Academic Fieldwork Coordinators

Presentation slides

Bibliography from presentation:

Kimberley Persons, Elizabeth Dwyer DeIuliis, Elizabeth LeQuieu, Patricia A. Laverdure, Erin Dolin. Understanding Roles, Expectations, and Supports of Academic Fieldwork Coordinators in OT Programs. American Journal of Occupational Therapy, August 2021, Vol. 75(Supplement_2), 7512505152p1. https://doi.org/10.5014/ajot.2021.75S2-RP152 

Patricia Stutz-Tanenbaum, David Greene, Debra J. Hanson, Jeanette Koski. Professional Reward in the Academic Fieldwork Coordinator Role. American Journal of Occupational Therapy, March/April 2017, Vol. 71(2), 7102230010p1–7102230010p7. https://doi.org/10.5014/ajot.2017.022046

Sample fieldwork manual from Tufts University

To ensure currency and ease of use, AOTA invested significantly in the revision of the online Fieldwork Performance Evaluation.

Students depend on fieldwork educators to help them succeed in real-world practice through their knowledge, supervision, and direction. Here is your opportunity to help make that happen!

Metropolitan Occupational Therapy Education Council of NY/NJ—Sample Behavioral Objectives written by Practitioners at the Joint Clinical Council Day

• Physical Disabilities setting
• Pediatric setting
• Mental Health setting
• Geriatric setting

These criteria were designed to fit the ideal type in current practice as well as prepare fieldwork for the future

• Excellence in Fieldwork Criteria: Fieldwork Educator
• Excellence in Fieldwork Criteria: Fieldwork Site

Traditionally, fieldwork includes a six-week to three-month experience with a single supervisor at one facility, often at a hospital or primary health care setting. This model is obsolete because of the increasing demand for OT services in expanding practice areas, fieldwork supervisor shortages at clinical sites, increasing numbers of students who need fieldwork placements, and a shrinking number of fieldwork placements.