Abstract

PURPOSE. The purpose of this study was to gain a comprehensive understanding of the facilitators of and barriers to learning within occupational therapy fieldwork education from the perspective of both Canadian and American students.

METHOD. A qualitative study using an online open survey format was conducted to gather data from 29 occupational therapy students regarding their fieldwork experiences. An inductive grounded theory approach to content analysis was used.

RESULTS. Individual, environmental, educational, and institutional facilitators of and barriers to learning within occupational therapy fieldwork education were identified.

CONCLUSION. This study’s findings suggest that learning within fieldwork education is a highly individual and dynamic process that is influenced by numerous factors. The new information generated by this study has the potential to positively affect the future design and implementation of fieldwork education.

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