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