An educational revolution has begun, with the occupational therapy profession swiftly seeking to understand the complex phenomenon of fieldwork. An in-depth review of the literature will reveal barriers to success in fieldwork education, and identify opportunities to solve problems from the perspectives of all stakeholders. A capstone project will emerge from education pedagogy and occupational therapy theory solidly grounded by a new model of collaborative fieldwork education. This model forms a map to construct companion manuals, an educational resource and fieldwork curriculum designed to meet the needs of Level II occupational therapy fieldwork students and fieldwork educators in hand therapy. The backward course design of both fieldwork curriculums outcrops from accepted professional standards and competencies, solidly linking academic education to clinical practice. Curriculum design elements are pedagogy rich with constructivist learning theory. Integration of an occupational therapy model and Frames of reference will be demonstrated, with terminology consistent with the American Occupational Therapy Association’s (AOTA, 2014) Occupational Therapy Practice Framework: Domain and Process, third edition (Framework-III).
Three fully developed units from the student manual showcase case-based learning in a flipped classroom, instructional technology environment. The fieldwork educator manual depicts three fully developed units focused on professional development in the role of a leader and an educator. Implementation moved toward scholarship in the form of a proposed presentation to a publisher to be delivered after this capstone. Wheels are already turning with the implementation of a signed authorship agreement, and this capstone project is about to be set in motion in its scholarly journey toward the AOTA Centennial Vision (AOTA, 2007).