Acting ACCE for Fieldwork Program for August 2016- July 2017

Cherie Henderson will be the Acting Academic Coordinator of Clinical Education (ACCE) for the UofA MScOT Program from August 2016 - July 2017 while Cori Schmitz is on sabbatical.

We would like to welcome Cherie to the ACCE role! We are very excited for her to join our MScOT Fieldwork Team. Cherie already has a wealth of knowledge and experience with student fieldwork and clinical education from her recent years as the OT Professional Practice Leader at the Royal Alexandra Hospital in Edmonton.

As ever, we encourage our OT clinical community to reach out to Cherie, or any of our team members, if they interested in being involved in student placement supervision or are needing support while working with one of our MScOT students:

cherie.henderson@ualberta.ca

In June, Cherie participated in our team's fieldwork retreat and started orienting to her new position. The retreat was generously hosted by Michele Derdall, our Saskatchewan Clinical Education Coordinator, at 'The Camp' near Outlook, Saskatchewan.

MScOT Student Plays for Canada in 2017 Rugby World Cup

One of our second year OT students, Amanda Williams, is competing for Canada at the 2017 Rugby World Cup in Ireland this summer!

Click here for the full story.

Fieldwork Performance Expectations for Level 3 Placements

Our students have now started their OCCTH 527 (Level 3a) placement and will be completing their OCCTH 528 placement (Level 3b) in Sept-Oct.  They are now into the final stages of applying their practical knowledge before graduating and becoming our colleagues!

At this stage the students are working to CONSOLIDATE their knowledge, accurately analyze and appropriately alter their behaviour, solve problems more independently and function in the fieldwork environment with minimal or only consultative supervision.

The preceptor's role during this stage is often one of MENTOR, using a consultative style of supervision. Here are some specific roles preceptors may focus on during Level 3 placements:

• allowing the student to work as independently as possible
• encouraging self-direction and demonstration of initiative
• working 'collegially' with the student
• providing unique experiences
• articulating professional reasoning and sharing client stories
• relinquishing control (if it's safe!)

However, before jumping in to mentoring or expecting independent work, it has to be understood that students have likely had a broad variety of fieldwork experiences (i.e., school based, home care, adult acute care, etc) and with a diverse population (i.e., pediatrics, adults, seniors).

Thus, each placement still goes through earlier stages of the preceptor being an EDUCATOR as the student gains direct knowledge application in the new setting (as in Level 1 placements) and assisting the student to transition to more independence with the preceptor acting as COLLABORATOR or COACH (as in Level 2 placements). Depending on the setting, it is expected that Level 3 students can move through these first two stages reasonably quickly and then become more independent.  

For Level 3a, in a typical practice setting, the expectation is that the student will be able to manage 50-75% of a typical caseload for a new-grad therapist and for Level 3b, increase that to managing 75% or more of a new-grad caseload. 

As always, thank you for your time and efforts to supervise the students.  We hope that everyone enjoys the experience and looks forward to these students becoming our colleagues in the near future!

Update re: OCCTH 528 (Sept-Oct) Placement Recruitment

We were surprised and very pleased with the large number and variety of offers that were made available to our MScOT students for their Level 3b placement in Sept-Oct 2016!

All the students were able to choose placements that best suited their interests and will maximize the diversity of their fieldwork portfolios (including the program requirements of mental health, community and rural practice).

If we did not end up using your OCCTH 528 placement offer, then we will be notifying you shortly.

Since we have just now completed the first full-year with our new curriculum schedule, we are in the process of analyzing and responding to the patterns we have seen in terms of placement recruitment for each of the sessions.

We encourage you to be in touch with further questions or concerns, or to strategize about the best time of year for you or your site to offer a placement(s):

Calgary/Southern AB (Jutta Hinrichs) click here to contact via email.

Saskatchewan (Michele Derdall) click here to contact via email.

Edmonton/Northern AB (Cori Schmitz) click here to contact via email.

On behalf of the UofA OT Department and the entire fieldwork team, THANK YOU for your ongoing support of clinical education. We could not run our MScOT Fieldwork Program without you!

OCCTH 525 ends ... and OCCTH 527 begins!

Summer is finally here ...

With Canada Day festivities, fireworks, and a long weekend to celebrate!

OCCTH 525 (our Level 1 placement for our Year 1 students) ends today.

OCCTH 527 (our Level 3a placement for our Year 2 students) officially begins next week, although placements at some sites have already begun.

OCCTH 528 (our Level 3b placement for our Year 2 students) recruiting is complete and student matching is nearly finished. These placements will occur in September - October 2016.

We have immensely appreciated the support of the Alberta, Saskatchewan and NWT occupational therapists and clinical communities during this first full 'go round' with our new curriculum schedule.

The students in our UofA MScOT Program completed a total of more than 600 fieldwork placements in the recent year ... all because of your generous contribution to their learning and to our great profession!

Happy Canada Day, everyone!

Postcards from the Field

We hope all is well and progressing at the various OCCTH 525 placement sites!

The fieldwork team and I would like to encourage our Year 1 students to send us ‘Postcards from the Field’!

Students are encouraged to send postcards or pictures, complete with interesting anecdotes/experiences from fieldwork and/or life away from Corbett Hall or Calgary Campus, to:

Cori Schmitz

Dept of OT - Faculty of Rehab Med

Corbett Hall 

U of A

Edmonton AB

T6G 2G4

'Postcards' can be sent via snail mail ... we love snail mail!

Or via email:  cori.schmitz@ualberta.ca

We’ll put all the 'postcards' and pictures up for display this fall and we’ll have a draw for something useful and OTish when the students arrive back on campus in September!

So be in touch, Year 1 students ...

We want to hear or see some of your fieldwork stories!

2:1 Student Supervision Model Highlighted in CAOT OT Weekly

You may have seen the short media piece in the Canadian Occupational Therapy Association's OT Weekly (June 14 edition) about how 2 OTs in Regina SK are effectively using a 2:1 model for student supervision?

If not here it is ...

While not a common model outside of role-emerging placements, 2:1 is the model of choice for two OTs in Regina, SK. The model provides “increased opportunities to develop clinical reasoning and reflective practice skills and to gain these skills faster due to peer support.” (Kerri) “They problem solve together before coming to me and in this setting, they have more independence than they would if on their own.” (Holli) Pedagogical benefit for students!  Practical benefit for preceptors!

Consider contacting one of our UofA Fieldwork Team members for more information reagrding strategies for supervising 2 students during the same placement.

A growing number of our Alberta and Saskatchewan clinical educators are now utilizing this 'peer' or collaborative learning model in a variety of practice settings ...

Perhaps it could work for you and your next OT student(s)!