Perceptions of Effective Professional Behavior Feedback: Occupational Therapy Student Voices

Abstract

The purpose of this study was to gather formative evaluation data to determine students' perceptions of effective aspects of professional behavior feedback for use in program development. A qualitative design was used to gather data from baccalaureate-level occupational therapy students. Through focus groups and semi-structured interviews, data were gathered about the students' beliefs, feelings, and recommendations for policy changes. Four themes emerged: Not Just 'Contact With a Piece of Paper"; Fieldwork Needs To Be Taken Into Account, Faculty Fairness and Support Need To Be Present, "This Is Like Therapy for Me." Aspects of these themes have implications for classroom and fieldwork settings. The type of feedback these students found helpful and the desire to have fieldwork performance considered along with their classroom behavior were salient perceptions. As educators, it is important to listen to the voices of students to gain insights into their perceptions of the effective aspects of the feedback process for professional behaviors.

Professional Behaviors and Fieldwork: A Curriculum Based Model in Occupational Therapy

“…In assessing the best practices for the education of professional behaviors, teaching positive professional behaviors was found to lead to success in fieldwork (Scheerer, 2003). It is recommended that material is presented throughout the curriculum in a structured approach, learning professional behaviors should be considered a process rather than a fixed construct, and it must be taught and assessed in multiple ways (Brehm et al, 2006;Mason et al, 2014).…”

“…They asked 296 fieldwork educators to complete two surveys, revealing that the professional behaviors that correlated to specific sections in the FWPE as being strongly influential on the successful completion of Level II fieldwork were: responsibility, constructive feedback, time management, and interpersonal skills. Gutman et al (1998) and Scheerer (2003) noted the following characteristics as interfering with successful performance in fieldwork: rigidity of thinking, lack of insight, externalization of responsibility, discomfort in the ambiguity that accompanies clinical reasoning, difficulty interpreting feedback and learning from mistakes, and dependence on external measures for self-esteem.…”

“…Self-assessment and reflection is seen as imperative to the integration of educational content and life experiences, increases communication skills, and is best achieved through the use of journals, feedback, and peer group discussion (Zimmerman et al, 2007). Remedial instruction in the academic setting for poor professional behaviors, utilizing methods such as seminars, faculty feedback, counseling, community volunteer work, and student learning contracts have all been observed to be successful ways to address poor professional behaviors in academic preparation (Cruess & Cruess, 2006;Gutman et al, 1998;Ledet et al, 2005;Mason et al, 2014;Randolph, 2003;Scheerer, 2003).…”

“…Remediation plans will be created for students who are identified as having concerns in professional behaviors. These plans are tailored towards each individual student but could include: faculty feedback, student self-reflection through journals, action plans or learning contracts, and additional assignments (Ledet et al, 2005;Scheerer, 2003;Zimmerman et al, 2007). Remediation plans may occur at any time throughout the curriculum and must be successfully completed prior to the start of Level II fieldwork placements.…”

“…Professional behaviors include communication skills, initiative, clinical reasoning, common sense, ability to handle stress, interpersonal skills, and interest in learning (Campbell & Corpus, 2015;Gutman, McCreedy & Heisler, 1998;James & Musselman, 2006;Kasar & Muscari, 2000;Koenig et al, 2003;Scheerer, 2003). Moreover, studies such as that completed by James and Musselman (2006) have found that the most common characteristics of students who have failed fieldwork are poor professional behaviors.…”