Cohn E S, Frum D C
Boston School of Occupational Therapy, Tufts University, Medford, Massachusetts 02155.
Am J Occup Ther. 1988 May;42(5):325-7. doi: 10.5014/ajot.42.5.325.
Students completing fieldwork are the future of our profession. We can no longer allow our fieldwork educators to develop skills to supervise, teach, and evaluate students on a trial-and-error basis. By allocating resources to develop continuing education materials to be used in developing these skills, the profession will be acknowledging its long-standing espoused commitment to fieldwork. The development of continuing education materials must be based on an understanding of how experienced clinicians reason about their practice and transform occupational therapy theory into clinical practice. Critical analysis of the reasoning process will help us teach this process to students. Additionally, we need to develop self-contained educational materials to prepare our fieldwork educators to design fieldwork programs, supervise students, and handle administrative issues related to fieldwork. Finally, fieldwork educators and academic faculty need to collaborate to provide our future practitioners with an integrated academic and clinical education.
完成实习的学生是我们这个职业的未来。我们再也不能任由实习教育工作者通过反复试验来培养监督、教导和评估学生的技能了。通过分配资源来开发用于培养这些技能的继续教育材料，该职业将承认其长期以来对实习所公开宣称的承诺。继续教育材料的开发必须基于对经验丰富的临床医生如何思考其实践以及如何将职业治疗理论转化为临床实践的理解。对推理过程的批判性分析将有助于我们向学生传授这一过程。此外，我们需要开发自成体系的教育材料，以使我们的实习教育工作者能够设计实习项目、监督学生并处理与实习相关的行政问题。最后，实习教育工作者和学术教师需要合作，为我们未来的从业者提供综合的学术和临床教育。
