{'fraction_non_alphanumeric': 0.03024747937671861, 'fraction_numerical': 0.00916590284142988, 'mean_word_length': 5.782608695652174, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
An Aggregate Fieldwork Model: Cooperative Learning, Research, and Clinical Project Publication Components

An occupational therapy psychosocial level-two fieldwork model, which consists of cooperative learning, clinical project or research publication, and interdisciplinary collaboration and intervention, is herein outlined. An example of the model is presented using an acute inpatient psychiatric setting with a multidisciplinary staff and 50 occupational therapy interns. Data on the aggregate fieldwork model collected over a two-and-a-half-year period from: 1) logs; 2) supervision; 3) peer reviewed publications; 4) conference presentations; 5) verbal feedback from the occupational therapy educational institutes; and 6) the supervisor's comparisons with other fieldwork models is presented. The outcome of the aggregate fieldwork model is that students do well, seem to learn more than in 1:1 supervisory models, and manage to publish while on fieldwork. It is hoped that more academic programs will consider working with clinical educators to develop programs based on this model.