Underperforming Students: Factors and Decision-Making in Occupational Therapy Programs

Abstract

The purpose of this study was to better understand factors related to occupational therapy (OT) educators’ decisions to fail underperforming students and to clarify why educators sometimes fail to fail or pass students despite sub-standard performance. Assessing student competence is an essential part of ensuring the safety of those receiving occupational therapy services and ensuring the integrity of the OT profession. Educators in academic and fieldwork settings are responsible for confirming that students who graduate from their programs are able to demonstrate skills required for entry into the profession. A total of 323 OT academic and fieldwork educators responded to a researcher developed survey. Results were analyzed using descriptive statistics and linear regressions. 82% of OT academic educators and 34% of OT fieldwork educators reported failing a student at one time and results revealed common reasons for both groups. In addition, 60% of OT academic educators and 26% of OT fieldwork educators thought there had been a time when they should have failed an underperforming student but did not. Common reasons for failure to fail included lack of proof, vague procedures, giving students the benefit of the doubt, and decreased confidence in handling a failing situation. Recommendations to minimize failure to fail are discussed.