Occupational Therapy Students' and Graduates' Satisfaction with Professional Education and Preparedness for Practice
Bibliographic record
Abstract
BACKGROUND: Occupational therapy students' and graduates'perceptions of their professional education have received limited attention. PURPOSE: This paper presents the perspectives of occupational therapy students and graduates regarding satisfaction with their professional education and preparedness for practice. METHODS: Students and graduates provided feedback as part of an occupational therapy educational program evaluation at the University of Alberta, Edmonton, Canada. Data were collected through surveys, focus groups, and telephone interviews. RESULTS: Both students and recent graduates reported that they felt they lacked technical, intervention skills. Longer-term graduates were comfortable with their knowledge and skills, especially their ability to provide individualized intervention. Overall, students and graduates were satisfied with their education; however, it appeared to take between six months and two years of clinical practice for therapists to feel clinically competent. IMPLICATIONS: The results of this evaluation may have important implications for educational programs, students, graduates, fieldwork supervisors, and employers.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.009 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.001 | 0.000 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.006 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".