Jung Bonny, Salvatori Penny, Martin Adele
School of Rehabilitaion Science, Institute for Applied Health Science, McMaster University, Hamilton, ON.
Can J Occup Ther. 2008 Feb;75(1):42-50. doi: 10.2182/cjot.06.05x.
In the past 10 years, the use of support personnel in Canada has generated significant interest from occupational therapists, professional associations, regulatory bodies, employers, educational institutions, and government agencies.
The purpose of this study was to explore the impact of a combined collaborative fieldwork placement and weekly tutorial as a teaching strategy for intraprofessional education.
Seven pairs of student occupational therapists and occupational therapist assistants were assigned to fieldwork placements. Tutorials were scheduled during the placements to discuss intraprofessional issues and provision of occupational therapy services in the clinical setting. Journaling and focus groups were used to collect data from students, tutors, and preceptors.
Three key themes emerged from the data: (1) developing the relationship, (2) understanding roles, and (3) recognizing environmental influences on learning.
Intraprofessional learning experiences prior to graduation can help prepare occupational therapy and occupational therapist assistant students for future collaborative practice.
在过去十年中，加拿大辅助人员的使用引起了职业治疗师、专业协会、监管机构、雇主、教育机构和政府机构的极大兴趣。
本研究的目的是探讨联合协作式实地实习和每周辅导课作为专业内教育教学策略的影响。
七对学生职业治疗师和职业治疗师助理被分配到实地实习岗位。在实习期间安排辅导课，以讨论专业内问题以及在临床环境中提供职业治疗服务的情况。通过写日志和焦点小组来收集学生、导师和带教老师的数据。
数据中出现了三个关键主题：（1）建立关系，（2）理解角色，（3）认识环境对学习的影响。
毕业前的专业内学习经历有助于职业治疗专业学生和职业治疗师助理学生为未来的协作实践做好准备。
