AOTA

Donna Costa, DHS, OTR/L, FAOTA, Rivka Molinsky, OTR/L, Camille Sauerwald, EdM, OTR/L

Earn .1 AOTA CEU (1.25 NBCOT PDU/1 contact hour)

Abstract
Graduates of occupational therapy and occupational therapy assistant programs are expected to work collaboratively as practitioners. Preparing competent practitioners is the goal and outcome of all professional programs. Developing opportunities for students to work together during their fieldwork experience enhances their skills for that collaboration in their future as practitioners. Academic and fieldwork (clinical) educators are encouraged to create opportunities for occupational therapy and occupational therapy assistant students to learn together, both in the classroom and during fieldwork experiences.

Learning Objectives
After reading this article, you should be able to:

1. Recognize the main components of the collaborative learning model.
2. Identify a supervision strategy with multiple fieldwork students from different levels and schools.
3. Identify learning experiences for occupational therapy and occupational therapy assistant students that lead to increased collaboration.

Learning Level: Intermediate
Target audience: Occupational therapists and occupational therapy assistant
Content: Category 3: Professional Issues

Reference Information:
Costa, D., Molinsky, R., Sauerwald, C., (2012). Collaborative Intraprofessional Education
With Occupational Therapy and Occupational Therapy Assistant Students. OT Practice, 17(11), CE-1–CE-8