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, OTD, OTR/L
Occupational Therapy Gives a Smile for Life
FLOTEC submission
Establishing Fieldwork Site Objectives for Entry-Level Development
Antonette Fernandez, DrOT, OTR/L
Empowering students in fieldwork: Building emotional intelligence skills through self-assessment
Lucerito R. Gonzalez, COTA/L, MSOTS
Decreasing Lymph Volume With the Use of Deep Oscillation Therapy
Candice D. Young E.d.S., COTA/L, CLT
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
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.
Integrating research into fieldwork experiences: Benefits for practitioners, students, and facultyby: 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).
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
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