Online discussions develop students’ clinical reasoning skills during fieldwork

Scanlan, Justin Newton; Hancock, Nicola

doi:10.1111/j.1440-1630.2010.00883.x

Cited by 12 publications

(14 citation statements)

References 19 publications

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“…The literature revealed some support for the use of online instructional delivery to facilitate or enhance existing clinical reasoning among occupational therapy students during fulltime clinical rotations after the completion of their didactic course work (Creel, 2001;Murphy, 2004;Scanlan & Hancock, 2010, Thomas & Storr, 2005Trujillo & Painter, 2009;Wooster, 2004). The study conducted by Scanlan and Hancock (2010) explored online synchronous and asynchronous interaction of students completing clinical rotations, and reported that the participants demonstrated increased depth in clinical reasoning (procedural reasoning), understanding of the diagnostic presentation of clients (procedural or scientific reasoning), problem solving client cases, and implementation of occupational therapy interventions.…”

Section: Narrative Reasoningmentioning

confidence: 99%

“…The study conducted by Scanlan and Hancock (2010) explored online synchronous and asynchronous interaction of students completing clinical rotations, and reported that the participants demonstrated increased depth in clinical reasoning (procedural reasoning), understanding of the diagnostic presentation of clients (procedural or scientific reasoning), problem solving client cases, and implementation of occupational therapy interventions. However, the occupational therapy literature is silent on two fronts.…”

Section: Narrative Reasoningmentioning

confidence: 99%

See 1 more Smart Citation

First Year Occupational Therapy Students’ Clinical Reasoning Approach to Addressing Challenging Behaviors Related to Sensory Processing Using a Simulated Case Study

Gee¹,

Thompson²,

Strickland³

et al. 2017

JOTE

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Occupational therapy students must be prepared to use clinical reasoning to select appropriate interventions for children with sensory processing disorders (SPDs). Although these interventions are typically taught in entry-level occupational therapy programs, there is little information regarding the method by which occupational therapy students are taught a clinical reasoning process to determine which sensory processing intervention to use with pediatric clients. A problem-solving framework called A SECRET was used to teach students clinical reasoning for children with SPDs, via an online, module-based course. Following the module, the students were tested with an online assessment tool regarding their ability to discriminate between appropriate and inappropriate intervention strategies, and to articulate their rationale to demonstrate how they clinically reasoned through a complex client case. Eight students participated in a focus group to provide their perceptions of the online delivery of the content and the A SECRET reasoning process. Five descriptive representations emerged from the qualitative data analysis: the A SECRET Process, Self-Regulation, the Occupational Therapy Practice Framework, Participation, and Safety/Security. The findings suggest an inherent value for online learning to assist occupational therapy students in their program's first year to learn the A SECRET process and then clinically reason through a simulated case study. ABSTRACTOccupational therapy students must be prepared to use clinical reasoning to select appropriate interventions for children with sensory processing disorders (SPDs). Although these interventions are typically taught in entry-level occupational therapy programs, there is little information regarding the method by which occupational therapy students are taught a clinical reasoning process to determine which sensory processing intervention to use with pediatric clients. A problem-solving framework called A SECRET was used to teach students clinical reasoning for children with SPDs, via an online, module-based course. Following the module, the students were tested with an online assessment tool regarding their ability to discriminate between appropriate and inappropriate intervention strategies, and to articulate their rationale to demonstrate how they clinically reasoned through a complex client case. Eight students participated in a focus group to provide their perceptions of the online delivery of the content and the A SECRET reasoning process. Five descriptive representations emerged from the qualitative data analysis: the A SECRET Process, Self-Regulation, the Occupational Therapy Practice Framework, Participation, and Safety/Security. The findings suggest an inherent value for online learning to assist occupational therapy students in their program's first year to learn the A SECRET process and then clinically reason through a simulated case study.

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Section: Narrative Reasoningmentioning

confidence: 99%

Section: Narrative Reasoningmentioning

confidence: 99%

First Year Occupational Therapy Students’ Clinical Reasoning Approach to Addressing Challenging Behaviors Related to Sensory Processing Using a Simulated Case Study

Gee¹,

Thompson²,

Strickland³

et al. 2017

JOTE

View full text Add to dashboard Cite

show abstract

“…Online learning environments can allow for interactive journaling and shared experiences and reflections. Peers engage in dialogue that can confirm or challenge beliefs and reactions in the field experience (Lee, 2010;Scanlan & Hancock, 2010). In an online journaling environment readers are also writers and learning becomes collaborative (Wheeler & LambertHeggs, 2009).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Online journaling environments allow for social construction of reflections and encourage deep personal reflection (Lee, 2010). Online interactive journaling support students' engagement in higher level reasoning skills and is a popular alternative given the rise of social networking sites, online blogging, and other developments in social technology (Scanlan & Hancock, 2010;Wopereis, Sloep, & Poortman, 2010).…”

Section: Literature Reviewmentioning

confidence: 99%

Don’t Waste My Time; Exploring the Reflective Journaling Requirement in the Student Teaching Experience

Spiker¹

2014

Networks: An Online Journal for Teacher Research

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“…In entry-level occupational therapy educational programs, instruction delivered using elearning resulted in (a) the enhancement of students' clinical reasoning during fieldwork rotations (Creel, 2001;Gallew, 2004;Murphy, 2004;Scanlan & Hancock, 2010;Thomas & Storr, 2005;Trujillo & Painter, 2009;Wooster, 2004); (b) the development of evidenced-based practice skills among postprofessional master's and doctoral students (Reynolds, 2010;Richardson, MacRae, Schwartz, Bankston, & Kosten, 2008); (c) advanced skills related to occupational therapy practice and the knowledge base of such (Richardson et al, 2008); and (d) teaching evaluation and intervention strategies for ergonomics in industrial rehabilitation (Weiss, 2004). Those programs not included on the list on the AOTA website or that did not provide a contact email address were excluded.…”

mentioning

confidence: 99%

Overview of Instructional Technology Used in the Education of Occupational Therapy Students: A Survey Study

Gee¹,

Salazar²,

Porter³

et al. 2017

The Open Journal of Occupational Therapy

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The purpose of this study was to explore the type of instructional technology (IT) master's degree level occupational therapy educational programs routinely use as a part of their lecture-and laboratory-based instruction. Surveying the administrators of 121 graduate occupational therapy programs in the United States, we found that the majority of the respondents identified their program as using IT in some form for lecture-based courses, with less inclusion of IT for laboratory-based courses. Hybrid instruction, with the majority of the content being delivered face-to-face and the remainder via online, were the trends among the respondents. The findings also indicated that the respondents' programs avoid certain IT, including synchronous online chat rooms or instant messaging, digital image collections, blogs or online journaling, Wikis, and audio/video podcasting. Few of the respondents said their programs had made a significant leap into implementing a larger online presence with instructional technology. In a broader perspective, e-learning has been defined as "an Internet-or intranet-based and webdelivered teaching-learning system with or without face-to-face contact between the teacher and the learner" (Panda & Mishra, 2007, p. 326 Madill, 2006;Jahng, Krug, & Zhang, 2007;Williams, 2006). This lack of impact may be due, sent an email to request participation in the survey. KeywordsThe invitations included a brief description of the study and a link to the survey on SurveyMonkey®.A reminder email was sent out to participants 15 days after the invitation to participate. The survey closed after 30 days. ResultsOf the 121 MOT programs and/or their program administrators who were solicited to take part in the study, 48 responded and completed the informed consent form. Of those 48 respondents, 27 completed each question on the survey, resulting in a 22% overall response rate.Nearly all of the MOT program contacts and/or administrators who responded to all of the questions (N = 27) reported using some degree of online instructional materials. In addition, the respondents indicated that over the past 2 years, the majority of lecture-based courses remained face-toface while being supplemented by some level of online interaction. As noted in Table 1, while many of the programs are not completely online (i.e., no face-to-face interaction), they are shifting toward the inclusion of completely online courses and/or are redesigning courses to reduce face-to-face interaction and increase online interaction. This shift toward the inclusion of technology also carries over to those courses that are considered lab-based, with the majority of the respondents indicating that the majority of lab-based courses are now face-to-face instruction supplemented by online interaction. However, the data notes that there is less of a shift toward using e-learning IT in the lab-based classes. The specific percentages are noted in Table 2. Beyond simply looking at the number of courses taught that included IT, it is important to l...

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Online discussions develop students’ clinical reasoning skills during fieldwork

Abstract: The structured framework appears useful in enhancing students' depth of clinical reasoning during fieldwork, although further investigation is required.

Cited by 12 publications

References 19 publications

First Year Occupational Therapy Students’ Clinical Reasoning Approach to Addressing Challenging Behaviors Related to Sensory Processing Using a Simulated Case Study

First Year Occupational Therapy Students’ Clinical Reasoning Approach to Addressing Challenging Behaviors Related to Sensory Processing Using a Simulated Case Study

Don’t Waste My Time; Exploring the Reflective Journaling Requirement in the Student Teaching Experience

Overview of Instructional Technology Used in the Education of Occupational Therapy Students: A Survey Study

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