Abstract
Purpose: Workplace-based assessment (WBA) is essential for evaluating clinical competence in occupational therapy and allied health education; however, many existing assessment approaches lack an explicit developmental structure aligned with progressive learning during fieldwork. Competency-based education frameworks emphasize staged skill acquisition, yet operationalized developmental assessment models remain limited. To address this gap, this project aimed to develop the Observation–Mimicking–Participation–Independent (OMPI) model as a theoretically grounded developmental WBA framework and to conduct an initial evaluation of its reliability and educational utility in occupational therapy fieldwork education. Methods: The OMPI model was constructed to reflect staged progression in clinical learning, moving from structured observation to independent performance. Behavioral descriptors were systematically developed to operationalize each stage and to support consistent and transparent evaluation across supervisors. The model was implemented within simulated fieldwork scenarios involving occupational therapy students. Student performance was assessed using OMPI-based rating criteria. Reliability was examined using Generalizability Theory to estimate variance components across students, tasks, and raters, and to evaluate the dependability of scores for formative assessment purposes. In addition, qualitative feedback was collected from clinical supervisors to explore clarity, feasibility, and perceived usefulness of the model for supervision, feedback, and learner progression monitoring. Results: Generalizability analysis demonstrated acceptable reliability for educational decision-making in formative contexts. Variance components indicated meaningful differentiation among learner performance levels while maintaining rating stability across simulated conditions. Supervisors reported that the developmental structure enhanced transparency in evaluating progression, supported targeted feedback, facilitated shared understanding of student learning stages, and was feasible for integration into routine supervisory practices. Conclusion: The OMPI model offers a structured and developmentally coherent approach to WBA in occupational therapy education. Findings from this initial evaluation support its reliability and practical utility for formative assessment and supervisory coaching. The developmental trajectory underpinning OMPI may also provide a transferable framework for competency-based clinical education and assessment across allied health professions.
Recommended Citation
Takeuchi K, Onishi H. Development and Initial Validation of the Observation-Mimicking-Participation-Independent (OMPI) Workplace-Based Assessment Model for Occupational Therapy Fieldwork. The Internet Journal of Allied Health Sciences and Practice. 2026 Sep 01;24(3), Article 5.
