Allison Ellington, OTD, OTR/L, is Associate Professor and Program Director, Occupational Therapy Program, Mary Baldwin University, Staunton, VA.
William E. Janes, OTD, MSCI, OTR/L, is Assistant Research Professor and Academic Fieldwork Coordinator, Department of Occupational Therapy, University of Missouri School of Health Professions, Columbia;
Am J Occup Ther. 2020 May/Jun;74(3):7403205150p1-7403205150p9. doi: 10.5014/ajot.2020.035733.
Fieldwork educators receive little or no formal training for student supervision and have sought inexpensive, flexible, online options for role-specific continuing education.
To investigate the use of online journal clubs to enhance fieldwork educator role competency.
Mixed-methods study with a prospective cohort design; 5-wk intervention with 6-mo follow-up.
Online asynchronous message board system distributed to fieldwork educators affiliated with two occupational therapy programs.
Academic fieldwork coordinators from two universities facilitated online journal clubs for fieldwork educators. Fourteen fieldwork educators participated in the 5-wk journal club, which included reading an article, engaging in online discussion, and creating a personal application plan.
Participants demonstrated strong engagement in the online journal club. Postsurvey results revealed strong and positive feedback related to ease of use, relevance of learning, and satisfaction with the experience. At the 6-mo follow-up, 11 of the 14 participants reported implementing a new strategy to support the fieldwork education process, and all reported that the strategy had been helpful.
The use of an online journal club was effective as a method for sharing evidence about the fieldwork educator role and supporting knowledge translation.
Online journal clubs can be an effective tool for providing role-specific training in diverse practice settings and parts of the country.
实地教育工作者在学生监督方面几乎没有接受过正式培训，他们一直在寻求廉价、灵活的在线选择，以进行特定于角色的继续教育。
调查使用在线期刊俱乐部来增强实地教育工作者的角色能力。
具有前瞻性队列设计的混合方法研究；为期 5 周的干预，6 个月的随访。
在线异步留言板系统分发给与两个职业治疗项目相关的实地教育工作者。
来自两所大学的学术实地协调员为实地教育工作者组织了在线期刊俱乐部。14 名实地教育工作者参加了为期 5 周的期刊俱乐部，其中包括阅读文章、在线讨论和制定个人应用计划。
参与者在在线期刊俱乐部中表现出强烈的参与度。调查后的结果显示，与易用性、学习相关性和对体验的满意度相关的反馈非常强烈且积极。在 6 个月的随访中，14 名参与者中有 11 名报告实施了一项新策略来支持实地教育过程，所有参与者都报告说该策略很有帮助。
在线期刊俱乐部作为一种分享实地教育工作者角色的证据和支持知识转化的方法是有效的。
在线期刊俱乐部可以成为在不同实践环境和全国各地提供特定于角色的培训的有效工具。
