Clinical reasoning and the occupational therapy curriculum

Liu, Karen P.Y.; Chan, Che Hin; Hui-Chan, C.W.Y.

doi:10.1002/oti.118

Cited by 22 publications

(25 citation statements)

References 16 publications

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“…Unfortunately, the analysis of many occupational therapy fieldwork experiences revealed that clinicians commonly devote the bulk of their treatment time to "client factors," even though research has indicated that component-driven therapy versus occupation-based therapy is ineffective in achieving meaningful and functional outcomes (Trombly, 1995). Perhaps this discrepancy between what is being taught in the students' didactic education and what is being modeled for students in the clinical world, is one of the key explanations for why novice therapists are having difficulty transferring knowledge into practice and are limited in their ability to provide client-centered practice (Fleming, 1991;Liu, Chan, & Hui-Chan, 2000;Unsworth, 2001). Neistadt, Wight, and Mulligan (1998) defined clinical reasoning as the thought process that clinicians use in practice that enables them to individualize client treatment, facilitate functional performance, and create positive outcomes for clients.…”

Section: Client-centered Carementioning

confidence: 94%

“…Unsworth (2001) found that not only did expert therapists use more clinical reasoning overall but were also more confident, client-centered with their reasoning, and were able to change the direction of therapy more easily than the novice therapists. Regrettably, the literature suggests that as novice therapists tend to be most comfortable with procedural reasoning, they tend to think at the disease or disability level and focus on the problems of the physical body as opposed to the complexities of client-centered practice (Liu et al, 2000), which reinforces the tendency toward treating "client factors. "…”

Section: Client-centered Carementioning

confidence: 95%

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The Use of Experiential Learning in an Occupational Therapy Program: Can it Foster Skills for Clinical Practice?

Knecht-Sabres

2010

Occupational Therapy In Health Care

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This paper examines the effectiveness of the integration of experiential learning opportunities near the end of the occupational therapy students' didactic education. Using a pretest-post-test questionnaire, journaling, and feedback from a focus group, results suggested that there was a significant improvement in occupational therapy students' self-perception of their ability to perform a multitude of occupational therapy-related skills. The development of professional skills was also seen in the provision of client-centered care during occupational therapy interventions. Although clinical reasoning skills were enhanced, results indicated that it had a large impact on the students' professional growth and development.

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Section: Client-centered Carementioning

confidence: 94%

Section: Client-centered Carementioning

confidence: 95%

The Use of Experiential Learning in an Occupational Therapy Program: Can it Foster Skills for Clinical Practice?

Knecht-Sabres

2010

Occupational Therapy In Health Care

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“…It has been described as the method by which genuine client-centred practice is accomplished (Atkins and Ersser, 2000). Critical reasoning plays an essential role in the ability to transfer basic knowledge into practice (Liu, 2000), which makes the development of critical reasoning skills a necessary focus in OT education. Maudsley and Strivens (2000) suggest that just as there are no fi xed rules for solving clinical problems, there is no standard approach for facilitating critical reasoning.…”

Section: Literature Reviewmentioning

confidence: 99%

A study of critical reasoning in online learning: application of the Occupational Performance Process Model

Mitchell

Batorski

2009

Occupation Therapy Intl

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This study examined the effect of an online guided independent study on critical reasoning skills. Twenty-one first-semester Master of Occupational Therapy students completed an online assignment designed to facilitate application of the Occupational Performance Process Model (Fearing & Clark) and kept reflective journals. Data from the journals were analyzed in relation to the three sets of questions, question type and results of the Watson-Glaser Critical Thinking Appraisal (WGCTA). This assignment appeared to be effective for enhancing awareness and use of critical reasoning skills. Differences in patterns of critical reasoning between students with high and low WGCTA scores and results of an inductive analysis of the journal entries are discussed. Future research investigating the types of feedback that effectively facilitate development of critical reasoning and whether students with high and low WGCTA scores might benefit from different types of instruction and/or feedback is recommended.

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“…A search for "occupational therapy" and "curriculum" yielded results that addressed service learning ethics (DeMars, Fleming, & Benham, 1991), clinical reasoning (Liu, Chan, & Hui-Chan, 2000), service learning (Baum, 2007), application of the OT Model Curriculum…”

Section: Introductionmentioning

confidence: 99%

Exploring the Relationship Between Entry-Level Master’s Program Class Size and the Number of Graduate Credits Offered and Aggregate NBCOT Pass Rates

Truskowski¹

2016

The Open Journal of Occupational Therapy

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The AOTA and ACOTE have discussed a transition to a mandated entry-level clinical doctorate degree (Harvison, 2013). Following the move to the entry-level master's degree in 2007, the overall national pass rate on the national certification examination fell from 88% in 2006 to 77% by 2009 (Harvison, 2011Harvison, 2012). This study sought to determine if the number of graduate credits offered or the class size of an entrylevel master's program impacts student outcomes on the national certification examination. Publicly available data was mined from all accredited entry-level master's programs. Data were imported into the SPSS for statistical analysis. The results indicated no significant relationship between the number of graduate credits offered and pass rates (p = 0.919) or between average class size and pass rates (p = 0.640). Further study is warranted to determine if there are any curricular characteristics that can be used to predict student performance on the national certification examination.

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Clinical reasoning and the occupational therapy curriculum

Cited by 22 publications

References 16 publications

The Use of Experiential Learning in an Occupational Therapy Program: Can it Foster Skills for Clinical Practice?

The Use of Experiential Learning in an Occupational Therapy Program: Can it Foster Skills for Clinical Practice?

A study of critical reasoning in online learning: application of the Occupational Performance Process Model

Exploring the Relationship Between Entry-Level Master’s Program Class Size and the Number of Graduate Credits Offered and Aggregate NBCOT Pass Rates

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