The Use of Self-Directed Learning during Fieldwork Education: The Students' Perspective

Abstract

The University of Derby is committed to educational strategies that develop reflective practice and lifelong learning in occupational therapy education. Self-directed learning is implemented during fieldwork placements, enabling students to become active in the learning process and integrating the individual's previous experiences, application of knowledge and present learning needs. The principles of self-directed learning adopted by the university also involve students in setting and evaluating their own aims and objectives, writing a learning contract and negotiating reports with fieldwork educators. The aims of the study were to consider whether students used the principles of self-directed learning during fieldwork placements and what influenced their use. The method was a two-stage process, involving a questionnaire and semi-structured interviews. The subjects were in their final year of education. The results showed an overall increase in the use of the principles of self-directed learning at the end of 3 years' education. From the six interviews conducted, the occupational therapy department, the style of supervision and the university procedure were identified as the main influences on the use of self-directed learning during placements.