Justin Newton Scanlan1, Nicola Hancock. 1. Discipline of Occupational Therapy, Faculty of Health Sciences, University of Sydney, Sydney, New South Wales, Australia. jsca9701@uni.sydney.edu.au
Abstract
AIM: Pilot study to examine if the addition of a structured framework improved the quality of clinical reasoning demonstrated within clinically based online discussions by occupational therapy students undertaking fieldwork. METHODS: Cognitive elements of the clinical reasoning process present within students' discussions were compared before (2005 cohort) and after (2007 cohort) the introduction of a structured framework to guide discussions. Students' self reports (2007 cohort) of clinical reasoning skills were also analysed before and after two consecutive fieldwork placements. RESULTS: The structured framework increased the proportion of postings containing the advanced 'evaluate' element of clinical reasoning and decreased the proportion of postings containing only the basic 'understand' elements. Self-reported clinical reasoning skills improved following the first fieldwork placement and this improvement was sustained following the second placement. CONCLUSIONS: The structured framework appears useful in enhancing students' depth of clinical reasoning during fieldwork, although further investigation is required.
AIM: Pilot study to examine if the addition of a structured framework improved the quality of clinical reasoning demonstrated within clinically based online discussions by occupational therapy students undertaking fieldwork. METHODS: Cognitive elements of the clinical reasoning process present within students' discussions were compared before (2005 cohort) and after (2007 cohort) the introduction of a structured framework to guide discussions. Students' self reports (2007 cohort) of clinical reasoning skills were also analysed before and after two consecutive fieldwork placements. RESULTS: The structured framework increased the proportion of postings containing the advanced 'evaluate' element of clinical reasoning and decreased the proportion of postings containing only the basic 'understand' elements. Self-reported clinical reasoning skills improved following the first fieldwork placement and this improvement was sustained following the second placement. CONCLUSIONS: The structured framework appears useful in enhancing students' depth of clinical reasoning during fieldwork, although further investigation is required.