Occupational Therapy International

Research Article

Perception of the Use of the Direct Observation of Procedural Skills in Occupational Therapy Postgraduate Year Training in Taiwan: Survey of the Perspectives of Trainees and Supervisors

Table 2

Comparison between teachers and trainees in their rating for practicality.


Questionnaire items		Strongly agree	Agree	Neutral	Disagree	Strongly disagree	(df)

Used at predictable time	Teacher ()	6 (9.4%)	45 (70.3%)	13 (20.3%)	0	0	15.23 (3)
Used at predictable time	Trainee ()	12 (40.0%)	14 (46.7%)	3 (10.0%)	1 (3.3%)	0
Sufficient observation time	Teacher ()	5 (7.8%)	43 (67.2%)	14 (21.9%)	2 (3.1%)	0	12.56 (3)
Sufficient observation time	Trainee ()	11 (36.7%)	15 (50.0%)	3 (10.0%)	1 (3.3%)	0
Immediacy of feedback	Teacher ()	8 (12.5%)	44 (68.8%)	12 (18.8%)	0	0	12.68 (3)
Immediacy of feedback	Trainee ()	12 (41.4%)	13 (44.8%)	3 (10.3%)	1 (3.4%)	0
Sufficient feedback time	Teacher ()	6 (9.5%)	39 (61.9%)	17 (27.0%)	1 (1.6%)	0	11.46 (3)
Sufficient feedback time	Trainee ()	10 (34.5%)	16 (55.2%)	2 (6.9%)	1 (3.4%)	0
Good cooperation among supervisors, trainees, and peers	Teacher ()	6 (9.5%)	40 (63.5%)	16 (25.4%)	1 (1.6%)	0	10.07 (3)
Good cooperation among supervisors, trainees, and peers	Trainee ()	10 (34.5%)	15 (51.7%)	3 (10.3%)	1 (3.4%)	0
Sufficient teachers	Teacher ()	5 (7.8%)	38 (59.4%)	18 (28.1%)	3 (4.7%)	0	10.73 (3)
Sufficient teachers	Trainee ()	10 (34.5%)	11 (37.9%)	7 (24.1%)	1 (3.4%)	0
Stressfulness in assessment	Teacher ()	1 (1.6%)	10 (15.6%)	38 (59.4%)	12 (18.8%)	3 (4.7%)	12.67 (4)
Stressfulness in assessment	Trainee ()	6 (20.7%)	6 (20.7%)	14 (48.3%)	3 (10.3%)	0
Assess the trainee’s learning status	Teacher ()	4 (6.3%)	41 (65.1%)	16 (25.4%)	2 (3.2%)	0	8.03 (3)
Assess the trainee’s learning status	Trainee ()	8 (27.6%)	15 (51.7%)	5 (17.2%)	1 (3.4%)	0
Low cost	Teacher ()	9 (14.1%)	40 (62.5%)	14 (21.9%)	0	1 (1.6%)	6.81 (4)
Low cost	Trainee ()	9 (31.0%)	13 (44.8%)	5 (17.2%)	1 (3.4%)	1 (3.4%)
Overall implementability	Teacher ()	7 (10.9%)	47 (73.4%)	10 (15.6%)	0	0	8.27 (3)
Overall implementability	Trainee ()	9 (31.0%)	16 (55.2%)	3 (10.3%)	1 (3.4%)	0
Familiar with the DOPS	Teacher ()	6 (9.4%)	39 (60.9%)	17 (26.6%)	1 (1.6%)	1 (1.6%)	11.83 (4)
Familiar with the DOPS	Trainee ()	10 (33.3%)	18 (60.0%)	2 (6.7%)	0	0
Need further training	Teacher ()	4 (6.3%)	31 (48.4%)	23 (35.9%)	5 (7.8%)	1 (1.6%)	11.39 (4)
Need further training	Trainee ()	7 (24.1%)	9 (31.0%)	7 (24.1%)	3 (10.3%)	3 (10.3%)
Better than traditional teaching assessment	Teacher ()	8 (12.7%)	39 (61.9%)	14 (22.2%)	2 (3.2%)	0	7.22 (3)
Better than traditional teaching assessment	Trainee ()	9 (31.0%)	18 (62.1%)	2 (6.9%)	0	0
Use as a teaching assessment tool	Teacher ()	8 (12.5%)	47 (73.4%)	9 (14.1%)	0	0	6.49 (2)
Use as a teaching assessment tool	Trainee ()	10 (34.5%)	17 (58.6%)	2 (6.9%)	0	0
Matching with OT’s training goals	Teacher ()	4 (6.3%)	42 (65.6%)	17 (26.6%)	0	1 (1.6%)	11.01 (3)
Matching with OT’s training goals	Trainee ()	9 (31.0%)	16 (55.2%)	4 (13.8%)	0	0
Assessing clinical/communication skills	Teacher ()	6 (9.4%)	44 (68.8%)	13 (20.3%)	1 (1.6%)	0	8.89 (3)
Assessing clinical/communication skills	Trainee ()	9 (32.1%)	17 (60.7%)	2 (7.1%)	0	0
Assessing clinical reasoning ability	Teacher ()	4 (6.3%)	36 (56.3%)	19 (29.7%)	5 (7.8%)	0	11.37 (3)
Assessing clinical reasoning ability	Trainee ()	8 (27.6%)	17 (58.6%)	4 (13.8%)	0	0
Assessing standard procedural ability	Teacher ()	7 (10.9%)	44 (68.8%)	11 (17.2%)	2 (3.1%)	0	10.28 (3)
Assessing standard procedural ability	Trainee ()	11 (37.9%)	13 (44.8%)	5 (17.2%)	0	0
Fairness	Teacher ()	5 (7.8%)	42 (65.6%)	16 (25.0%)	1 (1.6%)	0	5.26 (3)
Fairness	Trainee ()	7 (24.1%)	17 (58.6%)	5 (17.2%)	0	0
Objectiveness	Teacher ()	5 (7.8%)	41 (64.1%)	17 (26.6%)	1 (1.6%)	0	3.06 (3)
Objectiveness	Trainee ()	5 (17.2%)	19 (65.5%)	5 (17.2%)	0	0
Consistency in scoring standard	Teacher ()	3 (4.7%)	36 (56.3%)	23 (35.9%)	1 (1.6%)	1 (1.6%)	7.05 (4)
Consistency in scoring standard	Trainee ()	6 (20.7%)	16 (55.2%)	7 (24.1%)	0	0

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