Chung Y I, Spelbring L M
Am J Occup Ther. 1983 Oct;37(10):681-7. doi: 10.5014/ajot.37.10.681.
A detailed analysis was made of individual agency practices, and of average across agencies, in weekly instructional hours and student work hours attributed to the Level II fieldwork program during one 12-week assignment. The study is based upon data collected on daily log sheets from students and agency staff and related to their activities for instruction and agency work for that period. Questions addressed were related to whether services by affiliating students offset instructional efforts by staff, and whether assignment of experiences was primarily for student education or for agency expediency. It was found that agencies typically incurred large "losses" during the first 3 to 4 weeks of the assignment, while they gained a substantial sum of "benefits" for the remaining 8 to 9 weeks. Further, it was found that large agencies could absorb initial instructional efforts with minimal negative impact, but that smaller agencies often found it necessary to develop student schedules that met agency needs.
对单个机构的做法以及各机构在为期12周的实习任务中，二级实地考察项目每周的教学时长和学生工作时长的平均情况进行了详细分析。该研究基于从学生和机构工作人员的每日日志表中收集的数据，这些数据与他们在该期间的教学活动和机构工作相关。所涉及的问题包括附属学生提供的服务是否抵消了工作人员的教学努力，以及实习安排主要是为了学生教育还是机构便利。研究发现，在实习任务的前3至4周，机构通常会出现大幅“亏损”，而在剩余的8至9周则会获得大量“收益”。此外，研究还发现，大型机构能够以最小的负面影响承受初期的教学工作，但小型机构往往发现有必要制定符合机构需求的学生时间表。
