Standardized Patient Encounter: An Innovative Curricular Design to Enhance Fieldwork Readiness
Journal of Occupational Therapy Education, Vol: 4, Issue: 4
2020
- 939Usage
- 3Captures
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Example: if you select the 1-year option for an article published in 2019 and a metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019. If you select the 3-year option for the same article published in 2019 and the metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019, 2018 and 2017.
Citation Benchmarking is provided by Scopus and SciVal and is different from the metrics context provided by PlumX Metrics.
Metrics Details
- Usage939
- Downloads470
- Abstract Views469
- Captures3
- Readers3
Article Description
Occupational therapy (OT) educators are challenged to utilize instructional strategies that ensure student preparedness for Level II fieldwork. Standardized patient encounters (SPEs) offer students a low risk simulation opportunity to develop clinical skills and improve fieldwork readiness while enhancing OT students’ confidence. Yet, despite the benefits and perceived value of simulation among educators and students, SPEs are not used as frequently as other instructional methods. The purpose of this educational innovation paper is to describe the curriculum development process of an overall SPE experience embedded within a synthesis course that prepared students for Level II fieldwork and to evaluate the impact of the experience on student performance skills and perceptions of fieldwork readiness. Design and implementation of the SPE followed a six-step approach to curriculum development. Data was collected via direct observation of the SPE guided by an adapted version of Henderson’s Clinical Performance Assessment Tool and a pre- post- SPE questionnaire. Twenty-five OT students participated in the SPE experience. Results indicated the students performed assessment, intervention, and documentation skills above targeted domain expectations for fieldwork readiness and students had increased perceptions of fieldwork readiness. Open-ended post-SPE questions revealed self-reported strengths and challenges. Based upon the predominant themes in areas of challenge, four curricular enhancements were identified. This innovative curricular design may inform the development of other SPE experiences and serve as a model for other OT educators as they strive to implement effective instructional strategies for fieldwork readiness.
Bibliographic Details
Eastern Kentucky University
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