OBSERVATION LOGS Background information: There are many times during a fieldwork experience a student occupational therapist may be asked to observe, rather than actively participate in specific assessments, interventions, meetings, programs, etc. An observation is a structured set of questions that can be used during these times to provide structure to the observational experience and make it a meaningful and relevant learning activity. Goal and Objectives: The overall goal of the observation log is to focus and guide a student’s observation of a specific event experienced within the fieldwork setting. The specific objectives of observation logs include: a) To focus the discussion between the fieldwork educator and the student regarding specific events. b) To permit the student to learn from experiences that s/he: i. has no previous background in, or ii. needs to focus on for skill improvement, or iii. has missed in previously placements. c) To facilitate communication with other individuals involved in the student’s fieldwork experience (e.g., community partner, other team members, etc.) d) To assist the student make theory-practice linkages. e) To further develop the student’s observation skills. How to Use an Observation Log: The observation log is developed by the fieldwork educator prior to the observational experience. Questions are chosen to ensure that the student observes and reflects on specific behaviours, interactions, etc. that the fieldwork educator feels are important in that situation. Observation logs are can be event or skill specific. Examples of event specific logs might include ones for team meetings, administrative meetings, or ones for observing another team member working with a client. Examples of skill specific logs might include ones for using specific assessment tools, completing an intake interview, or using a specific therapeutic technique. T. Sullivan, M.A., OTM and M. Finlayson, MSc., OTM Managing Fieldwork in a Climate of Change Workshop Division of Occupational Therapy, School of Medical Rehabilitation University of Manitoba, 1977 During the particular observational event, the student keeps notes using the observation log. These notes form the basis for follow-up discussion with the fieldwork educator or other designate. Observation logs can be used with any level of experience, but the questions that are used need to reflect the educational needs of the student, and the focus of the log. Cautions about Using Observation Logs: The fieldwork educator and/or the student must prepare the observation logs in advance giving consideration to the key components of the observational experience on which to focus. For observation logs to be effective, the fieldwork educator and student must make a commitment to discussing the completed observation logs in a reasonable period of time. It is important that observation logs are not used to fill up a student’s time, but rather are used as a learning tool to meet specific objectives. Evaluation: Observation logs can be considered when evaluating a student’s observational skills, and when evaluating their ability to link theory and practice. The use of observation logs can be built into the learning activities of a learning contract. Examples: See attached examples. T. Sullivan, M.A., OTM and M. Finlayson, MSc., OTM Managing Fieldwork in a Climate of Change Workshop Division of Occupational Therapy, School of Medical Rehabilitation University of Manitoba, 1977 OBSERVATION LOG FOR MEETINGS Date: …………………………………………………………………….............................. Meeting Observed: ………………………………………………………………………… 1. Based on the discussion during the meeting, what do you feel are the primary objectives of the group? Do these objectives match what you were previously told about the group? If not, how are they different? 2. What were the primary issues being discussed at the meeting? What plans/ decisions were made regarding these items? 3. What types of iteractions did you observe among the members of the group? (e.g., social, networking, information sharing, educational, etc) Give examples. T. Sullivan, M.A., OTM and M. Finlayson, MSc., OTM Managing Fieldwork in a Climate of Change Workshop Division of Occupational Therapy, School of Medical Rehabilitation University of Manitoba, 1977 4. What are the strengths and limitations of this group based on your observations, their stated objectives, the issues discussed, and the types of interactions occurring? 5. How would you describe this group in terms of its level of cohesiveness? Give examples to support your description. 6. How would you describe this group in terms of its potential to act on the plans/ decisions made during the meeting? Give examples to support your description. Additional questions and comments: T. Sullivan, M.A., OTM and M. Finlayson, MSc., OTM Managing Fieldwork in a Climate of Change Workshop Division of Occupational Therapy, School of Medical Rehabilitation University of Manitoba, 1977 OBSERVATION LOG FOR A NON-O.T. PROGRAM Date: …………………………………………………………………….............................. Meeting Observed: ………………………………………………………………………… 1. What are the primary objectives of this program? 2. What are some if the strengths and limitations of this program? (e.g., cost, accessibility, timing, etc) 3. What techniques did the program leader use during contact with the participants to make them feel at ease? (e.g., humour, small talk, eye contact, open-ended questions, information sharing, etc.) T. Sullivan, M.A., OTM and M. Finlayson, MSc., OTM Managing Fieldwork in a Climate of Change Workshop Division of Occupational Therapy, School of Medical Rehabilitation University of Manitoba, 1977 4. What similarities and differences do you see in the approach of the program leader as compared to the approach that you have been taught as an occupational therapist.? 5. What suggestions would you provide to improve this program? Additional comments and questions. T. Sullivan, M.A., OTM and M. Finlayson, MSc., OTM Managing Fieldwork in a Climate of Change Workshop Division of Occupational Therapy, School of Medical Rehabilitation University of Manitoba, 1977