Poster on FWPE outcomes data from AOTA conference 2012

1. Evaluation of Fieldwork Performance: A Critical Tool for Program Evaluation
Michael Roberts, MS, OTR/L, Lisa Tekell, MS, OTR/L, OTD, Mary Alicia Barnes, BS, OTR/L
MOVING FORWARD:
Current BENEFITS for Using FWPE for Curricular Outcomes
DIGITAL FORMAT and NATIONAL DATABASE
• Assess performance by setting, • Correlations between , FWPE, Ability to compare FWPE performance between programs:
population or practice type admission assessment, GPA, • Differences correlated with gender, age groups, race/ethnicity, prior work
• Specific ACOTE standards applied NBCOT, job placements experience
to specific FWPE items • Identify indicators for more • Compare FWPE subgroup scores (e.g. Professional Behavior) to
• Compare performance for different accurate and efficient intervention benchmarks/national mean
supervision models with students in difficulty • Compare performance in each setting, population, practice type to national
• Correlations with NBCOT pass • Identify special recognition for benchmarks
rates student performance in practice • Compare/correlate quantitative scoring with subjective comments
CHALLENGES with Using FWPE for Curricular Outcomes THE NEXT STEP: What We Need
General Inter-program Collaboration Updated and Improved Tools: Additional Resources:
• Format: labor intensive • Different fieldwork models • Digital, Reliable, Valid Fieldwork • Time/release for research
• Research/Statistical expertise • Different level II durations Performance Evaluation • Research expertise, training,
• Time/Resources • Different level I preparation • Online SEFWE and FWPE to ease mentorship
• Reliability/Validity • Different licensure expectations capture of subjective data • National Fieldwork Research Agenda
• Different curricula • National access to a national
• Communication efficiency database of FWPE data
AOTA Recommendations for Fieldwork Education (AOTA, 2006) Examples of Curricular Outcomes from FWPE Analysis
• “Fieldwork Clearinghouse” - Resource bank for information developed by consortia and/or ACOTE Interpretive Guide states “The goal of Level II fieldwork is to develop competent, entry-
schools level, generalist occupational therapists”(AOTA, 2012). FWPE data can be analyzed to ensure the
• Explore technology to support fieldwork education and resource development to make curricular output meets this expectation (example data from Tufts University, 2011):
resources readily accessible and to curtail costs to end user
• Lifting fieldwork from operational (curriculum and educational standards implementation) Mean Midterm Mean Final FW Setting N
Mean Midterm Mean Final
boundaries and translating it to the conceptual approaches that guide and develop fieldwork Population N FWPE FWPE
FWPE FWPE
Community-
education to its fullest potential 6 100.33 132.00
based
• Fieldwork education as an empowerment of change to enhance the bridges between Adult 38 103.71 138.26
education and practice as well as potentially research Inpatient 34 101.88 136.65
• Develop a collaborative research agenda related to fieldwork education (with practice and Outpatient 12 108.58 142.75
Pediatric 24 102.33 135.87
education)
School 10 102.80 136.40
• Establish a “Decade of Fieldwork” to highlight our investment and accomplish the goal of
0.730 (not 0.442 (not
the strategic plan to link education, research, and practice. ANOVA p= 0.583 (not 0.272 (not
significant) significant) ANOVA p=
• Request that AOTF recognize the research science of fieldwork education significant) significant)
AOTA. (2006). Report to the President: Ad hoc committee to explore and develop resources for OT fieldwork educators. (Unpublished committee report, personal AOTA. (2012). 2011 ACOTE Standards and Interpretive Guide (effective July 31, 2013) January 2012 Interpretive Guide Version. Bethesda, MD: author.
communication). Bethesda, MD: author.