Critical thinking is a necessary component of clinical reasoning that should be addressed as part of the graduate curriculum for occupational therapists. For students to apply critical thinking in practice they must also have confidence and minimal anxiety about their abilities. Case-based learning was chosen to address critical thinking skill development, increase confidence, and decrease anxiety. The purpose of this mixed methods pilot study was to evaluate progressively independent engagement with case-based learning on student performance, confidence, and anxiety in applying critical thinking skills in the clinical setting. Critical thinking was measured using a rubric to assess students' performance in analyzing the case studies with decreasing levels of instructor guidance over the semester. Confidence and anxiety levels were measured using a Likert confidence and anxiety scale at the start and end of the semester. Qualitative data was collected through telephone interviews to determine ways in which classroom activities translated to a clinical setting and to elicit student feedback about the lesson design and what they felt they learned in class after the first Level II fieldwork. All three areas of critical thinking, confidence, and anxiety improved, demonstrating a significance of p

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Date Presented 04/01/2022 Complex instrumental activities of daily living (IADLs) are significantly affected with moderate to severe cognitive impairment. Many health care professionals have assumed that with mild cognitive impairment (MCI) or in the prediagnosis stages of disease. IADLs such as medication management are not significantly affected. This scoping review showed a strong correlation between MCI and medication errors, indicating the importance of assessing MCI and medication management before the recognition of cognitive deficits or diagnosis. Primary Author and Speaker: Denise Allen Contributing Authors: Lynn Jaffe, Allison Pfleghaar

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