Progress and self-assessment in clinical

practice in Occupational Therapy education in

JapanChihiro Sasaki （ OTR ）１） ， Keiko 　 Satomura （ OTR ）２）， Kaoru Inoue （ OTR ） ２）， Noboru 　 Ohshima

（ OTR ）２）

１） Tokyo college　of　welfare ， Department of occupational therapy

２） Graduate　School　of　Human　Sciences,Tokyo Metropolitan University

Introduction The　knowledge　standard　can　keep　a　

constant　standard　by　passing　it　by　a　national　examination.　

　　　　　Result　of　the　clinical　practice　the　technical　standard　is　at　school,　and　to　perform　just　becomes　the　standard　after　the　qualification(cf.Table1,2).　

　　 I　think　that　it　is　necessary　to　consider　an　education　method　to　keep　a　fixed　technical　standard　by　a　current　clinical　practice　system.

Table 1 Basics Information of Occupational Therapist in Japan

2009 ． 04　data.

　Occupational　Therapist

Legislation 1965National　examination　started 1966

Qualified　people 47,759

Training　schools 179

Entrance　to　school　capacity 7,606

Table 2 Curriculum Summary of Occupational Education

※１ The　ratio　of　Clinical　practice　credits　to　Total　credits

　 Item 　 comments

qualifications　needed　to　 　join　　Occupational　school High　school　graduation 　

Studying　　term 　 More　than　three　years 　

Total　credits 93　unitsClinical　practice　credits 18　units

credits　number　ratio※ １ 27%

Purpose A　purpose　of　this　study　is　to　investigate　

the　change　of　the　time　progress　of　self-assessment　that　the　students　who　were　registered　as　"　clinical　clerkship"　　"　clinical　internship　"　(I　abbreviate　it　to　clerkship　and　internship　as　follows)　and　their　education　objects　and　practicing　　school　year　(cf.　Table　3).　

Table 3 Clinical Experience Objects of Occupational Education

※１ To　perform　it　in　two　institutions;　six　weeks　in　total※２ To　perform　it　in　two　institutions;　fourteen　weeks　in　total

　 clinical　clerkship　 clinical　internship　Grade　to　perform third　grader fourth　grader

Condition　to　perform

Finished　a　basic　subject　in　the　occupational　therapy

Finished　clinical　clerkship　

Term　to　perform three　weeks※１ seven　weeks※１

Education　objects

1.The　acquisition　of　the　Assessment　skill　in　the　occupational　therapy

1.The　acquisition　of　the　Approach　skill　in　the　occupational　therapy

2.The　acquisition　of　the　professional　as　the　careerist

2.The　acquisition　of　the　professional　as　the　careerist

Method I　investigated　40occupational　therapy　

students　in　(2007)　and　37　in　(2008)　who　were　registered　at　college　A　of　occupational　therapy　schools　in　Tokyo.　

　　 I　have　carried　out　a　questionnaire.　It　included　questions　regarding　experiences　learned　from　clinical　practice　and　description　of　what　they　got.　

Data analysis The　analysis　method　classified　description　contents　in　reference　to　

KJ　editor.　In　the　following,　I　simply　explain　the　procedure　of　the　classification　that　took　KJ　editor　into　account.

　　①I　open　a　short　sentence　card　and　I　collect　the　near　things　of　the　meaning　and　make　a　small　group.

　② I　read　over　each　small　group　again　and　can　thrust　　"category"　expressing　a　meaning　of　the　whole　the　small　group.

　③ I　consider　the　"category"　to　be　one　piece　of　card　and　I　collect　the　near　cards　of　the　meaning　again　and　make　a　higher　small　group.

　④ I　continue　this　process　till　the　near　thing　of　the　meaning　disappears.

　⑤ I　illustrate　the　relations　of　each　group　after　I　finish　arranging　the　whole　and　express　a　theme　in　a　sentence　while　watching　the　illustration.

　　 It　is　necessary　to　perform　that　while　arguing　by　a　plural　number　to　raise　the　validity　of　"category"　and　a　figure　concerned.

Results （１）

Table 　 4 　 Summary　of　the　answers　by　OT　student,　collected　rate　and　Investigation　period

　 clinical　clerkship　 clinical　internship　

Sex　(man/woman) 19/15 18/14

Average　age　(age) 26±6.1 26±5.1

Collected　rate　(%) 85.0　 86.5　

Investigation　date 2008.03 2008.09

Results （２） The　label　total　number　to　constitute　a　

category　was　179　pieces　of　"　clerkship　"　and　"　internship　"　194　pieces.　

As　a　result　of　analysis,　free　description　and　students’　comment　on　meanings　of　clinical　practice　was　classified　in　a　category　of　"　Practice　of　the　occupational　therapy　",　"Self-knowledge　",　"　Form　makes　of　the　occupational　therapist　",　"　Others".　

Results （３） "　Practice　of　the　occupational　therapy　"　and　"　Form　makes　

of　the　occupational　therapist　"　　　　　　　　　　Along　education　targets,　the　description　contents　of　the　

student’s　changed,　too.　　　　　　　　Therefore　it　was　noticed　that　there　is　a　different　in　the　

sub　categories　and　the　description　contents.(cf.Table5) "Self-knowledge　"　　　　　　　　　there　was　no　difference　in　the　categories　and　the　sub　

categories　by　the　difference　of　education　targets.　　　　　　　　　However,　there　was　the　qualitative　change　of　description　

contents.(cf.Table6)　

Table 5 " Practice of the Occupational Therapy " different in the sub categories and the description contents and label number

l 　 Practice　of　the　Occupational　Therapy

clinical　clerkship　label　number(pieces)

clinical　internship　label　number(pieces)

l － 2 　 Practice 　 l － 2 　 Practice 　

・ Reasoning　of　the　practice　plans 7 ・ Reasoning　of　the　

practice　plans 10・ Technology　of　the　practice 8 ・ Technology　of　the　

practice 19

　 　 ・ Various　practice　methods 9

　 　 ・ Activities 4

　 　 ・ Use　of　self　for　practice 3

Table 6 "Self-knowledge " change in the qualitative

of description contents. description　contents

clinical　clerkship　 → clinical　internship　

r －１　 Self-knowledge Know　oneself →

Know　the　influence　that　one's　behavior　and　action　give　a　patient

r －２　 Self　growth

Vision　and　the　expanse　of　the　thought

→ Conquest　of　a　concrete　problem

s －３　Professional　responsibility

Responsibility　as　a　member　of　society　/　the　careerist

→ Responsibility　as　the　therapist

Discussion （１） "　The　technology　of　the　occupational　therapy　"　　　　　　It　was　understood　practice　with　the　large　frames　

in　clerkship,　but　there　was　little　understanding　of　what　they　understood　from　different　angles　in　internship.

"Self-knowledge　"　　　　　　It　was　limited　at　Know　oneself　　level　in　clerkship,　

but　it　was　realized　the　influence　that　one's　behavior　and　action　could　give　a　patient　level　understanding　that　changed　into　management　in　internship.

Discussion （２） "　Self　growth　"　　　　It　was　limited　in　vision　and　expanded　in　terms　of　

thought　level　in　clerkship,　but　reached　the　action　that　the　conquest　of　a　concrete　problem　did　in　internship.

"　Professional　responsibility"　　　　It　began　with　general　understanding　called　a　

careerist　/　the　member　of　society　in　clerkship　and　they　understood　the　responsibility　of　the　occupational　therapist　in　internship.

Conclusions We　were　able　to　confirm　that　learning　to　clinical　

practice　of　OT　student’s　about　the　practice　of　the　occupational　therapy　of　each　clinical　practice　affected　by　the　contents　which　met　education　target.　

However,　estrangement　is　watched　in　assessment　between　a　supervisor　and　the　students.

　In　addition,　as　for　the　change　of　the　students　who　became　clear,　the　problem　that　was　not　reflected　stayed　for　the　results　of　the　clinical　practice　in　this　study.