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Fieldwork Educator Training: Design and Evaluation of an Educational Package

Fieldwork Educator Training: Design and Evaluation of an Educational Package
Fieldwork Educator Training: Design and Evaluation of an Educational Package
This article describes and evaluates an educational package consisting of five hypothetical case studies. The case studies were designed by the School of Occupational Therapy and Physiotherapy, University of Southampton, and used during briefing sessions with fieldwork educators in order to introduce the field-work assessment form and discuss grading issues. A questionnaire survey of 70 fieldwork educators who had attended a briefing sessions and used the five hypothetical case studies, revealed that, generally the fieldwork educators found the briefing session, including the grading exercise with the case studies, useful. The fieldwork educators indicated a commitment to the principle of being reliable assessors but felt that certain areas needed more consideration, such as the implications of giving grades to real as opposed to hypothetical students. The implications of these results are discussed in relation to literature regarding assessment issues and fieldwork educator training.
0308-0226
529-534
Seale, Jane
0690bf9a-2457-4b75-a13f-4236202ca787
Gallagher, Crissi
7a221ed8-19a2-474d-b450-6c3c4b924b70
Grisbrooke, Jani
05292dee-d972-4522-bfbe-8bf5368055b2
Seale, Jane
0690bf9a-2457-4b75-a13f-4236202ca787
Gallagher, Crissi
7a221ed8-19a2-474d-b450-6c3c4b924b70
Grisbrooke, Jani
05292dee-d972-4522-bfbe-8bf5368055b2

Seale, Jane, Gallagher, Crissi and Grisbrooke, Jani (1996) Fieldwork Educator Training: Design and Evaluation of an Educational Package. British Journal of Occupational Therapy, 59 (11), 529-534.

Record type: Article

Abstract

This article describes and evaluates an educational package consisting of five hypothetical case studies. The case studies were designed by the School of Occupational Therapy and Physiotherapy, University of Southampton, and used during briefing sessions with fieldwork educators in order to introduce the field-work assessment form and discuss grading issues. A questionnaire survey of 70 fieldwork educators who had attended a briefing sessions and used the five hypothetical case studies, revealed that, generally the fieldwork educators found the briefing session, including the grading exercise with the case studies, useful. The fieldwork educators indicated a commitment to the principle of being reliable assessors but felt that certain areas needed more consideration, such as the implications of giving grades to real as opposed to hypothetical students. The implications of these results are discussed in relation to literature regarding assessment issues and fieldwork educator training.

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Published date: 1996

Identifiers

Local EPrints ID: 6205
URI: http://eprints.soton.ac.uk/id/eprint/6205
ISSN: 0308-0226
PURE UUID: e65cf7b2-cff5-47e2-a002-d80329c0da15

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Date deposited: 26 May 2004
Last modified: 08 Jan 2022 06:42

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Contributors

Author: Jane Seale
Author: Crissi Gallagher
Author: Jani Grisbrooke

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