This section records the actions taken to achieve the learning gains. Information on the resources available to achieve their goals and any strategies they can use to achieve their goals should be recorded. The placement preparation is completed in each module in which the placement is integrated. The preparation includes online and mandatory training, as well as general information on preparation for internships and how best to take advantage of the internship experience. Part of this preparation will be to help students design the placement learning agreement, which is ready to discuss it with the training teacher. Students will be spared at the end of their internships through debriefing to transfer their apprenticeship to the next placement – this reflection will be part of the apprenticeship agreement for the next internship. This section contains information on the time frame at which the goal is reached. A goal may require the entire duration of the placement before it is achieved, but some goals may be achieved earlier in the placement. It is proposed that a balance between the objectives in terms of time frames (some shorter than others) ensure that the learning agreement is dynamic and conducive to development. The first part is met with the general learning objectives of the internships. The student will then include a maximum of four additional personal learning outcomes. These must be formatted in SMART format (specific, measurable, achievable, realistic, temporal). A useful prefix to help students write these goals is: „At the end of the internship, I will be able to do so,…
Students are attended in pre-train workshops before the internship. If necessary, it is possible to add more learning objectives during placement, as the learning agreement is seen as a discussion paper that is reflected in the production of progressive learning outcomes. Each apprenticeship includes a number of specific learning outcomes that are part of the student`s apprenticeship agreement during the internship. Learning achievements are linked to development and frame the student`s development through all the practical internship experience. Students are responsible for developing the comprehensive learning agreement for each internship, with the support of their teacher, occupational therapy team and on-site tutor (if any). After the placement, the apprenticeship agreement should be concluded before the end of the second week of the internship. The Learning Agreement has several objectives: -encourages students to take responsibility for their own learning- Encourages students to evaluate and reflect on their learning, encourages learning partnerships between the practitioner and the student, and provides an ongoing structure and focus on placement so that educators and students seek to achieve the same goals. For the learning agreement to have maximum impact on the learning process, it must be reviewed weekly as part of the formal support session. During the supervisory session, progress should be made and all other learning actions should be agreed and recorded, which means that the learning agreement is a document that records the evolution and progress of students. The first agreed learning agreement should be e-mailed by the student to the visiting professor before the end of the second week of the internship, so that the visiting teacher can give his opinion on the structure and content of the agreement. Links for the various learning agreement models are available below (they are also available on the corresponding modular pages): Placement 4 is a 10-week internship and is part of the H14305 evaluation in practice.
The purpose of this mediation is to take into account the principles of research, evaluation of services and reviews related to the current practice of occupational therapy.