t y - h e a l t h - p r o f e s s i o n s / o c c u p a t i o n a l - therapy/ELPC%20Policies/Professional%20Behaviour%20 Rubric_Final.pdfAUTHORS
Cori Schmitz is the Academic Coordinator of Clinical
Education of the MScOT program and an Assistant Profes-
sor at the University of Alberta Faculty of Rehabilitation
Medicine, Department of Occupational Therapy in Ed-
monton, Alberta.
cori.schmitz@ualberta.caJutta Hinrichs is the Calgary & Southern Alberta Clini-
cal Education Coordinator and an instructor at the Univer-
sity of Alberta Faculty of Rehabilitation Medicine,
Department of Occupational Therapy satellite campus in
Calgary, Alberta.
Name of Researcher:
Bonnie Kirsh, University of Toronto
Degrees and Professional Qualifications (including fel-
lowships):
PhD (Applied Psychology); Doctoral Fellowship
(SSHRC),
M.Ed. (Adult Education and Counselling), BSc
(OT)
Area of Research:
Community mental health; Work inte-
gration; Supported employment; Workplace mental
health; Stigma; Homelessness; Supported housing; Mental
health of injured workers.
Research Related Awards and Honours:
Muriel Driver Memorial Lectureship Award, CAOT
•
(2014)
Physical Therapy and Occupational Therapy Alumni
•
Association Achievement Award (in recognition of out-
standing contribution to the profession of occupa-
tional therapy by a graduate of University of Toronto)
(2013)
Enabling Occupation Research Award, Department of
•
ACOTUP RESEARCHERS’ PROFILES