The Computation of Fieldwork Achievement in Occupational Therapy Degrees: Measuring a Minefield?

Abstract

Fieldwork is a distinct element of undergraduate occupational therapy degrees. Students are seconded from educational institutions to fieldwork educators in practice settings, where their vocational competence is developed and assessed. Fieldwork procedures are devised by individual educational institutions. This paper reports the findings of a survey based on data from fieldwork coordinators, which investigated the incidence of and reasoning behind the computation of fieldwork achievement in England and Ireland. The results showed that every programme had considered computing fieldwork performance at some time and that most were actually doing this. Many programmes that were not computing fieldwork performance expressed the desire to do so, but were uncertain about this action. Highly inconsistent practice was found regarding fieldwork assessment procedures and the weightings given to fieldwork elements; consequently, students' practical fieldwork skills may not be conveyed by their degree classification award. Various factors influenced fieldwork computation, with many inconsistencies and contradictions emerging. The study concluded that computation of students' fieldwork achievement was highly inconsistent. Further development is vital to improve this situation for students, educators, clinicians and employers alike. It is suggested that development be coordinated at a national level.