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| Author | Marjorie Bonello |
| Abstract | Fieldwork education presents the opportunity through which a student is expected to integrate theory and practice into a holistic learning experience. The purpose of this qualitative study was to gain an in-depth understanding into fieldwork practices within the occupational therapy educational programme. Data was collected through participant observation and one-to-one interviews with eighteen qualified occupational therapists, these being the last two cohorts to have qualified from the University of Malta. The findings demonstrated the multi-faceted and complex nature of the fieldwork process. It was apparent that a variety of factors inhibited participants' learning during their fieldwork experiences. These inhibitors were conceptualised as `barriers to learning' and encompassed past and present learning environments in relation to internal and external values and beliefs of the participants. These `barriers' were seen to be interrelated, and there also existed continuous interplay with the learner and the learning environment. The study concludes that in re-defining fieldwork education within the changing Maltese health care system, it is vital to facilitate the learners towards a greater sense of integration so as to promote more effective fieldwork experiences. The main implications of this study demonstrate that what is required is the restructuring and the creation of a fieldwork programme which will introduce methods of learning so as to promote reasoning and critical thinking. It should also include learning objectives for each fieldwork facility and a delineation of core occupational therapy skills. A change in assessment procedures, and the development of an ongoing fieldwork educators' programme is also required. |
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| Key words | Thesis, Fieldwork, Education, Occupational Therapy |