The use of portfolios in the occupational therapy program at Curtin University is a productive resource for students to collate evidence of their learning, and for staff to monitor and assess students' process of learning and competencies reached. It is considered a valuable tool for linking course work with fieldwork, with importance placed on reflective journalling. Student fieldwork portfolios were introduced in 1997 with the implementation of a revised curriculum. The portfolios are used primarily for students to compile a comprehensive record of their fieldwork experiences and related learning that takes place throughout the four year undergraduate course. Fieldwork coordinators and supervisors provide feedback on documents and assess student competencies.
Students have the opportunity to self assess on their reflective journals.
Individual portfolios are compiled for each semester, with students following guidelines given by the fieldwork coordinator that reflect learning outcomes of the curricula. Since its inception, the structure of the portfolio has been adjusted from a loosely structured format with set tasks for each semester, to clearly defined areas that are addressed throughout the eight semesters of the undergraduate course. This shift has taken place as a result of staff discussions and experience of using the portfolio, student feedback, and through discussion at an international level with staff in other occupational therapy schools. Since the introduction of fieldwork portfolios students have shown a commitment and pride in their individual documents, and have learned skills in critical reflection on their experiences. Fieldwork coordinators have gained insight into the 'underground' learning that has taken place for students and have been able to monitor the effectiveness of the fieldwork program.