Mulholland Susan, Derdall Michele
Department of Occupational Therapy, Faculty of Rehabilitation Medicine, University of Alberta, Edmonton, Canada.
Can J Occup Ther. 2007 Jun;74(3):161-71. doi: 10.1177/000841740707400304.
Fieldwork at the University of Alberta traditionally occurred at the end of the academic year after substantial coursework. This model for fieldwork was challenged when the University of Alberta instituted a new curriculum in 2001 which included a four week, full-time Level 1 fieldwork placement early in the first semester.
The focus of this study was to evaluate an early placement by gathering feedback from the primary stakeholders.
A mail survey comprised of open-ended and closed questions was conducted.
Sixty-four student and 82 preceptor surveys were returned. Overall, the feedback from students and preceptors was positive about the value and quality of the placement. However, responses varied regarding the timing and duration of the experience. Both students and preceptors gave suggestions for improvements to these placements.
The results of this study will provide useful information for curriculum planning and for student and preceptor preparation for fieldwork.
传统上，阿尔伯塔大学的实习安排在学年末大量课程学习之后。2001年阿尔伯塔大学实施新的课程体系，其中包括在第一学期初进行为期四周的全日制一级实习安排，这一实习模式受到了挑战。
本研究的重点是通过收集主要利益相关者的反馈来评估早期实习安排。
开展了一项包含开放式和封闭式问题的邮件调查。
共收回64份学生调查问卷和82份带教老师调查问卷。总体而言，学生和带教老师对实习安排的价值和质量反馈积极。然而，对于实习的时间安排和时长，各方反应不一。学生和带教老师都针对这些实习安排提出了改进建议。
本研究结果将为课程规划以及学生和带教老师的实习准备提供有用信息。
