5. Structure a graded student learning program and establish placement learning expectations

It is important that your student timetable is structured in such a way that it builds on learning, allowing increasing levels of independence and self-management.

Think about what you would expect a student to achieve week by week.

“I expect students to experience “lift off” by the end of week three – it is the experience of “a-ha” whereby suddenly their role, the context, the expectations of them becomes clear. “Lift off” is demonstrated in [the student’s] physical demeanour and their comfort level with me as educator and colleague.” - K. Adam, OT clinical educator, workplace rehabilitation practice (personal communication, May 10, 2007)

 “By weeks 3–4, I expect to be able to leave students to perform assessments or treatment sessions independently." - S. Bartholomai, OT clinical educator, collaborative placement model, May 31, 2007)

Structuring a graded learning program that clearly articulates expectations or placement learning objectives can be helpful for the student as well as providing you with a guide as to what student performance skills to be expect, monitor and assess.

 “I like to provide students with a printed timetable that they are expected to work within….of course, scheduling and tabling their own appointments within that… then I know where they are and what they should be doing. It needs to run like clockwork. In turn, I need to be clear on telling them of my movements, for example, when are my planned ADOs, so they can plan their own time and activities on that day.” - S. Bartholomai (personal communication, May 31, 2007)

It is also encouraged that you become familiar with the University expectations of student performance and general learning objectives of the placement subjects.