Bridging Class and Field: Field Instructors’ and Liaisons’ Reactions to Information About Students’ Baseline Performance Derived From Simulated Interviews

Abstract

To strengthen students’ preparation for engaging in field learning, an innovation was implemented to teach and assess foundation year students’ performance prior to entering field education. An Objective Structured Clinical Examination (OSCE) informed the final evaluation of students’ performance in two companion courses on practice theory and skills. The evaluation was used by field instructors and students to develop the field learning plan. This paper reports on a qualitative study that examined field instructors’ and faculty field liaisons’ experiences and reactions to using this new approach and its impact in shaping students’ field learning goals. Implications for supporting adoption of innovations that strengthen the link between classroom and field teaching are offered, including new institutional policies that resulted from ongoing evaluation.