Abstract
A nationwide survey was developed to identify the responsibilities and contextual factors that affect workload of academic fieldwork coordinators (AFWCs) and shed light on the patterns of practice that lead to workload satisfaction and challenges. Data for this descriptive study were collected via a questionnaire from OT assistant (37), MOT (54), and OTD (37) programs. Trends in workload responsibilities, variability in institutional and program-level practices, and supports and challenges experienced by AFWCs will be discussed.
Primary Author and Speaker: Kimberley Persons
Additional Authors and Speakers: Elizabeth Dwyer DeIuliis, Elizabeth LeQuieu, Patricia A. Laverdure, Erin Dolin, and Elizabeth Dwyer DeIuliis
Fieldwork education is a crucial aspect of occupational therapy education, and ACOTE sets explicit standards governing the fieldwork component of occupational therapy educational programs (ACOTE, 2018). The Academic Fieldwork Coordinator (AFWC) is principally responsible for developing, coordinating, organizing, and monitoring the entire occupational therapy fieldwork process including the oversight and preparation of the fieldwork educator and the fieldwork student. Given the uniformity of accreditation standards, one would speculate that the roles and responsibilities of the AFWC would be similar across the country. However, based on the experiences of the investigators and anecdotal evidence gained from professional interactions with AFWC's at other OT programs, there is much variation between institutions in terms of the amount of non-fieldwork institutional duties assigned to AFWC and how these may impact the management and administration of the fieldwork education program. This descriptive study is nationwide survey of occupational therapy programs to identify the role expectations and contextual factors that impact the workload of current AFWCs in OTA, MOT and OTD educational programs in the United States. The purpose of this study is to contribute to the existing research in the field of occupational therapy fieldwork education, and to provide data to inform occupational therapy practice and educational programs regarding the unique roles, responsibilities and performance of the AFWC in OT and OTA educational programs and shed light on the supports and barriers and patterns of practice associated with role challenges and satisfaction. The data for this study was collected via an online questionnaire created by the researchers. Participants were AFWC from ACOTE accredited OTA, MOT and OTD programs. 104 surveys were completed for a 28% return rate. Participants were from each region of the United States, from Public, Private Non-Profit, and Private For-Profit institutions. Participants were AFWC for 37 OTA Associate's degree programs, 54 OT Masters, and 32 OT Doctorate Programs. Some participants had multiple degree programs or were transitioning to another degree level. While most respondents had more than 20 years of experience as a practitioner, more than half (55) had 3 years or less experience as an AFWC with only 7 respondents having more than 11 years' experience. Participants reported an average workload of 38% Administrative, 37% Teaching, 8% Service, 5% scholarship, 3% Fieldwork Educator, 1% Clinical Practice and 2% Other. Nearly 70% of participants receive less than 10 hours a week of clerical or administrative assistance. Greater than 50% of the participants reported that they exclusively managed and maintained fieldwork affiliation agreements and/or MOUs. Data on release time from teaching provided to engage in the AFWC role varied from less than 10% to greater than 70%. Sixty percent of respondents were Satisfied or Very Satisfied with their role as AFWC. The results of the study indicate that there is considerable institutional variability in the role and responsibilities of the AFWC in the United States. Though program learning objectives vary, fieldwork education remains a central factor of successful outcomes and understanding role responsibilities and patterns of practice among AFWC's is essential for developing successful fieldwork experiences students, fieldwork educators and fieldwork sites.
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