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

Abstract

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.

Experiential Learning to Advance Student Readiness for Level II Fieldwork

“…Mitchell and Batorski (2009) discussed the necessity of practical experience by stating that "experiential learning is essential for developing critical reasoning" (p. 136). This hands-on approach to clinical preparation included active learning with simulation of a practice environment to test the students' understanding of prior learning (Coker, 2010), while promoting application of learning to a real life context (Knecht-Sabres, 2013).…”

Comparison of On-Campus and Hybrid Student Outcomes in Occupational Therapy Doctoral Education

“…Similar to other research studies, student learning outcomes in occupational therapy have been examined using student and faculty satisfaction and grades in didactic courses. Additionally, researchers in occupational therapy have also examined critical reasoning of occupational therapy students enrolled in online or distance education programs (Doyle & Jacobs, 2013;Farber, 2013, Mitchell & Batorski, 2009Richardson, 2004;Simons, Baron, Knicely, & Richardson, 2002). In spite of the increased research studies on student learning outcomes, the literature on overall graduate outcomes in occupational therapy between on-campus and hybrid programs is still limited.…”

Critical Reasoning Scores of Entering Bachelor’s and Master’s Students in an Occupational Therapy Program

“…A third explanation for the unexpected results of this study could be that the WGCTA is insensitive to actual differences in occupational therapy students' CR. Although it may be difficult to capture CR abilities using a multiple-choice exam (Fawkes et al, 2003), in previous research the WGCTA has proved to be a useful tool for discriminating between occupational therapy students whose patterns of CR are consistent or inconsistent with expectations on case-based assignments (Mitchell & Batorski, 2009). In fact, the WGCTA continues to be an often-used and well-respected measure of CR (Drennan, 2010;Macpherson & Owen, 2010;Williams & Worth, 2001).…”

“…Research delineating the types of CR occupational therapists use, along with studies that have described differences in the CR of novices and experts (Mattingly & Fleming, 1994;McCannon, Robertson, Caldwell, Juwah, & Elfessi, 2004;McCarron & D'Amico, 2002;Neistadt, 1996), has assisted occupational therapy educators in devising techniques and methods for facilitating students' CR. These techniques and methods include experiential learning (Schell & Schell, 2008), questioning (Velde, Wittman, & Vos, 2006), reflection (Mitchell & Batorski, 2009;Schell & Schell, 2008) & Schell, 2008), clinical application of theory with feedback from peers and professionals (Benson & Hansen, 2007), case presentations in various formats (Lysaght & Bent, 2005;Mitchell & Batorski, 2009;Schell & Schell, 2008), and service learning (Ciaravino, 2006;Raiz, 2007).…”