Summer 2021

Gator OT Fieldwork Newsletter

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In This Issue

• UF OTD Program ACOTE Visit

• UF OTD Program's Curriculum Framework

• New FWPE

• Ask the FWC

• Upcoming Events

 

"Forgive yourself for not knowing what you didn't know before you learned it.”

-Maya Angelou

Accreditation Council of Occupational Therapy Education Visit

July 2021

The Accreditation Council for Occupational Therapy Education (ACOTE) is virtually visiting the University of Florida Occupational Therapy (UFOT) program from July 12-14, 2021. ACOTE is the agency that ensures that occupational therapy programs in the United States are following the same educational standards. Accreditation of UFOT's entry-level Doctor of Occupational Therapy (OTD) program demonstrates that UFOT is following states' educational requirements. Once the UFOT program is granted Accreditation status, students will be eligible to take the National Board of Certification in Occupational Therapy (NBCOT) certification exam and apply for licensure. The UFOT Program has already completed a Self-Study containing items related to program mission, curriculum design, faculty qualifications, course development, fieldwork, and capstone. A two-member team will meet with UF administration, faculty and students to determine how the UFOT program has met the standards. At the conclusion of the visit, the team will present the Report of On-Site Evaluation. This report will be submitted to ACOTE who determines the UFOT Program's accreditation status.

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Doctor of Occupatonal Therapy Program

Mission and Curriculum Design

Do you know the mission of the UF OTD program?

The mission of the Doctor of Occupational Therapy (OTD) program is to develop clinician-scholars who translate evidence to inform occupational therapy practice, affect health care systems, and meet the occupational needs of people, organizations and populations consistent to emerging 21st century demands.

Do you know the educational philosophy of the UF OTD program?

The professional program fosters culturally sensitive and evidence-based clinical competence through the learner’s active engagement in a collaborative process between student, client and educator, that builds on prior knowledge and experience. Learners integrate academic knowledge, active learning, clinical reasoning, and self-reflection through experiences in and beyond the classroom (AOTA, 2018; Schaber, 2014). Engagement in advanced practice opportunities in health systems and communities supports professional development, opportunities for leadership and advocacy for clients and the profession. The promotion of lifelong learning, collaboration and professional judgment reinforces continual contributions to critical inquiry in evidence-based practice. Completion of a culminating capstone project and an in-depth doctoral capstone experience integrates learner understanding of advanced theory with practice and scholarship. The program facilitates understanding of the connections between philosophical, theoretical and practical knowledge, values, beliefs, ethics, and technical skills for broad application toward engagement in occupation to improve health, participation and quality of life.

Do you know the six curricular themes of the UF OTD program?

Curriculum design is the organizational map that a program uses to develop its course outline and content. The UF OTD program's curriculum design demonstrates how the student forms an identify of a clinician scholar within these six curricular themes:

• Human Occupation and Health
• Critical Thinking for Practice and Scholarship
• Professionalism
• Valuing of Diversity
• Collaborative Practice
• Psychomotor Skills

Why are these concepts important to clinical work and fieldwork?

Fieldwork gives students the opportunity to apply the information learned in the UF OTD program and is a critical step in the student developing into a clinician scholar. The aspects of the curriculum design are also part of fieldwork. During fieldwork, students practice their professional skills in the real world environment, collaborate with other disciplines, and apply their clinical reasoning to actual patient care.

American Occupational Therapy Association. (2018). Philosophy of occupational therapy education. American Journal of Occupational Therapy, 69, 6913410052p1-6913410052p2. doi:10.5014/ajot.2015.696S17

Schaber, P. (2014). Conference Proceedings—Keynote address: Searching for and identifying signature pedagogies in occupational therapy education. American Journal of Occupational Therapy, 68, S40–S44. doi:10.5014/ajot.2014.685S08

Learn more about the OTD Curriculum Framework

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AOTA's New Online Fieldwork Performance Evaluation

UFOT began implementing the new Fieldwork Performance Evaluation (FWPE), developed by the American Occupational Therapy Department in May 2021. This new online tool allows for easy access and scoring for the fieldwork educator. The fieldwork educator will receive a link from Formstack before the 6 and 12 week mark. Some differences from the 2020 FWP should be noted:

1) The final passing score is now 111 out of a total score of 148.

2) There is no minimum passing score at Mid-Term. Therefore, contact the AFWC if the student receives a substantial number of 1s or is not meeting weekly expectations with possibility of not achieving passing score by 12th week.

3) Student cannot pass the final FWPE with a score of 1 on any item

4) As before, student must score a 3 or 4 on all items under Fundamentals of Practice

5) Scoring Terminology Changes:

Old FWPE (2002)

• 4: Exceeds Standards

• 3: Meets Standards

• 2: Needs Improvement

• 1: Unsatisfactory

New FWPE (2020)

• 4: Exemplary Performance

• 3: Proficient Performance

• 2: Emerging Performance

• 1: Unsatisfactory Performance

6) Some items have been combined and language revised. For example, "supervisor" has now been revised to "fieldwork educator" and positive interpersonal skills" has been revised to "therapeutic use of self."

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 AOTA Fieldwork Performance Evaluation 2020 Resources

New FWPE Information

FWPE for the Occupationa Therapy Student Scoring Items

 

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Ask the Academic Fieldwork Coordinator (AFWC)

Dear AFWC:

How can I be more involved with the accreditation process on a national level?

-Volunteer OT


Dear Volunteer OT:

A wonderful way to give back to the occupational profession is to volunteer for the Roster of Accreditation Evaluators (RAE). RAE members are occupational therapists, both in academia and clinical positions, who assist ACOTE in evaluating occupational therapy and occupational therapy assistant programs by completing on-site accreditation visits and online reviews. Being part of the RAE gives you the opportunity to be part of the accreditation process, learn about occupational therapy programs in other states, and meet occupational therapists from around the country. This is a non-paid position but all travel expenses are reimbursed. If you are looking for an avenue to expand your leadership skills in occupational therapy, this may be the right position for you.

Qualifications include:

• At least 5 years of experience as an occupational therapist or occupational therapy assistant
• Being a member of AOTA in good standing

The RAE is especially looking for clinicians and occupational therapy assistants, but all are eligible to apply.

For more information and to apply: Application for Membership for RAE

-AFWC

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

 

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Upcoming Events

 

Florida Occupational Therapy Virtual Conference

November 13-14, 2021

 

AOTA Conference 2022

San Antonio, Texas
March 31- April 3, 2022
(pre-conference institutes: March 30)

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