Fieldwork education: the Maltese experience

Abstract

Fieldwork education presents the opportunity through which a student is expected to integrate theory and practice into a holistic learning experience. The purpose of this qualitative study was to gain an in-depth understanding into fieldwork practices within the occupational therapy educational programme. Data was collected through participant observation and one-to- one interviews with eighteen qualified occupational therapists, these being the last two cohorts to have qualified from the University of Malta. The findings demonstrated the multi-faceted and complex nature of the fieldwork process. It was apparent that a variety of factors inhibited participants' learning during their fieldwork experiences. These inhibitors were conceptualised as 'barriers to learning' and encompassed past and present learning environments in relation to internal and external values and beliefs of the participants. These 'barriers' were seen to be interrelated, and there also existed continuous interplay with the learner and the learning environment. The study concludes that in re-defining fieldwork education within the changing Maltese health care system, it is vital to facilitate the learners towards a greater sense of integration so as to promote more effective fieldwork experiences. The main implications of this study demonstrate that what is required is the restructuring and the creation of a fieldwork programme which will introduce methods of learning so as to promote reasoning and critical thinking. It should also include learning objectives for each fieldwork facility and a delineation of core occupational therapy skills. A change in assessment procedures, and the development of an ongoing fieldwork educators' programme is also required.