STUDENT EDUCATION FEATURE
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A range of activities for students to engage in was required . A timetable was developed , to provide students and facilitators with a clear overview of activities . A mix of ‘ live ’ synchronous sessions , guided discussions , practical tasks and self-directed activities were built in .
A task booklet was designed for students to reflect on their experiences throughout the week . The booklet was submitted at the end of the week before students received a certificate of attendance .
The week was designed to be delivered using Microsoft Teams . A virtual placement week channel was set up for presenters , students and facilitators to meet . The timetable , reflective task booklet and any required communications were added to the channel to assist the students to feel prepared for the week ahead . They also attended a briefing session the week prior to the placement to answer any questions they might have .
Due to the excellent support offered from Jessica and Leanne , the timetabled events worked seamlessly . They were able to introduce the live sessions and support the week with guided discussion reflecting on their own placement experiences .
They completed a recording of an initial interview , with one of them acting as an occupational therapy student and the other as a service user , for the first years to watch and make notes on , before having the opportunity to perform an initial interview themselves .
There was an increased impact on university staff time to develop the timetable , engage clinicians to deliver presentations , set up links and brief both facilitators and delegates . However , if future one-week observational placements need to be delivered in this way , we now have a successful template from which to work from .
Student reflections Reflecting on the facilitation of the week events , Jessica Forge says :
As a third-year occupational therapy student , it was exciting to be asked to facilitate and support a virtual placement week for the first years .
It is certainly an unprecedented time and with some students unable to go on clinical placement , it was clear many were apprehensive about what a virtual experience may provide in comparison to face-to-face opportunities .
With 10 first-year students , it meant we could get to know everyone on a more colloquial basis , to make them feel at ease and supported . This allowed for an uninhibited approach , where students could discuss and ask questions in a comfortable setting .
Each student had a reflective task book , which they referred to daily to complete questions in , to promote thinking about different areas of occupational therapy – especially those the external speakers were working in .
For example , how would you describe your role as occupational therapy to a service user in paediatrics versus in later life and memory service ? These types of tasks supported us so we could demonstrate principles from the Royal College of Occupational Therapists ’ Code of Ethics and Professional Conduct ( RCOT 2015 ), such as being person-centred and holistic to the service user .
A clear and concise timetable , produced by Vikki was also essential for the organisation of the week . Leanne and I referred to this daily to ensure we were briefing the students on how long their breaks were and when the next speakers were joining us . It was well structured and the week was very successful .
Reflecting on my personal experience , it was a very significant
prospect for me , as I have never had an opportunity to take full leadership without observation on clinical placement before . It not only was encouraging that occupational therapy staff members at the university trusted our work and support , but it was clear by the end of the week that it had instilled confidence in my ability as a third-year occupational therapy student .
Specifically , confidence regarding my knowledge of the occupational therapy process and using professional reasoning to interpret a service user ’ s needs .
I also thoroughly enjoyed talking through my placement experiences from the beginning of the programme to the present day to the students , as it allowed me to reflect on how much I have achieved and gained from training . Leanne Wells reflects : As a mature student , I have had leadership responsibility in my previous roles , so this aspect of the week did not phase me . However , in my occupational therapy student career to date , I had not yet had the opportunity to lead in the facilitation of groups on placements and was looking forward to the opportunity .
Several briefing sessions with the project lead , Vikki meant that we felt extremely organised and prepared for how the week would flow and what exactly our role would be . While I anticipated the value that the week would bring to the first-year students , I did not fully appreciate how rewarding the week would be as a third-year student facilitator .
Presentations given by occupational therapists working in various specialities were varied and interesting and gave me insight as to areas I certainly had not experienced or considered for a future career .
One session involved presenting our own practice placement experiences with questions and answers . This session was a forum for first-year students to be able to anticipate
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The need to respond to the changing placement landscape is ever more relevant now .
OTnews December 2021 41