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

Mitchell, Anita Witt; Xu, Yonghong Jade

doi:10.5014/ajot.2011.001511

Cited by 7 publications

(10 citation statements)

References 36 publications

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“…It is impossible to address every possible scenario students will encounter, so they must be able to apply learned concepts in a variety of ways in the clinical setting (Brudvig, Dirkes, Dutta, & Rane, 2013;Kaddoura, 2011). Critical thinking is recognized as a necessary skill for OTs to address unique situations and truly be client-centered (Mitchell & Xu, 2011).…”

Section: Critical Thinkingmentioning

confidence: 99%

“…Critical thinking involves multiple skills including (a) asking pertinent questions, (b) searching available information to inform answers to the questions, (c) examining biases, (d) analyzing and interpreting data, and (e) assessing the outcomes and adapting approach in future situations (Elder & Paul, 2009;Mitchell & Xu, 2011). For students to apply critical thinking skills, they must have a good foundational base of knowledge (Brudvig et al, 2013).…”

Section: Critical Thinkingmentioning

confidence: 99%

“…For students to apply critical thinking skills, they must have a good foundational base of knowledge (Brudvig et al, 2013). Then students must synthesize and interpret information to provide interventions for a diverse clientele (Mitchell & Xu, 2011). Once decisions are made, reflection occurs to determine how outcomes will influence future choices and experiences (Hofsten, Gustafsson, & Häggström, 2010).…”

Section: Critical Thinkingmentioning

confidence: 99%

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Use of Case Studies to Promote Critical Thinking in Occupational Therapy Students

Allen

Toth-Cohen

2019

JOTE

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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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Section: Critical Thinkingmentioning

confidence: 99%

Section: Critical Thinkingmentioning

confidence: 99%

Section: Critical Thinkingmentioning

confidence: 99%

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Use of Case Studies to Promote Critical Thinking in Occupational Therapy Students

Allen

Toth-Cohen

2019

JOTE

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“…In another study, while both groups searched for information for similar reasons, those holding a master's frequently used scientific databases to search information, whereas those with a baccalaureate often consulted colleagues for similar information [9]. Another thirteen articles, one being more than 30 years old, focused primarily on one of the seven roles with the scholar role being the most studied (8/13 articles) [9][10][11][12][13][14][15][16], followed by the role of expert in enabling occupation [17,18], collaborator [19,20] and only one focusing on the professional role [21]. Enactment of these competencies does not solely rely on occupational therapists' initial training and understanding of personal and contextual factors that facilitate or hinder their use, maintenance and development in authentic practice settings is urgently needed.…”

Section: Introductionmentioning

confidence: 99%

What occupational therapists’ say about their competencies’ enactment, maintenance and development in practice? A two-phase mixed methods study

et al. 2020

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Background: Understanding how professional competencies are actually enacted in clinical practice can help university programs better prepare their graduates. The study aimed to describe 1) the perceived competency level of occupational therapists holding an entry-to-practice master's degree 2) the factors perceived as impacting the enactment of competencies; and 3) the strategies used to maintain and further develop level of competency in the seven practice roles: expert in enabling occupation, communicator, collaborator, practice manager, change agent, scholarly practitioner and professional. Methods: Descriptive two-phase mixed methods sequential design. The quantitative phase consisted of an online survey sent to all occupational therapists holding an entry-to-practice master's degree in Quebec, Canada (n = 1196), followed by focus group discussions with a subset of participants. Analysis used descriptive statistics and the Framework Approach for content analysis of focus group data. Competencies were theoretically anchored into the Profile of Occupational Therapist Practice in Canada (an equivalent to CanMEDS framework) and we used the Theoretical Domain Framework to collect and describe perceived factors and strategies. Results: Response rate to Phase 1 was 26.5% (n = 317/1196). The communicator, collaborator and professional roles were perceived as highly solicited in practice, valued and were rated more frequently at a higher competency level as compared to the other four roles (expert, manager, change agent and scholar roles). Focus group participants (n = 16) mentioned that both individual and organisational factors influence enactment of competencies. Consulting colleagues was the preferred strategy to support the scholar role, often described as foundational for the development of expertise.

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“…These clinical reasoning skills fundamentally underpin professional practice (Mitchell and Xu, 2011). This also supports the rationale driving the qualification creep towards greater academic qualification in occupational therapy: that a stronger grasp of theory and an ability to better integrate theory into practice translates into higher standards of practice (Hilton, 2005;Mitchell and Xu, 2011). Further, Allen et al (2001) argued that master's-level occupational therapy programmes create 'scientist practitioners' who drive improvements in standards of practice within the profession.…”

Section: Discussionmentioning

confidence: 79%

Predictors of practice placement and academic outcomes in master’s-level pre-registration occupational therapy students

Thew

Harkness

2018

British Journal of Occupational Therapy

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Introduction: Occupational therapy pre-registration programmes are increasing their academic entry criteria globally to positively impact on professional practice. However, there is a lack of evidence of how a range of variables influence student outcomes. Method: An observational, retrospective cohort design measured previous degree, age, ethnicity and gender, on final academic and practice placement outcomes of previous MSc Occupational Therapy (pre-registration) students (n ¼ 153). Pearson's productmoment correlation and one-way ANOVA tests were performed on the data to assess any significant relationships between variables. Results: There was a significant positive correlation between final academic percentage and practice placement outcome, r ¼.245, n ¼ 121, p ¼ .007. Previous degree significantly correlated with final academic outcome, r ¼.333, n ¼ 153, p ¼ .000, but not with higher practice placement performance. Gender, ethnicity and age did not correlate with student outcomes. Students with previous degrees in the arts performed slightly better than those with social sciences. Conclusion: Prior academic ability significantly predicts academic but not necessarily practice placement outcomes on an MSc Occupational Therapy programme. Although more academically able students appear to develop skills for practice to a higher standard, other student values-based attributes should be measured prior to admission. Research exploring the best combination of academic and interpersonal skills for recruitment is required.

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

Cited by 7 publications

References 36 publications

Use of Case Studies to Promote Critical Thinking in Occupational Therapy Students

Use of Case Studies to Promote Critical Thinking in Occupational Therapy Students

What occupational therapists’ say about their competencies’ enactment, maintenance and development in practice? A two-phase mixed methods study

Predictors of practice placement and academic outcomes in master’s-level pre-registration occupational therapy students

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