September 9, 2020

Gator OT Fieldwork Newsletter

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In This Issue

• Meet the UF OT Department Academic Fieldwork Coordinator

• Feedback Tips

• Ask the FWC

• Upcoming Events

"In giving students descriptive feedback, you have modeled the kind of thinking you want them to do as self-assessors.”

 

-Jan Chappuis

Meet the AFWC: Heidi Horwitz

I began my position as the Academic Fieldwork Coordinator for the University of Florida's Occupational Therapy Department in June 2019, but I am a born and bred Gator. My parents moved to Gainesville one month before I was born! I graduated from Gainesville High School and have an MEd from UF’s College of Education. I received my OT degree from New York University and my OTD from Mount Mary University. My clinical background is in pediatrics and skilled nursing facilities. Before my career as an OT, I worked as an early intervention teacher in Houston and New York City. My OTD capstone project examined how fieldwork educators communicate clinical reasoning to their students. I have two boys, ages 13 and 16 years old, and we have recently added a new member to our family, a French bulldog named Cody.

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Tips for Giving Feedback

  1. Give daily feedback: Students who don’t receive consistent feedback feel lost as they don't know what they are doing correct and what they need to improve upon.
  2. Make sure your meaning is understood.: Students who misinterpret your message may make more errors. Fieldwork Educators and their students may not view and interpret client situations in the same context, therefore it's important to check for understanding.
  3. Give extrinsic and intrinsic cues: Cuing helps students understand that they applied feedback correctly. Your tone of voice, an extrinsic cue, and feeling part of the therapy team, an intrinsic cue, help students accept, interpret, and apply your feedback.
  4. Watch your non-verbal communication: This can influence acceptance or rejection of your feedback. If a student views your tone as condescending or accusatory, they may withdraw and demonstrate difficulty hearing what you say.

(Snyder, K. (2018). Exploring Students' Use of Feedback During Occupational Therapy Level II Fieldwork Experiences. Journal of Occupational Therapy Education, 2 (2). https://doi.org/10.26681/jote.2018.020204)

One-Minute Preceptor Tool

Use this tool to give clear and concise feedback to your student in about one minute. It can be used between treatment sessions when you are short on time. These resources are based on clinical medical education, but can be applied easily to occupational therapy fieldwork. If you like Legos, be sure to check out LEGO Surgery: One Minute Preceptor. Who’s ready to create a LEGO ADL: One Minute Preceptor version?

Handout

One-Minute Preceptor

Research Article

Teaching the One-minute Preceptor

Videos

These include 7 steps instead of 5, but still can be applied.

• Teaching Tip: One-Minute Preceptor

• LEGO Surgery: One Minute Preceptor

Ask the AFWC

Dear AFWC:

Due to the COVID-19 pandemic, the number of patients I see each day can vary. I’m concerned my student won’t get enough direct treatment time. What can I do?

-Low Caseload OT


Dear Low Caseload OT:

There is no set number of hours that need to be fulfilled. Other student activities: observe other therapists/staff (i.e. learn about reimbursement from DOR), research EBP treatment, complete learning/training modules, and create new occupation based treatment activities. And don’t forget to have your student help with cleaning of toys and equipment.

-AFWC

To submit your question, email hhorwitz@phhp.ufl.edu with "Ask the AFWC" in the subject line.

 

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Upcoming Events

FOTA Conference (virtual):  November 14-15, 2020

Sandra Edwards Colloquium (virtual): February 6, 2021

AOTA Conference: April 8, 2021

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