Clinical Manager, Southwestern Ontario Telehealth Network

Laura.Titus@sjhc.london.on.ca

Monday 10-12 am in Session 1
Thursday 2-4 pm in Session 2
As scheduled in Session 3
Session 4, 5 and 6 times to follow in year two outline OT 671 which will be distributed in Sept 2003

• Assess and become aware of own learning style. Giving and receiving feedback and conflict resolution will be explored.

• Understand the role of OT and other health care professions within a variety of settings.

• Understand and demonstrate the components of professional presentation of self.

• Discuss professional roles and the process of collaboration with others.

• Analyse and synthesize legal, ethical and moral issues through exploration of clinical scenarios.

• Demonstrate an understanding of legal issues and possible implications for practice. The role of the regulatory body in regulating the practice will be explored.

• Identify common constraints on practice. Problem solve issues and Constraints related to economics, environment, and realities of practice.

• Engage in debriefing and discuss cases based on the students fieldwork experience. Issues will be addressed, reflection will occur and areas for continued individual growth within the profession will be identified.

• Identify existing and required resources to develop and initiate the implementation of a personal continuing education plan.

• Demonstrate a sense of obligation and responsibility to the community. Identify a community need and becoming involved within the community.  Students complete 15 hours of fieldwork contributing to the community or profession ie serving on a committee, board or becoming involved in the community in an activity related to rehab, disability, health, occupational therapy, etc. The fieldwork is negotiated with the mentor through a learning contract process. The student may need to do additional preparation time.

• Gather information and experiences and design their approaches to learning.

• Actively participate and share within the supported self study group. Constructive criticism is delivered in a climate of mutual respect and cooperation. Samples of written reports will be shared to make the student aware of written documentation prior to placement.

• Demonstrate a mature and supportive manner consistent with the principles outlined in the objectives of the course.

• Practice clinical reasoning, using case studies and reflecting on experiences.

September 20, 2002

Evolution of relationship - Journey presented by Sue Lloyd

Role of mentor/mentee, group agreements, terms of reference, guidelines for group function

joint setting of ground rules (meeting times, attendance, roles),

value & function of mentor group, discussion of eval process

Fieldwork Requirements, Learning Objectives, Learning Contract - Mary Beth Bezzina

discuss personal learning objectives, goal setting principles, learning contracts, negotiate role/parameters of committee fieldwork

next meeting: complete written learning objectives for committee

or community fieldwork for next mentor meeting

group decision re format for end of term self & peer evaluations

arrange for appropriate contact during placements

Kinsella, A. (2000). Professional development and reflective

practice: Strategies for Learning through Professional Experience.

2 hour: Expert Enquiry: Basics on College Regulations

by Susan James - Deputy Registrar
College of Occupational Therapists of Ontario

Mentor Meeting: Prep Modules and other contact and expectations from one's Regulatory Body

MaryBeth Bezzina

Arrangements for summer contacts