Clinical teaching the Danish Model

Background: Educating occupational therapy students requires a solid organization and anchoring, of practice-related learning (Doel & Shardlow 2009). As a basis for ensuring this, the organization of Clinical Teachers in... [ view full abstract ]

Background:
Educating occupational therapy students requires a solid organization and anchoring, of practice-related learning (Doel & Shardlow 2009). As a basis for ensuring this, the organization of Clinical Teachers in Occupational Therapy in Denmark have for more than 20 years developed perspectives on roles, values, settings and collaboration with different stakeholders. Among others, a close collaboration with Occupational Therapy educations in Denmark, and the Danish Association of Occupational Therapists, have generated important knowledge on how an organizational framework, can ensure that occupational therapy students experiences the best possible transition from student to professional (Uddannelses- og Forskningsministeriet, 2008. Ergoterapeutforeningen, 2015). As boardmembers of the organization of Clinical Teachers in Denmark, we wish to present, how this organizational framework has been developed and maintained through paradigm shifts, and how the network contributes to educational coherence for occupational therapy students.

Educational Philosophy or theory:
Learning theorists: i.a. David A. Kolb (1984), Knud Illeris (2000), Donald A. Schön (1983), Rita Dunn & Shirley A. Griggs (2000), Roar C. Pettersen (1999).

Pedagogy/educational approaches used:
Clinical Teachers are educated as Occupational Therapists with additional Clinical Teacher course in learning theories and didactics as 1/6 diploma (10 ECTS).

Evaluation:
Close collaboration as organized meetings between the Clinical Teachers and Occupational Therapy educations ensures coherence such as examination of the occupational therapy students as completion of the placement.