目的：臨床實習在專業健康教育中扮演關鍵角色，提供實習生實踐新技能並展現專業推理。臨床指導教師 (Fieldwork educator, FEW) 是實習生成為未來臨床專家的重要助力，近年文獻強調 FWE 需展現領導能力與持續教育的積極態度。然而，目前尚缺乏系統性回顧深入研究職能治療 FWE 特徵對臨床教學的影響。因此，本研究旨在探討影響臨床教育品質的職能治療 FWE 正向特徵，提供高品質教育的指導建議。方法：我們搜尋了 PubMed 和 Cochrane Library 資料庫，回溯過去 20 年（2003 年 1 月 1 日至 2023 年12 月 30 日）的相關文獻。我們針對摘要、標題和關鍵詞部分使用了以下關鍵詞搜尋：occupational therapy, clinical instructor, role model, clinical teach, fieldwork educator,ideal teach, clinical preceptor。並使用文獻評析評估工具評估文章的品質。結果：本篇共收錄七篇文章。影響 FWE 教學品質的正向特徵，被歸納為四類。在個人特徵，強調 FWE須展現正向教學態度，以及能夠成為實習生的專業角色模範。環境特徵強調 FWE 應營造良好實習環境。教學特徵包含使用良好指導策略、給予有效性和糾正性回饋、提供正向學習環境，以及給予實習生客觀的評估。最後，溝通特徵則包含 FWE須富有人際能力。 結論：本研究深入探討了影響臨床教育品質的職能治療 FWE 正向特徵。這些特徵的促進將有助於提升臨床教育的效果，促進實習生的專業成長和發展。

Objective: Fieldwork internships play a pivotal role in professional health education, offering students opportunities to practice new skills and demonstrate professional reasoning. Fieldwork educator (FWE) serves as crucial mentors shaping students into future fieldwork experts. Recent literature emphasizes the importance of FWE showcasing leadership and a proactive attitude towards continuous education. However, there is a lack of systematic reviews that deeply explore the impact of FWE characteristics in occupational therapy on fieldwork teaching. Therefore, this study aims to identify the positive characteristics of occupational therapy FWEs that influence the quality of fieldwork education and provide guidance for delivering high-quality education. Methods: We searched the PubMed and Cochrane Library databases for relevant literature published over the past 20 years (January 1, 2003, to

December 30, 2023). Keywords included occupational therapy, clinical instructor, role model, clinical teach, fieldwork educator, ideal teach, and clinical receptor. The quality of studies was assessed using literature appraisal tools. Results: Seven articles meeting inclusion criteria were included in this systematic review. The positive characteristics influencing FWE teaching quality were categorized into four domains. For personal characteristics, it was emphasized that FWEs should exhibit a positive teaching attitude and serve as professional role models for students. Environmental characteristics highlighted the need for FWEs to provide a conducive internship environment. Teaching characteristics included the use of effective teaching strategies, giving corrective and effective feedback, creating a positive learning environment, and providing objective evaluations of students. Lastly, communication characteristics involved FWEs having strong interpersonal skills. Conclusion: This study provides an in-depth exploration of the positive characteristics of occupational therapy FWEs that impact the quality of fieldwork education. Promoting these characteristics can enhance the effectiveness of fieldwork education and support the professional growth and development of students.