5.1 Competency Based Fieldwork Evaluation (CBFE)

The evaluation used in fieldwork education at the University of Alberta (and many other Universities across Canada) is the CBFE.

Students are responsible for reviewing the evaluation forms thoroughly before the placement.  The CBFE will be discussed in detail during the Fieldwork Orientation Seminar and Professional Development Workshop.

The CBFE is an evaluation tool that consists of 7 major competency areas with descriptors of each area.  The competencies are rated on a scale indication the student’s progress from entry-level student to entry-level clinician.  Numbers assigned correspond to the expectations of a Level I, II, or III student’s performance at a particular level.  Comments are encouraged and may help to clarify specifics about a student’s performance e.g., specific skills within a competency. 

The following is a list of the seven competencies along with examples and definitions which should assist in developing and forming learning objectives.

1. Practice Knowledge - theoretical and technical knowledge as well as knowledge of roles, parameters and values of the profession. 

Example: able to provide the evidence or discuss the theory behind why they chose a particular approach or model to use with a particular client.  Be able to discuss the anatomy and kinesiology concepts behind making a splint.

 

2. Clinical Reasoning - analytical and conceptual thinking, problem-solving and good judgment.

Example: able to analyze and think through what they are doing. Use common sense and good judgment in doing what is best and most reasonable given a certain situation.

 

3. Facilitating Change -able to carry out all components of the OT process in a client-centered manner.

Example: able to choose and use appropriate assessment tools, to plan and carry out appropriate interventions, to determine when intervention should cease and provide for discharge and follow-up.

 

4. Professional Interactions - fosters trust and respect while working collaboratively with others within ethical and legal standards.

Example: be able to develop a therapeutic relationship with clients.  To understand professional boundaries and to work collaboratively in team settings.

 

5. Communication - open and appropriate written, verbal and non-verbal communication

Example: appropriate charting, reporting in rounds or meetings, speaking assertively for client’s interests

 

6. Professional Development - identifies areas for future growth through self-directed learning  

Example: takes initiative to seek out learning experiences, especially during “down time’, proactive in identifying areas of interest

 

7. Performance Management - accountable, responsible, with ability to organize and set priorities

Example: able to schedule self and clients, makes good use of time and priorizes work appropriately.  Organizes self and materials.

 

CBFE Learning Objectives

Students learning objective are found on the back of each Competency.  The student must formulate learning objectives related to the competencies.  As student reach higher levels of fieldwork, learning objectives may become more refined as particular areas are identified for further development.  Learning objectives should be “SMART”

S - SPECIFIC

M - MEASURABLE

A - ACHIEVABLE

R - RELEVANT

T - TIME ORIENTED

For example, “demonstrate the ability to complete a kitchen assessment, with minimum supervision by midterm. “

As a rule of thumb, the student should have a minimum of one objective per competency.

The learning objectives for each section can be referred to regularly and updated as needed.

Fieldwork preceptors will take into consideration the fieldwork course objectives and theory learned in academic courses covered to date in their evaluation of the student.

 

Return to Top

5.2 Grading Process

5.2.1 Policy: The clinical preceptor, using professional judgment, will determine whether the student receives a CR (pass), CR (pass with reservation) or NC (failure) (OT Committee, July 20, 2004).

5.2.2 Policy:  Students will be required to abide by the Code of Student Behavior.

Procedure:  The ONLY MARKS that are officially given in fieldwork by the University are the following:

CR (i.e., Pass Mark):  This designation will be assigned on the evaluation forms for the students who have successfully completed the placement. 

CR (i.e., Pass With Reservation):  Should a supervising therapist have concerns about a student’s performance, this designation will be assigned on the student’s evaluation form. Please note that a Pass With Reservation can be given at any time. 

W (withdrawal) or NC (Non-Credit):

Please Note:  The University has replaced the grade of F (Fail) with NC.

A mid-term and final evaluation are required with each placement.  After evaluation at mid-term and final, ensure that both the student and the fieldwork educator/preceptor sign the last sheet of the evaluation form.

The time for the final evaluation should be scheduled at the mid-term meeting.  The final evaluation should be given one to two days before the exit date wherever possible. 

If the Failure/Pass With Reservation is anticipated the ACCE should be contacted prior to the evaluation. 

 

Return to Top