Derdall M, Urbanowski R
Department of Occupational Therapy, University of Alberta, Edmonton.
Can J Occup Ther. 1995 Aug;62(3):148-53. doi: 10.1177/000841749506200306.
Clinical education or fieldwork requires a collaborative relationship and coordinated effort between the university and the clinic. Although the literature notes the increased recognition and responsibility given to clinicians as a teaching resource, minimal attention has been given to describing the clinical educator's perspective or in preparing clinicians for the role of educator. The purpose of this study was to explore the support and educational needs of Saskatchewan occupational therapists as they related to providing clinical education. Focus group interviews were conducted with 70% participation of the practicing registered occupational therapists in Saskatchewan. Emerging themes related to the participants (needs and responsibilities of the student, the clinical educator, the facility and the university), the process (positive and negative elements of communication, placement coordination and student evaluation), and the environment (clinical education models, length and number of placements). Recommendations were made for enhancing the clinical education experience in Saskatchewan.
临床教育或实习需要大学与诊所之间建立合作关系并协同努力。尽管文献指出临床医生作为教学资源得到了更多认可且责任加重，但对于描述临床教育工作者的观点或让临床医生为教育工作者角色做准备的关注却微乎其微。本研究的目的是探讨萨斯喀彻温省职业治疗师在提供临床教育方面的支持需求和教育需求。对萨斯喀彻温省执业注册职业治疗师进行了焦点小组访谈，参与率为70%。浮现出的主题涉及参与者（学生、临床教育工作者、机构和大学的需求与责任）、过程（沟通、实习安排协调和学生评估的积极与消极因素）以及环境（临床教育模式、实习时长和次数）。针对提升萨斯喀彻温省的临床教育体验提出了建议。
