Tailored Learning Experience

Reasons behind the Fieldwork Curriculum Toolkit:​

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Background:

 

• Nationally there has been an increase in students who struggle to meet fieldwork site objectives, specifically within acute care (Learn More) 

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• These trends are echoed at Northwestern Memorial Hospital ​

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Implication:

 

• Consequently, to not meeting site objective, several ​​students have required the implementation of a learning contract.

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• Learning contracts are oftentimes helpful but not always successful in fostering a passing score for their fieldwork rotation.

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• As a result, there has been an increase in the need to fail students who are unsuccessful in progressing within their learning plans.

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Hypothesis as to why students are struggling:

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1. ​Generation Z Learners​​

• Generation Z Students appear to learn differently compared to students from other generations (Learn More)

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• Generational changes may be due to multimodal technological advancements impacting learning and communication (Learn More)

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• Technology and online learning may be impacting how students learn and how students communicate (Learn More) 

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• More exposure to technology has shifted learners to prefer more independent learning opportunities involving visual and kinesthetic opportunities ​

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• Due to an increased exposure to online communication, they often lack proficiency in their in-person interpersonal skills (Learn More)

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• Within the 21st century there was a shift from a play-based childhood to a phone-based childhood, where parenting was more restrictive within everyday life and less restrictive within the technology world which has shown to correlate with increased rates of anxiety and depression (Learn More)

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​2. College Enrollment 

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• ​College enrollment been down trending over the past several years, and this statistic parallels trends seen in the occupational therapy profession (Learn More)

 

• With college enrollment down, there may be less competition seen amongst student applications and may contribute to less academically prepared students 

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3.  COVID-19 Pandemic and it's lasting effects 

• Negative mental health toll seen across healthcare professionals may be deterring students from pursuing a career in healthcare, furthering the gaps regarding student competition and academic preparedness 

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• Mental health challenges are on the rise in general. According to the Healthy Minds Study, within the 2020-2021 school year more than 60% of college students met the criteria for at least one mental health challenge (Learn More)

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• Enrolled college students with reported disabilities have continued to increase over the course of the past several years which could be a result of an increase seen in disclosing disabilities, an increase in the development of various psychological disabilities, or an increase in the prevalence of students with disabilities seen in higher education (Learn More)

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• According to Amboi (2023) the number of neurodiverse students continues to increase each year. When embracing neurodiverse learners, it is important to recognize the importance of individualized learning and considerations of reasonable accommodations. All these factors add their own complexity and considerations in how to best support students (Learn More)

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References

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Abrams, Z. (2022, October 1). Student mental health is in crisis. Campuses are rethinking their approach. https://www.apa.org. https://www.apa.org/monitor/2022/10/mental-health-campus-care

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Barzilay, R., Moore, T. M., Greenberg, D. M., DiDomenico, G. E., Brown, L. A., White, L. K., Gur, R. C., & Gur, R. E. (2020). Resilience, COVID-19- related stress, anxiety and depression during the pandemic in a large population enriched for healthcare providers. Translational Psychiatry, 10(1), Article 1. https://doi.org/10.1038/s41398-020-00982-4 

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Duke, B., Harper, G., & Johnston, M. (2013). Connectivism as a digital age learning theory. The International HETL Review.  https://www.hetl.org/wp-content/uploads/2013/09/HETLReview2013SpecialIssueArticle1.pdf

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Haidt, J. (2024). The anxious generation: How the great rewiring of childhood is causing an epidemic of mental illness. Penguin Press.

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Harvison, N. & American Occupational Therapy Association. (2022). Academic Programs Annual Data report. In American Occupational Therapy Association. https://www.aota.org/-/media/corporate/files/educationcareers/educators/2020-2021-annual-data-report.pdf 

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Meeks, L. M., Case, B., Herzer, K., Plegue, M. A., & Swenor, B. K. (2019). Change in prevalence of disabilities and accommodation practices among US medical schools, 2016 vs 2019. JAMA, 322(20), 2022. https://doi.org/10.1001/jama.2019.15372

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Nicola-Richmond, K., Butterworth, B., & Hitch, D. (2017). What factors contribute to failure of fieldwork placement? Perspectives of supervisors and university fieldwork educators. World Federation of Occupational Therapists Bulletin, 73(2), 117–124. https://doi.org/10.1080/14473828.2016.1149981

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Nietzel, M. T. (2022, October 12). New report: The college enrollment decline worsened this spring. Forbes. https://www.forbes.com/sites/michaeltnietzel/2022/05/26/new-report-the-college-enrollment-decline-has-worsened-this-spring/?sh=4d0508d724e0

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Patterson, B., & D’Amico, M. (2020). What does the evidence say about student, fieldwork educator, and new occupational therapy practitioner perceptions of successful level II fieldwork and transition to practice? A scoping review. Journal of Occupational Therapy Education, 4(2). https://doi.org/10.26681/jote.2020.040210

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 Salemi, M. (Host). (2023, August 11). Common Problems (No. 4). [Audio Podcast Episode]. In Work Squared. Spotify. Work Squared - Episode 4 - Common Problems - Work Squared - A Framework for Occupational Therapy Fieldwork | Podcast on Spotify

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Shorey, S., Chan, V., Rajendran, P., & Ang, E. (2021). Learning styles, preferences and needs of generation Z healthcare students: Scoping review. Nurse education in practice, 57, 103247. https://doi.org/10.1016/j.nepr.2021.103247 

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