Facilitators and Barriers to Learning in Occupational Therapy Fieldwork Education: Student Perspectives

The purpose of this study was to gain a comprehensive understanding of the facilitators of and barriers to learning within occupational therapy fieldwork education from the perspective of both Canadian and American students. A qualitative study using an online open survey format was conducted to gat...

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Bibliographic Details
Published in:The American journal of occupational therapy 2015-09, Vol.69 Suppl 2 (Supplement_2), p.6912185070p1-6912185070p9
Main Author: Grenier, Marie-Lyne
Format: Article
Language:English
Subjects:
Curriculum Design
Educational Change
Educational Environment
Field work (Educational method)
Forecasts and trends
Grouping (Instructional Purposes)
Medical education
Methods
Occupational therapists
Occupational therapy
Student Attitudes
Student Participation
Teaching Methods
Training
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Summary:The purpose of this study was to gain a comprehensive understanding of the facilitators of and barriers to learning within occupational therapy fieldwork education from the perspective of both Canadian and American students. A qualitative study using an online open survey format was conducted to gather data from 29 occupational therapy students regarding their fieldwork experiences. An inductive grounded theory approach to content analysis was used. Individual, environmental, educational, and institutional facilitators of and barriers to learning within occupational therapy fieldwork education were identified. This study's findings suggest that learning within fieldwork education is a highly individual and dynamic process that is influenced by numerous factors. The new information generated by this study has the potential to positively affect the future design and implementation of fieldwork education.
ISSN:0272-9490
1943-7676
DOI:10.5014/ajot.2015.015180