Katharine Preissner, EdD, OTR/L, FAOTA, is Clinical Professor and Academic Fieldwork Coordinator, Department of Occupational Therapy, University of Illinois Chicago, Chicago;
Kathryn Bernice Duke, OTD, OTR/L, is Assistant Professor, Occupational Therapy Department, West Coast University, Los Angeles, California.
Am J Occup Ther. 2020 Nov/Dec;74(6):7406205090p1-7406205090p13. doi: 10.5014/ajot.2020.044180.
Occupational therapy education and practice has changed over time; however, items on the American Occupational Therapy Association's (AOTA's) Fieldwork Performance Evaluations (FWPEs) for the Occupational Therapy Student (OTS) and Occupational Therapy Assistant Student (OTAS) have not been updated in more than two decades.
To explore evidence of validity in relation to test content of the revised FWPEs for the OTS and OTAS.
A qualitative study using cognitive interviews was conducted to gather perspectives on the revised FWPEs, including updated items and a proposed rating scale. A content analysis approach was used to link patterns in responses to stable, meaningful constructs to further align and refine content of the tool before further validation.
Fieldwork sites and academic settings.
Eighteen fieldwork educators (FWEs) and academic fieldwork coordinators.
Seven areas for refinement were identified: (1) relevance to a variety of practice settings, (2) overlapping and redundant items, (3) long item statements, (4) double- and triple-barreled item statements, (5) alignment between OTS and OTAS items, (6) further alignment with AOTA and Accreditation Council for Occupational Therapy Education documents and contemporary practice, and (7) wording and features of the proposed rating scale. The findings guided revisions of FWPE content.
Cognitive interviewing was a critical step in refining the FWPE items to support content validity. The issues identified may not have been detected using traditional approaches to survey development and therefore were critical in maximizing the validity and usefulness of the final items, which will ultimately benefit fieldwork educators and students.
This study resulted in refinements to FWPE items before the next step in the validation process, ultimately improving the final FWPE items. In addition, this article outlines a process that other researchers can use to validate similar tools.
随着时间的推移，职业治疗教育和实践已经发生了变化；然而，美国职业治疗协会（AOTA）的职业治疗学生（OTS）和职业治疗助理学生（OTAS）的实地工作绩效评估（FWPE）项目的项目在过去二十多年中没有更新。
探索与 OTS 和 OTAS 修订后的 FWPE 测试内容相关的有效性证据。
使用认知访谈进行了一项定性研究，以收集有关修订后的 FWPE 的观点，包括更新的项目和拟议的评分量表。采用内容分析方法将反应模式与稳定、有意义的结构联系起来，以进一步调整和完善工具的内容，然后再进行进一步验证。
实地工作场所和学术环境。
18 名实地工作教育者（FWE）和学术实地工作协调员。
确定了七个需要改进的领域：（1）与各种实践环境的相关性，（2）重叠和冗余项目，（3）长项目陈述，（4）双重和三重枪管项目陈述，（5）OTS 和 OTAS 项目之间的对齐，（6）与 AOTA 和职业治疗教育认证委员会文件和当代实践进一步对齐，以及（7）拟议评分量表的措辞和特点。这些发现指导了 FWPE 内容的修订。
认知访谈是改进 FWPE 项目以支持内容有效性的关键步骤。使用传统的调查开发方法可能无法发现这些问题，因此对于最大限度地提高最终项目的有效性和实用性至关重要，这最终将使实地工作教育者和学生受益。
这项研究在验证过程的下一步之前对 FWPE 项目进行了改进，最终改进了最终的 FWPE 项目。此外，本文概述了其他研究人员可以用来验证类似工具的过程。
