Fieldwork Site Manual

Fieldwork is an integral component of all occupational therapy educational programs in Canada.  Fieldwork requires a dynamic interchange between many people, institutions, and professional organizations. The key groups involved in fieldwork placements are: students; fieldwork educators; site fieldwork coordinators; and university fieldwork educators/coordinators.

The roles and responsibilities of these key groups as described in this manual are derived in part from the Canadian Guidelines for Fieldwork Education in Occupational Therapy, prepared by the Committee on University Fieldwork Education (CUFE) of the Association of Canadian Occupational Therapy University Programs (ACOTUP) and last revised in 2024.  A copy of the Canadian Guidelines for Fieldwork Education in Occupational Therapy can be found in its entirety here.

Participating as a fieldwork educator offers a range of professional, personal, and organizational benefits. Both historical and contemporary evidence, including feedback from UBC fieldwork educators and Canadian studies, highlight the positive impacts of engaging in fieldwork supervision. Key benefits include:

• Professional Development: Supervising students helps educators stay current with evidence-based practices, enhances clinical reasoning, and provides opportunities for ongoing learning.
• Skill Enhancement: Fieldwork supervision fosters the development of supervisory, administrative, time management, and delegation skills that are transferable across professional roles.
• Workforce Contribution: By mentoring students, fieldwork educators help address workforce needs and support the development of future occupational therapy practitioners.
• Organizational Benefits: Student involvement can enhance service delivery, support program implementation, and contribute to a more dynamic and efficient workplace.
• Academic Collaboration: Engagement in fieldwork strengthens connections with universities, faculty, and professional networks, fostering collaboration and professional growth.
• Career Satisfaction and Recognition: Fieldwork supervision diversifies professional experience, enhances teaching skills, and provides meaningful opportunities to demonstrate leadership and expertise within the profession.

These benefits reflect the Canadian Guidelines for Fieldwork Education in Occupational Therapy, which emphasize collaborative, mutually beneficial learning experiences that promote professional growth, high-quality service delivery, and the development of competent future practitioners.

Clinical Faculty members teach and inspire our learners, serving as role models for the next generation of occupational therapists. They often contribute significantly to administration, professional development, and translational or clinical research. The Department of Occupational Science & Occupational Therapy values the essential role Clinical Faculty play in teaching and other departmental initiatives.

Clinical Faculty are located throughout British Columbia, and the criteria for appointment are designed to allow anyone who contributes to the Department’s educational programs to apply. Clinical Faculty appointments are non-tenured and unpaid. However, ongoing appointment and promotion opportunities are available to those who demonstrate sustained contributions to the Department and the profession.

Benefits of Clinical Faculty membership include:

• Access to UBC Library services
• Educational pricing on software via the UBC Bookstore
• Discounted rates for UBC-sponsored continuing medical education courses and faculty development programs
• For members living on Vancouver Island, in the Interior, or Northern BC, additional privileges are available through the University of Victoria, UBC Okanagan, and the University of Northern British Columbia

For more information about applying, appointments, and promotions, please visit: UBC OSOT Clinical Faculty

UBC Occupational Therapy students complete placements across all BC health authority regions in both rural and urban settings. This distribution model ensures that students gain exposure to a wide range of clinical and community contexts, while supporting the needs of health services across the province.

Hosting a student provides opportunities to:

• Introduce learners to the realities of local practice settings and client populations
• Contribute to the development of future occupational therapists by sharing site expertise and resources
• Strengthen workforce capacity by fostering connections between students and regional health services
• Support recruitment and retention of occupational therapists, particularly in underserved areas

By participating in the fieldwork, sites play an essential role in preparing students for entry-level practice and in ensuring equitable access to occupational therapy services across BC.

Students in the Master of Occupational Therapy program are required to successfully complete a minimum of 1,000 hours of fieldwork under the supervision of an occupational therapist. These hours are divided into five blocks, with two placements occurring in the first year of the program and three placements in the second year.

• Each full-time placement typically consists of 35–37.5 hours per week, depending on site scheduling.
• Students are expected to follow the regular work hours of their fieldwork site, including variations such as evening or weekend shifts if these are part of standard service delivery.
• Statutory holidays: students are not expected to attend placement on statutory holidays
• Total hours across all placements must meet the minimum required for program completion and eligibility for national certification.

Fieldwork hours are designed to reflect real-world practice expectations and ensure that students are adequately prepared for entry-level professional practice.

This section outlines expectations for students at each fieldwork level (1, 2A, 2B, 3A, 3B), along with suggested activities, supervision guidance, and links to academic preparation. The tab block below provides fieldwork sites with detailed information for each level.

The Department of Occupational Science & Occupational Therapy sends out three “Calls for Offers” each year, via email and via the HSPnet “Call for Offers” system. The table below provides the the time line for each block

The Call for Offers request is timed to align with the BC Health Authority HSPnet placement process. Adhering to this timeline is essential for coordinating placements across Canada, allowing sites adequate time to plan and enabling students to arrange transportation and accommodation.

In many health facilities and agencies in British Columbia, it is standard practice for all occupational therapists eligible to supervise students to provide a minimum of four weeks of occupational therapy fieldwork supervision each year.

Non-HSPnet users can submit their placement offers via our website.

UBC MOT fieldwork placements occur across all BC Health Authority regions, in both rural and urban locations. Students gain experience in a wide range of clinical settings in the public and private sectors and may also participate in innovative community projects.

• Experience Balance: Placements are designed to provide a balanced experience across the care continuum and a diversity of cultural and practice settings.
• Required Fieldwork Hours: Students are required to successfully complete a minimum of 1000 hours of fieldwork as specified by CAOT. UBC MOT students complete a total of 1087.5 hours (excluding five statutory holidays) over five placement blocks.
• Placement Diversity: Students do not normally complete more than one placement at any single site during the two-year program.

Core Placement Requirements (All Students)

• One placement in a Long-Term Care (LTC) or Acute Care setting
• One placement in a Mental Health setting

The table below summarizes the placement requirements for each cohort, including site region, home campus city, out-of-town placement expectations, and distributed site specific rules.

Important Notes

• A $500 bursary is available for students matched to remote or rural placement sites
• Students are not permitted to contact sites directly to arrange their own placement experiences. If a student does reach out, please forward the email to osot.fieldwork@ubc.ca
• Students are responsible for all placement-related costs, including: 
  • Travel 
  • Accommodation 
  • Daily living expenses (e.g. food, transportation) 
• Because placements may involve extra costs (e.g. paying double rent), we recommend students budget at least $2,000 in additional expenses per placement. 

All sites wishing to offer fieldwork placements to MOT students must contact the Academic Fieldwork Coordinator to receive a site approval package. Sites are approved based on the standards established in the Canadian Guidelines for Fieldwork Education in Occupational Therapy (CGFEOT) Examples of standards for which evidence is requested in the application include student learning objectives, available learning opportunities, description of OT services, and standards of professional accountability (ACOTUP, 2024). 

Once the CGFEOT has been completed in its entirety, the site approval package must be forwarded to the Academic Fieldwork Coordinator or the MOT Office for review. The AFC may also conduct a site visit to observe the learning environment and discuss the placement procedures with site staff. The Fieldwork Management Committee determines approval status and correspondence is sent to the fieldwork site.  Fieldwork site approval is granted for 7 years.

UBC Master of Occupational Therapy students are generally only assigned to facilities that have signed a Student Placement Agreement (SPA, also known as an affiliation agreement) with the University of British Columbia. Students may be assigned to out-of-province sites participating in the National Fieldwork Placement Service, or to international sites pending approval by the UBC Academic Fieldwork Coordinator.

The Department of Occupational Science & Occupational Therapy generally uses UBC’s standard Student Placement Agreement, which is executed through the Office of the University Counsel. The standard agreement is for a five-year term, although shorter agreements are possible. Specialized Student Placement Agreements, or amendments to the standard agreement, must be approved by both the site and University Counsel. A sample agreement can be found here.

Fieldwork education sites in British Columbia providing placements for out-of-province students may request, or be required, to sign an affiliation agreement with the individual university from which the student is enrolled. The practice varies with each university and fieldwork site.

The Academic Fieldwork Coordinator works with affiliated sites and potential fieldwork sites in planning and implementing the optimum educational fieldwork program for the students. This includes site visits; assistance in writing learning objectives for specific practice areas; communication before, during and following student placements; ongoing problem solving; and the provision of services seminars and workshops. The services are usually upon request and arranged by fieldwork site personnel. They are normally held at an affiliated site.

Online Workshop Modules & Fieldwork Educators’ Manual
The Academic Fieldwork Coordinator has developed a curriculum of online workshop modules for clinicians, dedicated to discussing how to support students and help prepare Fieldwork educators for placements. The fieldwork educator can choose some or all of the modules to complete at their leisure, and no registration is required. The modules and manual can be accessed here.

Site Visits with Academic Fieldwork Coordinator (Virtual or In-Person)
Fieldwork Education Site Visits (Virtual or In-Person) can be arranged by contacting the OSOT Fieldwork Team at osot.fieldwork@ubc.ca. The purpose of these sessions is to provide a forum for problem-solving and discussing difficult, atypical and/or non-traditional situations that may occur while being a fieldwork educator.

Pre-Placement Zoom Lunch and Learns
Prior to each placement block the OSOT Fieldwork Faculty host 1 hour Zoom Lunch and Learns. These take place from 12-1 in the weeks before placement. The placement coordinators will be sent an invitation to forward onto the preceptors with information about how to register in the lead up to placement.

The OSOT department assumes the cost of providing in-services, seminars and visits for occupational therapy fieldwork educators in BC.

Becoming a fieldwork educator for the first time is often described as a “major hurdle” (Human Resource Management Group, 1991). It’s natural to have many questions when taking on this new role. Below are some common questions with answers to help you prepare.

When can I become a fieldwork supervisor?
You are eligible to supervise and take primary responsibility for a student’s clinical education after one year of clinical practice. Before completing your first year, you may assist another therapist in student supervision. For more details, please see the Fieldwork Education section of the website.

Do I need to know the answer to every question a student has?
No. Even experienced therapists cannot anticipate or answer every question. What matters most is supporting your student in finding answers, modeling professional interactions, communicating openly, and learning together. It’s valuable for students to see that even qualified occupational therapists continue to engage in lifelong learning.

How can I prepare to be a fieldwork supervisor?
Here are some suggested ways to get ready:

• Complete the online workshop modules alongside this manual.
• Participate in the orientation, organization, supervision, and evaluation of students with other supervising therapists.
• Reflect on your own learning and teaching styles, and consider how these may shape a student’s experience.
• Discuss fieldwork issues with colleagues, your manager, and the UBC OT Academic Fieldwork Coordinator.
• Review resources available on the fieldwork website.
• Explore external resources such as preceptor.ca and practiceeducation.ca.

The Department assumes the cost of providing in-services, seminars and visits for occupational therapy fieldwork educators in BC.

How do I get assigned a student for fieldwork?
Let your manager, director, or supervisor know you are interested in becoming a student fieldwork educator. If that is not possible, you may also contact the Fieldwork Education Manager who can guide you through the process. Students indicate their top 10 preferences from the placement offers that are submitted.

The fieldwork supervisor designs, organizes, implements and evaluates the fieldwork education experience of the student. This includes:

• Collaborating with the student to decide on the objectives of the placement.
• Reviewing the evaluation process with the student and establishing regular feedback times and providing opportunities for informal discussion, guided clinical reasoning and problem-solving.
• Facilitating a sequential learning experience by:
  • Discussing procedures with the student.
  • Demonstrating procedures to the student.
  • Observing student practice and providing appropriate positive and negative feedback sensitively.
  • Providing guidance as necessary as the student progresses.
• Reviewing the student’s record keeping and co-signing all notes in client health records.
• Evaluating the student at mid-term and final and discussing these results in an honest, sensitive manner.

When sites offer student placements, there is a professional commitment to provide these opportunities.  On rare occasions, only under extenuating circumstances, confirmed placements have to be cancelled by a fieldwork site.  Discussion with the Academic Fieldwork Coordinator may facilitate the provision of a suitable option at the same site. However, if this is not possible it is the responsibility of the Site Fieldwork Coordinator in conjunction with the Academic Fieldwork Coordinator to find an alternative placement.  The Academic Fieldwork Coordinator will inform the student.

When sites offer student placements, there is a professional commitment to provide these opportunities.  On rare occasions, only under extenuating circumstances, confirmed placements have to be cancelled by a fieldwork site.  Discussion with the Academic Fieldwork Coordinator may facilitate the provision of a suitable option at the same site. However, if this is not possible it is the responsibility of the Site Fieldwork Coordinator in conjunction with the Academic Fieldwork Coordinator to find an alternative placement.  The Academic Fieldwork Coordinator will inform the student.

The Site Fieldwork Coordinator and/or the fieldwork educator can at any time contact the Academic Fieldwork Coordinator for information, to discuss organization of the placement, expectations, and/or issues about a student(s).

Students on placement in BC are covered by WorkSafeBC. As required by WorkSafeBC, students complete a Student Health and Safety Orientation Checklist within 48 hours of arrival at a site. Completion of this checklist shows that students are aware of safety procedures and have been oriented to that site’s safety procedures.

Incident Reporting: Supervisor/Preceptor Responsibility

Checklist  Step 1: Follow Workplace Protocols 

• Immediately follow standard incident protocols at your workplace. 
• Ensure the student receives appropriate care and guidance. 

 Step 2: Report Online 

• Within 24 hours, complete the “UBC Centralized Accident / Incident Reporting System (CAIRS) form on the UBC Risk Management Website. 

 Step 3: Inform the Department 

Notify the Placement Coordinator and Clinical Education Admin Team (osot.fieldwork@ubc.ca) about the incident. 

An effective orientation sets the stage for a planned fieldwork experience and helps the student integrate quickly into the fieldwork setting.  Orientation is appreciated by the students.  It is recommended that an orientation program for students be developed by those involved in fieldwork education.

Ideally, one person should be designated to implement site orientation. Orientation can be divided into four sections:

1. Overall fieldwork site orientation including tour, organizational chart, confidentiality policies, emergency procedures, library, cafeteria, etc.
2. Service orientation including staff introduction(s), work location and record-keeping processes, resources, security, and specific programs.
3. Specific OT policies and procedures including management, documentation, dress code (if different from the Department policy for students), client scheduling and planning, referrals, unique policies for the area to which student will be assigned, expectations for meetings and planned visits.  Policies may be written specifically for students or included in the general department policy manual.
4. Orientation to community services including referring agencies and agencies used in discharge planning and equipment and government resources.

Approximately four hours should be all that is necessary for orientation, although ongoing clarification and reinforcement will be needed throughout the placement.  It is not necessary that the orientation is done in 4 consecutive hours, as it may be more desirable to spread over the first 3 days.

Methods by which student orientation to the fieldwork site and specific OT service is completed can be diverse.  If possible, it is recommended that several complimentary methods of orientation are used.  These might include:

• involving other site personnel in the orientation:
  • support staff to describe phone, photocopying and/or sign in/out procedures,
  • activity worker or rehab assistant to describe their role, organization of area and location of equipment,
  • manager of service to give overview of fieldwork site.
• student self-directed orientation, which may be most advantageous for:
  • familiarizing with policies and procedures (i.e., give student an hour to review manual to get a sense of the contents)
  • understanding the role of other professionals on the health care team (i.e., students could arrange short appointments to meet with those health care professionals)
  • familiarizing understanding of community resources.
  • 1:1 orientation by fieldwork educator, specifically beneficial for OT practice processes and issues.
• a group orientation session on common issues should more than one student arrive to the fieldwork site (these might be students from other disciplines) and/or new employees.

A checklist is useful to organize the orientation and to assist the student in assuming some responsibility for orientation. 

Please click here for a sample checklist.

Fieldwork provides students with opportunities to develop the knowledge, skills, attitudes, behaviours, and professional judgements expected of an entry-level occupational therapist. Learning objectives guide this process by providing structure, clarifying expectations, and forming the basis for evaluation.

What is a learning objective?
A learning objective is a clear, measurable statement that describes what a student will be able to do by the end of their placement. Objectives outline observable behaviours or outcomes and, together, reflect the key skills, attitudes, and professional judgements relevant to the practice area. They provide a roadmap for both students and educators, ensuring expectations are explicit and shared.

Why are learning objectives important?

Learning objectives serve multiple purposes:

• Help the student and educator plan and direct the learning experience
• Facilitate student orientation to the service area
• Provide accountability for student progress and educator guidance
• Offer a framework for evaluation and feedback
• Clarify the responsibilities of both student and educator
• Reflect the core knowledge, skills, attitudes, and behaviours expected in entry-level practice

Elements of a strong learning objective
To be effective, each objective should clearly specify:

• Audience – who the objective applies to (the student)
• Behaviour – what the student will do (observable action)
• Condition – the circumstances or timeline under which it is achieved
• Standard – the expected level of performance or supervision

While objectives for knowledge and skills are often straightforward, specifying objectives for attitudes and professional judgements is more challenging but essential. Well-crafted objectives should cover all three domains of learning:

• Cognitive (knowledge)
• Psychomotor (skills and behaviours)
• Affective (attitudes, judgement, ethics)

Finalizing learning objectives

The final list of objectives is a negotiated combination of core, optional, and personal objectives.

• Should be determined within the first 3–4 days of placement
• May be adjusted as needed throughout the placement based on student progress and service demands
• Each student’s objectives are unique, reflecting the individualized learning plan for the placement

Are learning objectives negotiable?

Yes. Flexibility ensures that objectives reflect both site opportunities and student needs:

• Fieldwork site personnel and educators determine what the placement can realistically offer
• Students bring individual experiences and learning goals that may require adjustments
• Objectives can be added, modified, or removed as needed
• Changes in caseload or service priorities may also require updates during the placement

Types of learning objectives

• Core objectives
  • Represent the most common and essential areas of practice for the service
  • Developed by site personnel (e.g., staff OT, consultants, sole-charge OT)
  • Applied to every placement but adjusted for the student’s level, prior experience, and placement length
  • Submitted annually to the university
• Optional objectives
  • Reflect less frequent or emerging opportunities, such as clinical projects, structured observations, or external agency collaboration
  • Listed at the end of the core objectives by site personnel
  • Typically, 1–2 optional objectives are selected for each student placement
  • Submitted annually alongside core objectives
• Personal objectives
  • Student-selected goals based on prior experience, interests, or professional development needs
  • Integrated into the CBFE evaluation document
  • Shared with the site in the student’s letter of introduction
  • May overlap with core or optional objectives; duplication is not necessary

Formats for writing objectives

Different formats may be used depending on the service area, but all learning objectives should include:

• A timeline or condition (e.g., within the first 3 weeks)
• The expected level of supervision
• The minimum number of times the objective should be demonstrated

Examples of learning objective formats can be found here.

The OT program offers alternative placement models that expose students to leadership, emerging roles, advocacy, and professional practice. These placements provide experiences beyond traditional clinical settings while still meeting fieldwork learning objectives.

Leadership Placements
Students develop management, supervision, or project leadership skills. Examples include:

• Coordinating service delivery initiatives
• Participating in team leadership or quality improvement projects
• Supporting interprofessional collaboration and program planning

Emerging Role Placements
Students explore innovative or non-traditional OT practice areas. Examples include:

• Technology-assisted interventions or telehealth services
• Community-based programs or wellness initiatives
• Pilot programs or service development projects

In many cases, UBC provides an OT off-site supervisor to guide the student during these placements. More information can be found in the Emerging Role Placement Package.

Advocacy Placements
Students gain experience advocating for clients, the profession, or service development. Activities may include:

• Policy development or consultation
• Community engagement or public awareness projects
• Supporting access to OT services or resources

Professional Practice Placements
Students focus on professional growth, reflective practice, and understanding the broader context of OT. Examples include:

• Engaging in research or knowledge translation projects
• Participating in professional development or continuing education initiatives
• Conducting program evaluations or audits

Evaluation is a critical step and essential component in the fieldwork process. Sometimes the supervisor has a difficult time understanding why a student places such value and emphasis on these experiences, especially if close and ongoing communication has exemplified the relationship between the supervisor and the student.  The student is in transition from academic to clinical learner.  The student is not yet secure in using direct feedback from work with clients and colleagues.  The time spent by the supervisor in structured feedback around the items in the evaluation helps the student gain the confidence to trust the day-to-day experiential feedback from work with clients.

The Competency Based Fieldwork Evaluation for Occupational Therapists (CBFE-OT) is used for student placements.  It is a competency-based instrument designed to assess student attainment of the necessary competencies for effective entry-level practice. Please note the CBFE is in the process of being redeveloped to reflect the new OT competencies.

The student’s progress towards attaining the learning objectives should be consistent with the expectations for the level of the student.  These objectives should be discussed throughout the placement.  Mid-term and final evaluations are usually the only written evaluations. However, the information on these written evaluations should not be a surprise to the student. The documented evaluation should be an organized summary of the ongoing feedback given throughout the placement. Using behavioural terms and examples throughout the evaluation provides and guides the student that best facilitates their development.  This form may be and is strongly recommended to be completed by the student as a self-evaluation tool.

A student should receive a copy of the evaluation in order to maintain an ongoing personal record of their fieldwork performance as well as to have a second copy should the original be lost.  The completed evaluation form is to be signed by the fieldwork educator and student and returned to the Academic Fieldwork Coordinator immediately upon the conclusion of the placement.

According to the University’s policy on Student records, student evaluations are part of the student record and the contents are confidential. This is also in keeping with the Privacy legislation on disclosure of personal information which has been in effect since January 1, 2004. It may not appear that making and retaining a copy of the student’s performance evaluation is a breach of confidentiality, since an employee of the health care facility completed the evaluation. The student evaluations however, are prepared for the purpose of recording the student’s performance during clinical placements in the context of their program of studies. If the health care facility would like a copy of the student performance evaluation for future hiring purposes, they must obtain specific written authorization from the student authorizing the facility to make and keep a copy.

The Master of Occupational Therapy program is a professional entry-level graduate degree. As such, professional standards of behaviour are expected from all students during the program and are a requirement for graduation. Inability to demonstrate the ability to act in a professional manner may lead to delayed graduation or dismissal from the program.  Students and faculty alike are expected to be well informed of and abide by the Professional Standards for Learners and Faculty Members in the Faculties of Medicine and Dentistry, and the University’s Statement on Respectful Environment. We all share responsibility for making our department a positive place to learn and work by appreciating, understanding, and respecting varied perspectives, where everyone matters and is treated with dignity and civility.  The requirements for professional behaviour apply at all times whilst in the Department, during classes or labs, and during clinic visits or fieldwork. 

Professional behaviour also includes the responsibility to contribute to a positive learning environment which is free from harassment, and the Department expects all members to adhere to the UBC policy on Discrimination and Harassment which can be found here.

In interpreting this policy, the following guidelines may be helpful:

• All students have a responsibility to facilitate the learning of other students, and to create an atmosphere in the classroom which is conducive to learning, free of harassment and cooperative in nature rather than competitive. Teamwork is an essential part of health care and the ability to be an effective team player must be demonstrated during the program.
• Assignments or other work prepared during the program must be tasteful, professional, non-discriminatory, and respectful to academic and clinical faculty, guest lecturers, other learners, and actual or potential clients. This includes assignments presented in any form (i.e. written, verbal, video, skits, poster presentation etc.). 
• Behaviour and communication in public areas of the department must be professional, non-discriminatory and culturally sensitive. It is the right of every student to feel comfortable in the learning environment and be free of inappropriate humour or activities which may cause embarrassment or be construed as harassment. 

Breaches of the professional behaviour standards or the policy on discrimination and harassment are taken very seriously and are dealt with under UBC policies. Consequences may include a letter on the student’s file which may affect employment references or result in suspension or dismissal from the program.

Ethical conduct refers to behaviour and judgements that are consistent with the values of a profession, culture and society.  All occupational therapists in BC and in Canada must abide by the Code of Ethics developed by the College of Occupational Therapists of British Columbia. Included in the Code of Ethics are the following value statements:

• Dignity and Worth: Every client is unique and has intrinsic worth.
• Individual Autonomy:  Every client has the right and capacity for self-determination.
• Safe, Competent and Ethical Care:  Every client has the right to safe, competent and ethical occupational therapy services.
• Accountability:  Occupational therapists are fully responsible for their practice and are obligated to account for their actions.
• Confidentiality:  Occupational therapists safeguard the confidentiality of information acquired in the context of professional relationships, to protect their clients’ rights to privacy.
• Fairness:  Every client has the right to quality occupational therapy services in accordance with individual needs.
• Honesty and Transparency:  Occupational therapists communicate openly and honestly in a clear and caring manner, and respect the client’s right to comprehensive information regarding occupational therapy services.
• Trusting and Respectful Work Environment:  Occupational therapists perform their professional duties in a manner that promotes a trusting and respectful working environment that supports safe and competent care.

Students are expected to adhere to ethical conduct as described in these Codes of Ethics.

First Aid and CPR Level C

All students are required to maintain current certification in Standard First Aid and CPR Level C throughout the MOT program. Students are responsible for ensuring that proof of current First Aid certification is on file in the main office at all times, and are advised to carry their proof of certification with them at all times while on fieldwork.

Criminal Records Check

The University of British Columbia is subject to the requirements of the Criminal Records Review Act (CRRA), which means that all students who are enrolled in programs that include a fieldwork component involving work with children or vulnerable adults will have to undergo a criminal record check before they will be permitted to register in fieldwork. Any students found to present a risk of physical or sexual abuse to children, or physical, sexual, or financial abuse to vulnerable adults, as a result of the CRRA Check, are not permitted to register in fieldwork.

Immunizations

All students are required to undergo an immunization review prior to entering the MOT program in order to participate in fieldwork. Immunization reviews can be conducted by the Student Health Service (SHS). Some sites may request additional vaccines; should a student decline the request, an alternate fieldwork arrangement may be required. Students are advised to carry proof of immunizations with them at all times while on fieldwork.

Respiratory Mask Fit Testing

The Health Authority Practice Education Guidelines for BC state that students participating in fieldwork placements in health care must be fitted for a N95 mask on an annual basis. All students are required to attend the mask fit testing as arranged by the Department. In the event that a student misses the scheduled test date, they will be required to arrange individual testing at their own cost. Students are advised to carry their fit testing card with them at all times while on fieldwork.

The following procedures are completed prior to each fieldwork placement.

Pre-Placement Procedures and Online Modules

Students are required to complete online modules & checklists prior to beginning fieldwork. Pre-placement requirements will be discussed in OSOT 528, 538 or 558, and additional requirements may be dictated by the fieldwork educator prior to placement. It is the student’s responsibility to ensure that all of the proper pre-placement procedures have been completed and all documentation has been submitted prior to the first day of fieldwork.

Individual Health Authorities pre-placement requirements are made available on their websites. Many utilize the LearningHub online training service to allow learners to access their training. Students are required to set up a LearningHub account with their student email address.

All students must review and complete training listed on the Student Practice Education Core Orientation (SPECO)checklist training prior to going on placement. A SPECO checklist will be provided to you on Canvas (528, 538 & 558).

Students must review specific Health Authority Student Practice Guidelines to determine any additional pre-placement training requirements prior to going on placement. A pre-placement guidance document will be available on Canvas (528, 538 & 558) to provide additional guidance to students. 

Non-Health Authority placement sites will confirm any pre-placement requirements in writing via emai

Student fees include liability insurance (malpractice insurance) effective when the student is assigned to fieldwork sites affiliated with the University of British Columbia.  Sites outside of Canada are not included in this plan. 

The students are aware that:

• Assessment or treatment is not to be initiated without the fieldwork educator’s knowledge;
• Established fieldwork site procedures must be followed;
• All client records must be co-signed by the fieldwork educator; and
• Confidentiality of client information must be maintained.

Student Accident Insurance is an optional insurance plan offered by UBC Risk Management that provides accident (not illness) coverage for registered UBC students when engaged in course work.  The plan is of benefit to those UBC students performing course work in environments where the risk of injury is greater than in a classroom (e.g., fieldwork placements).  The cost of insurance is $7/year, and is included in the annual MOT program fees.

MOT students on fieldwork in the province of British Columbia may be eligible for WorkSafeBC coverage provided that the fieldwork in which they are participating meets the definition of “practicum” as set out by the Ministry of Advanced Education, Innovation and Technology in the policy WorkSafeBC Coverage for Post-Secondary Students Deemed to be Employees of the Crown. As per the Ministry of Advanced Education, Innovation and Technology, a practicum is defined as

• “An assigned unpaid and supervised practical work experience which takes place at the host employer’s premises or place of business; and
• A required component of a program which:
  • is included in the program description in a public post-secondary institution’s course calendar; and
  • must be successfully completed by the student as a requirement for program completion and/or graduation.”

Students completing fieldwork outside of British Columbia are not eligible for WorkSafe BC coverage, nor are students completing fieldwork in “work places created specifically for the purposes of experiential training/simulated work experience while attending a program established by an institution”. Work place insurance can be arranged to be purchased if students are doing placements in Alberta or Ontario, more details are posted on the website. The policy is available in its entirety here.

The Department requires that while on fieldwork, students adhere to the dress code consistent with the requirement of the fieldwork site. Some specialized clinical areas (e.g., burn unit, emergency room, ICU) may have other clothing requirements.  Specialized clothing when required is generally provided by the fieldwork site.

The student is responsible for seeking guidance from the Director (or delegate) or the fieldwork educator for information about the appropriate dress code at that fieldwork site.

The ability to record, store, and transmit information in electronic format brings important responsibilities for all healthcare providers, educators, and learners, particularly with respect to the privacy and confidentiality of patient information. While digital tools and platforms offer significant educational and professional benefits, they also present risks and potential liabilities if used inappropriately.

Any material that identifies patients, institutions, health care providers, or colleagues—and is intentionally or unintentionally disclosed in the public domain—may constitute a breach of professional standards and confidentiality. Respect for patient information extends to all forms of digital communication, whether in public or private forums, and includes but is not limited to social media platforms (e.g., Facebook, Instagram, TikTok, X/Twitter, LinkedIn), blogs, messaging and collaboration applications (e.g., WhatsApp, Slack, Microsoft Teams), video-sharing platforms, email, and cloud-based storage services.

During placement orientation, fieldwork educators and learners are expected to discuss the appropriate use of digital technologies, including mobile phones, laptops, cloud-based applications, social media, and storage devices, and to review related site-specific policies. Learners are reminded that portable storage devices (e.g., USB drives) and personal devices (e.g., smartphones, tablets, laptops) are inherently vulnerable to unauthorized access. Confidential patient information must never be removed from clinical sites, stored on personal devices, or uploaded to non-secure platforms or applications.

Learners must not post, share, or otherwise disseminate any information related to patients, fieldwork sites, or Fieldwork Educators on digital platforms under any circumstances. Breaches of this expectation may result in disciplinary action and may contravene professional standards and legal requirements.

For further details, refer to UBC policy 104, Acceptable Use and Security of UBC Electronic Information and Systems.

Fieldwork placements typically require five days per week, averaging seven hours per day. Scheduling variations may include evening shifts, weekend shifts, twelve-hour shifts, flex time, or adherence to site-specific collective agreement requirements (e.g., 35-hour or 37.5-hour work weeks). The Academic Fieldwork Coordinator and the student must be notified of any variations before the placement begins.

Students who are unable to meet the required schedule must inform the Academic Fieldwork Coordinator prior to being assigned to a fieldwork site.

During placements, students are expected to take lunch and rest breaks in accordance with host site practices.

Because fieldwork placements are required components of credit courses, students should also anticipate engaging in additional study and preparation outside of placement hours, including evenings and weekends when necessary.

The MOT program does not expect students to complete formal written assignments or papers during fieldwork. However, a fieldwork site may determine that a project would augment the learning experience. In such circumstances, the project should:

• Assist the student in achieving the fieldwork objectives for the placement;
• Complement fieldwork activities;
• Not demand more than 5% of the student’s time during working hours; and
• Not require the student to research a theoretical area which has not yet been addressed in the academic program.  Assignments requiring the development of a treatment plan should permit application at the student’s level of knowledge.

It is recognized that students take longer than therapists to plan assessments, carry out treatments, and complete documentation requirements. To maximize client contact time, many students spend evenings on these written activities.

T-Res is a web and mobile application that allows students to track and record all of their clinical experiences on the go using smart phones or the internet. Students actively record clinical encounters, direct and indirect care, as well as other learning experiences, and sync them to a hosted (Canadian) server. The Academic Fieldwork Coordinator can login and assess student data that will provide relevant information of the fieldwork progression of each student throughout their academic program. It allows for electronic submission of reflections; students are required to submit the following reflections: 

• Level 1 Placement: 5 submissions (once weekly);
• Level 2A/B and Level 3A/B: 3 submissions per placement

For more information on how to login and use T-Res, please consult the T-Res website at www.t-res.net.

Evaluation by Students

Students anonymously evaluate the fieldwork courses as part of their annual electronic course evaluation system. The results of these evaluations are collated and used in the future development of the fieldwork program. 

Evaluation by Affiliated Facilities

After each placement, fieldwork educators are sent an electronic survey to evaluate the work of the Academic Fieldwork Coordinator from their perspective. The responses are anonymously collated and are used in the future development of the fieldwork program.

Each fieldwork placement has specific learning objectives established for the level of placement. Students who by the end of each placement have fulfilled the expectations for the appropriate level (1, 2, or 3) will pass the placement. Learning objectives must be developed early in the placement by the student and fieldwork educator in order to allow ample time for completing the learning objectives and demonstrating competence.

All fieldwork must be completed in sequence, and deferral of fieldwork may result in delayed graduation. A repeated or remedial placement is typically held in September, following Term 6 courses and may incur an additional tuition cost.

The Academic Fieldwork Coordinator (AFC) will review, with students, the processes for communication with fieldwork sites in support of student learning. When necessary to support skill development, the AFC may consult with fieldwork educators regarding the feedback strengths and difficulties noted in prior placements. Students will be advised in advance of this consultation.

Incomplete

When withdrawal from fieldwork is due to illness, accident, compassionate leave, or unforeseen fieldwork site crisis/problem that is beyond the control of the student, the student will be required to repeat the placement. Alternative arrangements will be made by the Academic Fieldwork Coordinator (AFC).

Pending Failure

If by the mid-term it appears that a student may potentially fail a placement, the fieldwork educator must inform the student and contact the Academic Fieldwork Coordinator immediately. The student has the right, and is encouraged, to contact the AFC at any time when concerns are identified on fieldwork, with the intent of developing resolutions to the problem which the student can implement. In the event of pending failure:

• The fieldwork educator calls the AFC immediately and maintains ongoing follow-up contact by phone or by email;
• The student, fieldwork educator, and AFC meet to discuss learning objectives and clarify expectations;
• The student, AFC, and fieldwork educator develop a learning contract
• The AFC monitors student progress and meets with the student and fieldwork educator at an appropriate frequency;
• The AFC completes site visit(s) as appropriate. 
• On a case-by-case basis, the student or AFC may consult with the MOT Graduate Advisor.

Failure

When a student is unable to meet the stated objectives of the placement that are considered appropriate for the level of the student (level 1, 2, and 3), the student fails the placement.

Withdrawal & Failure

When withdrawal from a placement is for reasons other than illness, accident, compassionate leave, or unforeseen fieldwork site crisis/problem that is beyond the control of the student, the student fails the placement.

Early Termination

When a student has demonstrated professionally unsuitable behaviour, or the inability to demonstrate the requisite competency required of the level of the placement, the placement may be terminated prior to the scheduled end date by either the fieldwork site or the Academic Fieldwork Coordinator. Examples of professionally unsuitable behaviour and/or incompetency may include, but are not limited, to:

• Evidence that student judgment places, or potentially places, clients, facility staff, volunteers, or others at risk;
• Evidence that student behaviour endangers clients, facility staff, volunteers, or others; and/or
• Evidence of the harassment or abuse of clients, facility staff, volunteers, or others.
• Other examples inconsistent with professional conducts as outlined in Faculty of Medicine policy
• Evidence that the student is unable to demonstrate required competence in the seven competency domains, clinical reasoning, occupational therapy practice, or appropriate communication skills.

When a fieldwork placement is terminated early for professionally unsuitable behaviour, the student fails the placement.

When a student is placed in a fieldwork site to repeat a placement, the Academic Fieldwork Coordinator (AFC) may inform the fieldwork educator or site coordinator regarding the reasons for the repeated/remedial placement. The AFC will consult with the student in advance of such communication so the student is aware of the content, or the AFC may request the student take responsibility for ensuring appropriate information is provided during pre-placement or early placement negotiation of learning objectives and expectations.

Students must notify their fieldwork site educator and academic fieldwork coordinator about absence due to illness or accident, as soon as possible. The absence, unless made up by the student, should be noted on the CBFE-OT form.

A medical certificate signed by a health care provider will be required from the student for time loss that exceeds three consecutive days.

Students must report any accident or near misses via UBC’s Centralized Accident/Incident Reporting System (CAIRS).

During job action, it is the students responsibility to stay in close contact with their fieldwork educator, site director, and/or delegate. If the student chooses not to cross picket lines during job action, when their fieldwork educator is working a normal shift and when union regulation permits, students must make up the time lost before graduation. 

When students are on fieldwork at a sire at which job action is occuring, students may not go to the site if:

• The fieldwork supervisor is not working;  
• The fieldwork supervisor is providing essential services only;  
• Fieldwork site policy or management of a fieldwork site indicates no students on site during labour action; and/or  
• A union’s regulation indicates that students may not cross picket lines even when the fieldwork educator is working a normal shift. 

If the time lost exceeds 5 days, students may be required to make up the learning experience. Every effort will be made to provide supplementary fieldwork before the students expected graduation date.  

Leave may be granted for compassionate reasons.  Such requests should be directed immediately to the professor, course instructor, and/or Academic Fieldwork Coordinator if on placement who will make the necessary decision.

All non-emergency medical appointments should be made outside of scheduled fieldwork or course hours.  If unavoidable, appointments should be made early or late in the day to minimize time loss. If an appointment occurs during a fieldwork placement, the fieldwork educator should be notified of the appointment on the first day of placement or as soon as known.  Fieldwork site personnel may decide how much of the time loss, if any, should be made up during the placement.

Continuing education leave is not normally granted to students during fieldwork.  Exceptions may be considered when:

• A course or conference (not exceeding one day) is recommended, and attended by, the fieldwork educator or fieldwork site staff and is relevant to the area of practice in which the student is doing the placement;
• The CAOT student representative can obtain funding to attend the national CAOT conference; or the student registers for the CAOT conference;
• OSOT Admissions Interviews;
• Northern Roadshow

A request must be made to the Academic Fieldwork Coordinator before registering and the decision will be made taking into consideration the student’s past fieldwork experiences and previous time lost must not exceed 3 days.

The Department supports student participation on UBC, provincial, national, and international sports teams.  Short-term leave for competitive sports may be granted to students if:

• The leave does not exceed 2 weeks in an academic term or more than 6 weeks in the program;
• The leave does not conflict with final exams and the student has attended classes regularly;
• The student has achieved academic standing of 75% or higher in the program; and
• A request for leave is received by the Department Head three months in advance, or as soon as is practical upon being named to a team.

Students anticipating selection to a UBC or national team or event must inform the Academic Fieldwork Coordinator in writing of possible conflicts with placement scheduling at the beginning of term, and collaborate in effectively planning fieldwork.  Where substantial time loss is involved, the student is required to make up the time prior to graduation. Substantial time loss is generally considered to be more than 10% of one fieldwork placement, or more than 10 cumulative days across all placements.

The UBC Calendar states that a Leave of Absence may be granted when a student “finds it necessary for parental, health, personal, professional or academic reasons […] to interrupt his or her studies”. The leave period is not included in the time period for completion of the degree. Students on a leave of absence are not permitted to access university facilities or resources. A leave of absence will normally begin on the first day of term for a period of 4, 8 or 12 months. Students must inform the Student Services Manager of their intent to return from a leave of absence prior to recommencing the MOT program, and are generally not permitted to take more than one leave of absence during their time in the MOT program.

Although students on the full-time tuition fee schedule pay fees in three installments, the full annual fee is required to support any period of full-time study from four to twelve months. Work, holiday, or travel during a single term is considered a normal part of a student’s schedule, and not justification for formal leave of absence.

Leave is not granted retroactively, nor to a student whose registration is not current, or whose time in the program has elapsed. To apply for a leave of absence, a request must be submitted to the Student Services Manager in writing, either by email or by formal letter, outlining the reasons for the leave. If a leave for health reasons is requested, the email or formal letter must be accompanied by appropriate supporting documentation from the physician or regulated health professional providing primary care for the health problem. Students returning to study following a leave for health reasons may be required to produce specific documentation from his or her physician or regulated health professional confirming that he or she is well enough to resume his or her course of study.

Graduate students on leave are not eligible to receive awards. For more information, please consult UBC Enrolment Services. The leave period is not included in the time period for award tenure.

For more information about the UBC Faculty of Graduate and Postdoctoral Studies policies on Leaves of Absence, visit their website here.