Fieldwork B

Fieldwork Simulation – Overall Assessment

  • Instructors unanimously described this session as the strongest \text{Level 1B} (and perhaps \text{Level 2}) simulation cohort to date.

  • Progression observed

    • Day 1: students felt unsure, "robotic," hesitant about assessments & interventions.

    • Day 2: same students reported feeling like independent OTs—confident in selecting tools, making clinical decisions, and understanding workflow.

  • Multiple students reported: “I am a totally different person than I was on Day 1.”

  • Faculty goal: create a safe-to-fail space so anxiety is experienced now—under supervision—rather than on clinical site.

Perceived & Manufactured Stress in Simulation

  • Some learners (e.g., Maddie) sensed extra stress because:

    • Simulated patients are instructors evaluating in real time → constant feeling of being “graded.”

    • Fear of immediate point deductions vs. real-world where minor verbal mis-steps rarely affect grades.

  • Faculty counterpoints

Fieldwork Simulation – Overall Assessment - Instructors unanimously described this session as the strongest \text{Level 1B} (and perhaps \text{Level 2}) simulation cohort to date. - Progression observed- Day 1: students felt unsure, "robotic," hesitant about assessments & interventions. - Day 2: same students reported feeling like independent OTs—confident in selecting tools, making clinical decisions, and understanding workflow. - Multiple students reported: “I am a totally different person than I was on Day 1.” - Faculty goal: create a safe-to-fail space so anxiety is experienced now—under supervision—rather than on clinical site. --- ### Perceived & Manufactured Stress in Simulation - Some learners (e.g., Maddie) sensed extra stress because:- Simulated patients are instructors evaluating in real time → constant feeling of being “graded.” - Fear of immediate point deductions vs. real-world where minor verbal mis-steps rarely affect grades. - Faculty counterpoints:- Instructions for assignments are designed to mitigate stress by:

  • Clearly outlining learning objectives and emphasizing feedback for growth rather than punitive grading.

  • Providing detailed rubrics in advance to ensure transparency and reduce ambiguity regarding performance expectations.

  • Focusing on the iterative process of learning, where initial attempts are opportunities for refinement.