Filtered by tag: Fieldwork Remove Filter

Transition from the IFSP to the IEP: The Changing Roles of the Occupational Therapy Practitioner in Part C vs Part B of IDEA

pauline kelly debra misrahiTransition from the IFSP to the IEP: The Changing Roles of the Occupational Therapy Practitioner in Part C vs Part B of IDEA

Pauline Kelly, OTD, OTR/L 

Read More

Occupational Therapy Gives a Smile for Life

Julie Bezold Julie veithOccupational Therapy Gives a Smile for Life

FLOTEC submission

Read More

Establishing Fieldwork Site Objectives for Entry-Level Development

sis fieldworkEstablishing Fieldwork Site Objectives for Entry-Level Development 

Antonette Fernandez, DrOT, OTR/L

Read More

Empowering students in fieldwork: Building emotional intelligence skills through self-assessment

Empowering students in fieldwork: Building emotional intelligence skills through self-assessment 

Lucerito R. Gonzalez, COTA/L, MSOTS

Read More

Decreasing Lymph Volume With the Use of Deep Oscillation Therapy

Decreasing Lymph Volume With the Use of Deep Oscillation Therapy

Candice D. Young E.d.S., COTA/L, CLT

Read More

The Experiences of Siblings of Individuals with Special Needs

The Experiences of Siblings of Individuals with Special Needs   

Kim Dudzinski, EdD, OTR/L, Mary Stein, OT-S, Veronica Sarti, OT-S, Alexis Bellacera, OT-S, & Hannah Sbacchi, OT-S 

Read More

Revamping our fieldwork teaching approaches for "zillennials"

      Have you ever spoken to fieldwork students and felt like it went in one ear and out the other? Well maybe because it has. Let’s take a step back and consider it from the student’s learning perspective; it is not due to their unwillingness to learn. Most universities have adopted an adult learning style to meet the learning needs of students from younger generations, however, fieldwork educators may continue to use the same teaching strategies from previous generations. As these students’ learning styles have evolved, we cannot continue to propose the same teaching styles we used 15, 10, or even 5 years ago. As occupational therapists, we adapt our therapeutic use of self to meet the individual needs of our clients. Fieldwork educators must also adjust our therapeutic use of self to enhance our interactions with fieldwork students for their learning experience.

Read More

Supporting student success in fieldwork and capstone post pandemic

 

Read More

Integrating research into fieldwork experiences: Benefits for practitioners, students, and faculty

Integrating research into fieldwork experiences: Benefits for practitioners, students, and faculty

by: Annemarie Connor, PhD, OTR/L, Sarah Fabrizi PhD, OTR/L, and Adrienne Yaryan, OT-S, and Kevin Ortiz, OT-S

As new occupational therapy programs continue to develop, it has become more difficult to find fieldwork (FW) sites for students since practitioners are less willing to supervise students due to the lack of resources, limited time, and questions of student preparedness (Varland et al., 2017). Unfortunately, this predicament is now exacerbated in the era of COVID-19. Emerging practice fieldwork sites, largely focused on prevention and health promotion in community-based practice, have been one mechanism for creating meaningful and productive fieldwork sites during this increasingly challenging landscape (Clarke et al., 2015; Dancza et al., 2013). 

Read More

ASSESSING STUDENTS’ CLINICAL REASONING ON FIELDWORK

ASSESSING STUDENTS’ CLINICAL REASONING ON FIELDWORK

By Maria A. Colmer, OTD, OTR/L, Associate Professor, Academic Fieldwork Coordinator, Florida Gulf Coast University, OT Program, FLOTEC

Read More


Amazon searches starting from www.flota.org benefit FOTA!