Frequently asked questions
The purpose of the model is to enhance fieldwork educator competency, self-efficacy, and student learning outcomes. The model emphasizes the significance of intentionality in the fieldwork education process and provides educators with evidence and information to promote the process of intentional education throughout the learning continuum.
Yes! Theoretical, evidence-based underpinnings that support the concepts and ideas of the model, as are related to education and the occupational therapy profession, were reviewed and support the foundational concepts of the IFWEM. The Person, Environment, Occupation, Performance Model (PEOP), Pedandragogy, Experiential Learning Theory, and Transformational Learning Theory are identified as relevant supporting, evidence-based frameworks.
Participants who complete the IFWEM can expect to develop and enhance their role and skill set as a fieldwork educator, achieve competency and self-efficacy, and improve their students’ learning outcomes. A recent IFWEM research study supported this assumption and indicated that FWEs who apply concepts of the IFWEM after completing the IFWEM course, experience a change in the way they view and provide fieldwork education.
While the IFWEM was developed to enhance fieldwork educator preparedness and competency, OT/OTA students can benefit from the model as well. Exposure and awareness of the concepts of the model will increase student awareness of important factors that impact fieldwork preparedness and experiences. A student version of the model is currently being developed.