FEATURE STUDENT EDUCATION
‘‘
We had to think carefully about how we could offer students the “ usual ” placement experience when working from home .
Peer support : Each of the students have now reflected on the importance of peer support . ‘ I will always cherish the memory , as we formed friendships and bonds ,’ Salma reminisces .
Pavandeep reflects on ‘ the opportunities that a multi-student placement model offered in helping with skills such as team work and supporting the learning process as we were able to share knowledge ’. She says that the model ‘ supports the general wellbeing of students on placement , as placement can become a stressful experience ’.
Thinking about the impact of peer support on her personal skill development , Pantelitsa says : ‘ My teamwork skills improved when working with more people at the same time and the same setting .’
Benefits and opportunities There were three main identified benefits to the blended placement .
Time to focus on the application of theory : the students reflected that working from home afforded them the time , but also the sense of ‘ permission ’ to study theory and reflect on its application to the setting .
Pavandeep says that , in her previous placements , she ‘ never physically had enough time to work on understanding theoretical concepts ’, whereas ‘ a blended placement provided me with enough time to manage my studies in a more effective manner ’.
Pantelitsa echoes this : ‘ The difference [ to a traditional placement ] would be that we did not have the time to read or have discussions with our educator regarding reasoning and the theoretical side as to why a certain decision was made , and this has been a positive to the blended placement , as I had more time to read and back my decisions with theory .’
The opportunity to develop other skills : the placement yielded many interesting discussions about the additional skills that were required , and enhanced , due to remote working . Students identified the need to manage their workload more autonomously , to analyse their learning style and to self-motivate when at home .
Amaan reflects on the ‘ very valuable skills that I feel will be extremely useful during future practice ’, while Salma shares that the experience enabled her to become ‘ more productive and creative regarding tasks I needed to complete once I understood the best conditions I could work in ’.
The benefits of less travel : in addition to reducing travel time and travel expenses for the students , Salma feels that not travelling into the placement setting gave her the opportunity to complete further reading , ‘ as I was not as worn out ’.
Overall , each student has reflected positively on the blended placement experience . Salma concludes that the blended placement was ‘ an extraordinary experience that has taught me so much , which will support me in my future practice ’.
Cleo adds : ‘ I don ’ t feel like my learning was compromised , or I am in any way less prepared leaving my final placement .’
In summary , Dan says : ‘ I was surprised just how successful the placement was . The success , I believe , was contingent on having a group of students who work well together and approach the challenge as an opportunity .’
He adds : ‘ As an educator , it was important to create a culture of sharing ; both by setting up regular opportunities for reflection , but also by promoting peer learning . Lastly , it ’ s important having a workplace where there is access to technology and the ability to complete typical duties remotely , like service user contact and professional meetings .’
Prior to the placement , consultations took place between the placement setting and university . It was agreed that the learning outcomes of the summative assessment – a case-based oral assessment – could be achieved by focusing on a project , rather than an individual case study .
It was also discussed how each of the assessed requirements could be achieved through the projectbased work , including how interpersonal skills could be assessed based on communication with the multidisciplinary team and the creation of easy-read written materials for the young people .
Following the third national lockdown , in January this year , Selly Oak Trust School took the decision to support a fully-remote placement in February , based on the learning from this blended placement . The school is very much looking forward to learning from this experience as well .
Reference
World Federation of Occupational Therapists ( 2016 ) Position statement : Occupational therapy services in school-based practice for children and youth . London : WFOT
Dan Waldron , occupational therapist , Selly Oak Trust School and Communicate 2U , and level three occupational therapy students Salma Abdulle , Pavandeep Dhillon , Pantelitsa Eracleous , Amaan Halim , Cleo King and Safa Nawal Mohamed . Email : daniel . waldron @ sellyoak . bham . sch . uk
24 OTnews May 2021