The Use of Interactive Video Client Simulation Scores To Predict Clinical Performance of Occupational Therapy Students

Tomlin, George

doi:10.5014/ajot.59.1.50

Cited by 16 publications

(16 citation statements)

References 25 publications

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“…These have been presented in classrooms as well as over internet platforms (Bazyk & Jeziorowski, 1989;Liu et al, 1997;Lysaght & Bent, 2005;Neistadt & Smith, 1997;Neistadt, Wight, & Mulligan, 1998;VanLeit, 1995). Consistent with literature in related disciplines, occupational therapy student satisfaction has been reported with instructional methods that use case-based reasoning and with learning outcomes that included knowledge acquisition, skill development, and readiness for fieldwork (Cook & Triola, 2009;Lysaght & Bent, 2005;Tomlin, 2005). While there have been attempts to quantify reasoning using a few standardized measures, these attempts have simply identified the components of reasoning skills of allied health students at different points in time in a curriculum or in comparing the reasoning skills of students in different disciplines (Lederer, 2007;Vogel et al, 2009).…”

supporting

confidence: 51%

The Impact of Online Video Cases on Clinical Reasoning in Occupational Therapy Education: A Quantitative Analysis

Murphy¹,

Stav²

2018

The Open Journal of Occupational Therapy

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supporting

confidence: 51%

The Impact of Online Video Cases on Clinical Reasoning in Occupational Therapy Education: A Quantitative Analysis

Murphy¹,

Stav²

2018

The Open Journal of Occupational Therapy

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“…Simulation involves engaging the student in an experience designed to produce particular scenarios or responses (Merryman, 2010). It has been used for practice education preparation (Brown & Williams, 2009) and debriefing (Merryman, 2010), in addition to developing knowledge and clinical reasoning using DVDs (Williams, Brown, Scholes, French & Archer, 2010) and interactive video (Tomlin, 2005). The question remains whether simulation can replace parts of practice education, or be an essential part of preparation for real clinical experiences for students.…”

Section: Discussionmentioning

confidence: 99%

The impact of ‘Generation Y’ occupational therapy students on practice education

Hills

Ryan

Smith

et al. 2011

Aus Occup Therapy J

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Overall, the results of this study suggest that 'Generation Y' students are having both a negative and a positive impact on practice education in occupational therapy. For educators, management of the overconfident student and professional reasoning development should be addressed in university practice education workshops. For students, the need for clarification of placement expectations on professional behaviour and communication was indicated. Students may also require 'listening to feedback' skill development prior to practice education. Universities and practice educators should consider the development of technological resources for practice education, including simulation, to meet the needs of the, now recognised 'Generation Y' student.

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“…Therefore, case studies are often used in the education of many health professionals and are combined with a wide variety of learning activities. The cases may take the form of text cases, video cases, virtual patients, simulated or standardized patients (Cohn, Coster, & Kramer, 2014;Cook & Triola, 2009;Giles et al, 2014;Lysaght & Bent, 2005;Perlman, Weston, & Gisel, 2010;Tomlin, 2005). The formats vary in their practical applications by instructors and demands of learners.…”

Section: Literature Reviewmentioning

confidence: 99%

“…This allows for consideration of the individual client in the development of an occupational therapy evaluation, interventions, and discharge plan. Forms of case studies often used in health professions education include text cases, video cases, virtual patients, and simulated or standardized patients (Cook & Triola, 2009;Giles, Carson, Breland, Coker-Bolt & Bowman, 2014;Lysaght & Bent, 2005;Tomlin, 2005).…”

Section: Introductionmentioning

confidence: 99%

Using Case-Based Learning to Facilitate Clinical Reasoning Across Practice Courses in an Occupational Therapy Curriculum

Murphy

Radloff²

2019

JOTE

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Although occupational therapy educators have historically used cases as a means to prepare students for clinical practice, there is little evidence that this instructional method actually facilitates clinical reasoning. This convergent, parallel mixed methods study examined how the use of varied case formats, built on the tenets of case-based learning, facilitated specific components of clinical reasoning, and explored how the cases contributed to readiness for professional practice. Case formats included text, video, role-playing, simulated patients, and a client. Case-based learning activities included application of models and frames of reference, conducting assessments, planning and implementing interventions, clinical documentation, and identification of reasoning used. All cases included the opportunity for instructors to provide direct and appropriate feedback, and facilitation of student reflection on their performance. The Self-Assessment of Clinical Reflection and Reasoning (SACRR) was used for quantitative data analysis and detected statistically significant changes in the use of theory and frames of reference to inform practice and in student reasoning about interventions, following case-based learning. Student surveys allowed for pragmatic qualitative analysis, and identified the themes of self-awareness, confidence, and developing competence related to readiness for fieldwork and clinical practice. Student preferences for case format and benefits of varied types of cases were identified. Case-based learning used different case formats, and contributed to the occupational therapy student transition from a clinical reasoning novice to an advanced beginner. Knowledge of this process is useful to occupational therapy educators in structuring case-based learning activities to influencing reasoning.

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The Use of Interactive Video Client Simulation Scores To Predict Clinical Performance of Occupational Therapy Students

Abstract: Video simulations of client encounters may measure decision-making skills not measured by grades, in particular, making correct decisions in a timely manner within a realistic context.

Cited by 16 publications

References 25 publications

The Impact of Online Video Cases on Clinical Reasoning in Occupational Therapy Education: A Quantitative Analysis

The Impact of Online Video Cases on Clinical Reasoning in Occupational Therapy Education: A Quantitative Analysis

The impact of ‘Generation Y’ occupational therapy students on practice education

Using Case-Based Learning to Facilitate Clinical Reasoning Across Practice Courses in an Occupational Therapy Curriculum

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