Introduction: In response to the changing global landscape and needs, it is important to expose students to experiences that support the needs of the communities where they live and work. This can be achieved through role-emerging fieldwork, defined as placements where no occupational therapy services exist. These experiences demand unique support and preparation for effective learning and growth.
Objectives: This poster will describe the critical need for role-emerging fieldwork, applicable to OT programs globally. The authors will explain benefits, innovative best practices, and barriers in developing role-emerging fieldwork experiences in occupational therapy education.
Methods: Drawing upon the Person Environment Occupation Performance Model, the authors conducted a thorough literature review and a critical analysis of two distinct U.S.-based academic fieldwork programs. The methods include an appraisal of fieldwork evaluations and other feedback mechanisms to inform the strategic evolution and refinement of current and future role-emerging placements.
Results / Implications: The results underscore the significant value of these role-emerging experiences, including addressing the needs of specific communities, fostering the development of autonomous, confident, and resourceful future practitioners, and promoting interdisciplinary collaboration. The poster outlines best practices, such as incorporating student and fieldwork site perspectives related to appropriate match, preparation, support, and reflection. Barriers remain, including resistance to adopting these innovative experiences, limited resources, logistical issues, and confusion surrounding role-emerging fieldwork.
Conclusion / Significance: This poster presents an evidence-based structure to support academic programs in the development, execution, and sustainability of role-emerging fieldwork placements. These placements are critical to support the diversity of the world population and their unique occupational needs.