Ann Chapleau, Jennifer Harrison; Fieldwork I Program Evaluation of Student Learning Using Goal Attainment Scaling. Am J Occup Ther 2015;69(Supplement_2):6912185060. https://doi.org/10.5014/ajot.2015.018325
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© 2021 American Occupational Therapy Association
This article describes a program evaluation of student learning during the Level I fieldwork experience of a master of science in occupational therapy program. We sought to determine the utility of Goal Attainment Scaling (GAS) as a measure of student learning. Over four semesters, from fall 2013 through fall 2014, 240 students completed goal attainment scales for an individualized learning goal for the semester. Using a quantitative pretest–posttest design, we found significant increases in levels of student learning goal attainment during Level I fieldwork. Qualitative data from exit surveys revealed high levels of satisfaction with the program, particularly related to the opportunity to learn a new way of envisioning and writing individualized goals. These findings support the use of GAS as an outcome measure of student learning during fieldwork.
How did the initial GAS orientation prepare you to participate in the project?
What were the benefits of participating in the GAS project this semester?
Describe any challenges you may have encountered.
Provide any additional information/comments that may be helpful to us as we assess the effectiveness of this program evaluation project.
“GAS is a much easier way of identifying progress and writing goals. I learned that I definitely need to make sure I only have one identifying/measurable factor.”
“I was able to analyze what area(s) needed to develop further (professionally).”
“The GAS project allowed me to see the progress I was making toward my goals at both midterm and final.”
“The process of making multiple goals (levels) under one major goal.”
Ensure thorough training and support as well as ongoing access to training materials throughout the Level I fieldwork.
Provide multiple methods and time points for training of faculty supervisors, including in person, video, and telephonic.
Develop a curricular thread to build student competency in using GAS as a tool for self-reflective learning both before and after Level I fieldwork.
Use a developmental approach to Level I fieldwork supervision, providing additional supports for students completing their first clinical rotation and promoting increased student-directed learning in later rotations.
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