Alternatives to the 1:1 model include 1:2+ (supervisor:students), 2:1 (supervisors:student), remote supervision, multiple site models and any other model you may create as long as the student is<\/p>\n
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- Meeting the level II requirements of the Accreditation Council of Occupational Therapy Education (section C of the ACOTE standards<\/a><\/strong>). \u00a0These include, but are not limited to: a minimum of 8 hours per WEEK of supervision; fieldwork educator is \u201cadequately prepared\u201d as a fieldwork educator; and the student meets \u201centry level\u201d at the end of 12 weeks as your site\u2019s OT job description describes it<\/li>\n
- Your site\u2019s expectations are met (including what the third-party payers require, e.g. Medicare\u2019s line of sight supervision).<\/li>\n<\/ul>\n
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<\/a>We can also think outside the box<\/span> and have more than 1 supervisor in the case of 2 part-time OTs supervising 1 student. A student can also provide services at a remote location if supervision is provided appropriately.\u00a0 As long as the \u201cprimary\u201d fieldwork educator is an OT who is adequately prepared and has been employed as an OT for at least a year following initial NBCOT certification, the sky\u2019s the limit. A secondary supervisor does not have to be an OT but could be a service provider who understands the role of OT sufficiently to guide the student.<\/p>\nOne fieldwork site, where Elizabethtown College OT students participate in level I and II fieldwork, uses a model that emphasizes theory, reflection and creativity in treatment planning. One supervisor oversees several dyads of students who work in various units providing NON-reimbursed OT services. This gives a value-added service to the residents of the program, a learning experience for the students, and multiplies the lone OT\u2019s effectiveness several-fold. This facility will be presenting on their model at AOTA annual conference in April in Nashville.<\/p>\n
I am hopeful that we can begin to branch out into new models to demonstrate that OTs and OTAs are, indeed, flexible and creative problem-solvers. The future of our profession depends on educating today\u2019s students. I am optimistic that you will embrace this opportunity and partner with your friendly neighborhood OT or OTA fieldwork coordinator to find new solutions to a growing challenge.<\/p>\n
If you would like more information about this or any other opportunity listed here, please contact Elizabethtown College\u2019s OT Academic Fieldwork Coordinator about how we can explore the possibilities. Chris is available at achenbachc@etown.edu<\/a> or at 717-361-1146.<\/p>\n
1<\/sup>Rindflesch,A. B.,\u00a0 Dunfee, H. J., Cieslak, K. C., Eischen, S. L., Trenary, T., Calley, D. Q., & Heinle, D. K. (2009). Collaborative Model of Clinical Education in Physical and Occupational Therapy at the Mayo Clinic. Journal of Allied Health, 38<\/em>(3), 132\u2013142<\/p>\n","protected":false},"excerpt":{"rendered":"
Awareness of occupational therapy as a profession has improved (haven\u2019t we been asking for this for a long time?), and applications to OT and OTA programs have tripled in the past 5 years. What does that mean? It means the …<\/p>\n
- Your site\u2019s expectations are met (including what the third-party payers require, e.g. Medicare\u2019s line of sight supervision).<\/li>\n<\/ul>\n