Collaborative Model by gjjur4356


									                             2 Students : 1 Educator

A fieldwork model that involves two students assigned to
one fieldwork educator during the same fieldwork
placement. The students may be in any year of their
educational training but are each at the same level.

How it Works:
In this model, the students learn from one another rather than solely from the fieldwork educator.
Each student maintains responsibility for his/her own caseload and is expected to consult with
one another when questions arise. Students should have the opportunity to share knowledge
and ideas with each other and to reflect on experiences together. The fieldwork educator,
however, is the expert who oversees and ensures good quality therapy. The fieldwork educator
also provides any expert intervention that is needed.

In this model, the fieldwork educator turns over his/her own caseload almost completely to the
students by assigning clients to each student throughout the placement. This is a key element
in order for the fieldwork educator to provide adequate supervision and not be overburdened
during the fieldwork placement or after the students have departed.

Strategies for Success:
The role of the fieldwork educator in this model is to facilitate collaboration and discourage
competition between the students. Strategies for doing this are as follows:
   During orientation, clearly state it is expected that students will collaborate with each other,
   and not compete for things such as clients, new opportunities, and therapist’s time.
   Establish ground rules for joint supervision, such as equal time for each student, to
   discourage competition. It should also be made clear that students will not be compared to
   each other.
   Articulate clear measurable expectations to assess each student’s individual performance.
   Provide time for students to collaborate and work together.
   Meet with each student individually once a week to address performance issues and offer
   Encourage each student to journal his/her experiences and share his/her reflections and
   questions at weekly student meetings.
   Set up structured joint learning activities. For example, during direct client care, activities
   may be co-treating a client, co-leading a group, or co-developing an intervention plan.
   Indirect client care activities may include developing a shared case presentation, peer review
   of documentation, or weekly peer meetings to share journal excerpts. Other activities may
   include joint teaching sessions with the students, having the students prepare a project
   together, or practicing assessments and interventions.
   Role model collaboration with other occupational therapists and health care professionals.

The role of student in this model is to be an equal participant in the learning process by
accepting responsibility for his/her own learning and to work collaboratively with others.
Strategies for doing this are as follows:
    Share ideas and intervention techniques with the other student.
    Receive and provide constructive peer feedback.
    Divide labor on assigned tasks.
    Support each other.
                        Developed by: Occupational Therapy Outreach Development Team
                             School of Medical Rehabilitation, University of Manitoba
                                                September 2004
    Respect each other’s contributions.
    Seek out information from the other student as well as the fieldwork educator.

The role of the University includes: educating students and fieldwork educators about this
model, and assisting with preparation for a placement for both fieldwork educators and students
to ensure that all have the same information and that roles/expectations are clear. The
University will also be available to provide ongoing guidance and advice to students and
fieldwork educators during the placement.

Advantages to this model include:
   Students take more responsibility for their own learning thereby decreasing dependency on
   the fieldwork educator.
   Increases student time for practice and reflective discussion without increasing the fieldwork
   educator’s time commitment.
   Students provide mutual companionship for one another. Peer support may decrease
   anxiety and fear which may lead to a higher performance level.
   In a rural placement, the students could share travel and accommodation.
   Promotes more open communication among all members of the learning team. Emphasizes
   interaction between student members.
   Students can provide encouragement and feedback to each other throughout the learning
   Emphasizes teamwork and communication skills.

References (Note: Suggested readings are marked by an *)
*Collier, G.F. & O’Connor, L. (1998, April). Collaborative Supervision, Real-Life Skills. OT Practice, 46-48.

DeClute, J. & Ladyshewsky, R. (1993). Enhancing Clinical Competence Using a Collaborative Clinical Education
Model. Physical Therapy, 73(10), 683-689.

Ladyshewsky, R. (1995). Enhancing Service Productivity in Acute Care Inpatient Settings Using a Collaborative
Clinical Education Model. Physical Therapy, 75(6), 503-510.

*Ladyshewsky, R. & Healey, E. (1990). The 2:1 Teaching Model in Clinical Education: A Manual for Clinical
Instructors. University of Toronto, Division of Physical Therapy, Toronto, ON.

Lange, L., Maxwell-Jones, M., Beder, T. & Walton, T. (1996, April). The Collaborative Model in Occupational Therapy
Education. Notes from a Paper presented at the meeting of the American Association of Occupational Therapists,
Chicago, IL.

Martin, M. & Edwards, L. (1998). Peer Learning on Fieldwork Placements. British Journal of Occupational Therapy,
61(6), 249-252.

Please contact the Outreach Developer for your region, ___________________________________________, or the
Academic Fieldwork Coordinator at (204) 789-3992 if you would like more information about this model or the
fieldwork program.

                             Developed by: Occupational Therapy Outreach Development Team
                                  School of Medical Rehabilitation, University of Manitoba
                                                     September 2004

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